Sentences with phrase «based achievement test»

(School achievement tests showed greater long - run effects in the Perry study, but these school - based achievement tests are not the sort of measure used in the Head Start experiment, probably because they are difficult to compile and compare across diverse schools.)

Not exact matches

To demonstrate that Sarah's achievements were not based on perception of look - alikes but on her grasp of abstract relations, Premack tested Sarah's ability to reason analogically, involving relations of change in size, color, shape and marking, as well as actions such as cutting, opening and marking.

NHERI executes, evaluates, and disseminates studies and information (e.g., statistics, facts, data) on homeschooling (i.e., home schooling, home - based education, home education, home school, home - schooling, unschooling, deschooling, a form of alternative education), publishes reports and the peer - reviewed scholarly journal Home School Researcher, and serves in consulting, academic achievement tests, and expert witness (in courts and legislatures).

«The Government needs to scrap the damaging school performance tables and focus instead on a more balanced method of assessing educational achievement based on externally marked sample tests.»

Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based on multiple measures, including both student progress on achievement tests and the reviews of principals.

Betty Rosa, the Regents chancellor and a former New York City school administrator, noted the current evaluation law has created a situation under which teachers in fields not covered by state tests, such as physical education, often find themselves rated on the basis of student achievement in areas that are tested, such as English and math.

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Test - based incentive programs, as designed and implemented in the programs that have been carefully studied, have not increased student achievement enough to bring the United States close to the levels of the highest achieving countries.

The headline of the May 2011 NRC press release is frank and bold in the way committee reports seldom are: «Current test - based incentive programs have not consistently raised student achievement in U.S.; Improved approaches should be developed and evaluated.»

Charter school students in grades 3 through 8 perform better than we would expect, based on the performance of comparable students in traditional public schools, on both the math and reading portions of New York's statewide achievement tests.

While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

In its report, Incentives and Test - Based Accountability in Education, the committee says that NCLB and state accountability systems have been so ineffective at lifting student achievement that accountability as we know it should probably be dropped by federal and state governments alike.

Thus the NRC mantra, repeated with slightly different wording throughout the report: «Despite using them for several decades, policymakers and educators do not yet know how to use test - based incentives to consistently generate positive effects on achievement and to improve education.»

Fourteen of the 4th graders at Washington, D.C.'s Hope Community Charter School had chosen the right answer — 1/3 and 5/15 — on a test written for the school by Boston - based Achievement Network (ANet).

Since the 1970s, policymakers have relied on test - based accountability (TBA) as a primary tool for improving student achievement and for reducing racial and socioeconomic achievement gaps.

This strategy should raise their standardized test scores, since researchers estimate that «85 percent of achievement test scores are based on the vocabulary of the standards.»

Finally, it is worth noting some preliminary evidence that NCLB and related forms of test - based accountability benefit minority students and reduce achievement gaps.

Hanushek writes that the NRC's average estimated impact of test - based accountability at 0.08 of standard deviations of student achievement «may well be too low.»

Westinghouse Information Service, a scoring contractor based in Iowa City, Iowa, blamed «computer error» for mistakes in the scores of the Arizona students in grades 1 through 12 who took the California Achievement Test in April.

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

When examined in this light, the impacts of NCLB — which the NRC estimates at a 0.08 standard deviation improvement in average achievement nationwide — are far greater than suggested by the NRC committee, which concludes that test - based accountability under NCLB had minimal impact and probably should be abandoned.

Based on a randomized controlled trial with 78 secondary school teachers and 2,237 students, MTP - S improved student achievement test scores in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile.

Hanushek examines the report's two main conclusions: a) that test - based incentive programs «have not increased student achievement enough to bring the United States close to the level of the highest achieving countries;» and b) that high school exit exam programs «decrease the rate of high school graduation without increasing achievement.»

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

Results from annual standardized tests can be useful for accountability purposes, but student progress must be measured on a far more frequent basis if the data are being used to inform instruction and improve achievement.

Implicit in the theory of action underlying test - based accountability is the link between achievement gains and improvements in long - term outcomes.

In the 2001 reauthorization of ESEA as the No Child Left Behind Act, states were required to test students in grades 3 — 8 and disaggregate results based on student characteristics to make achievement gaps visible.

We know, from work by Eric Hanushek and Macke Raymond, among others, that the adoption of test - based accountability systems boosted achievement in the late 90s in the early - adopter states.

Mostly based on «value added,» a statistical measure of the contribution the teachers make to student achievement on standardized tests.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

Test - based student - achievement gains have predictive power but provide little insight into a teacher's particular strengths and weaknesses.

To the extent that the most important staffing decisions involve sanctioning incompetent teachers and rewarding the very best teachers, a principal - based assessment system may affect achievement as positively as a merit - pay system based solely on student test results.

Teachers» average student - achievement gains based on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as classroom observations and student surveys.

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

And building test - score - based student achievement into teacher evaluations, while (in my view) legitimate for some teachers, has led to crazy arrangements for many teachers whose performance can not be properly linked to reading and math scores in grades 3 — 8.

With few exceptions, however, the assessments states have chosen to implement because of NCLB are either nationally standardized achievement tests or state - developed standards - based tests — both of which are flawed.

After almost five years, the federal No Child Left Behind (NCLB) Act already has made a significant impact on U.S. schools, based on improved test scores and a narrowing of the achievement gap, according to U.S. Secretary of Education Margaret Spellings.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

Performance measures based on the growth in student achievement over time, which are only possible with annual testing, provide a fairer, more accurate picture of schools» contribution to student learning.

The state publishes school report cards containing student - achievement data and assigns ratings to schools based, in part, on test scores.

• Deming examines Texas's test - based accountability system and show that for students at low - performing schools, it led to increased achievement, college attendance, degree attainment, and income earning.

But our policies — especially school - level accountability and test - based teacher evaluations — focus on academic achievement alone.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

A story and chart in the May 14, 2008, issue of Education Week about states that have curtailed bilingual education should have said that trends in student achievement identified by Daniel J. Losen of the Civil Rights Project at the University of California, Los Angeles, were based on test scores in reading of English - language learners in 4th grade, not 4th and 8th grades.

In 61 randomly selected schools, students were assigned to classes based on prior achievement as measured by test scores.

Yet despite the louder outcry against curriculum - based tests, I believe they hold far more promise than skills - based tests to promote significant gains in achievement and equity.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).