Not exact matches
The change is the
result of months of lobbying and negotiations
between the
state's DMV and companies
testing self - driving cars.
The release of the latest round of standardized
test results on Wednesday re-opened an ongoing political battle
between Gov. Andrew Cuomo and the
state's teachers unions.
There's a concern that repealing a linkage
between state tests and teacher evaluations could
result in students being «double
tested.»
And even as multiple wells in nearby Hoosick Falls
tested positive for elevated and potentially dangerous levels of the same toxic chemical more than a year ago,
state health department employees suggested a delay in reporting
results and did not initially recommend a wider outreach to the public, according to emails
between state, county and federal officials, some of which were obtained through a Freedom of Information Law request to the federal Environmental Protection Agency.
Standardized
test results for the last school year showed slight growth at the
state and local levels in both English and math, and a slight narrowing of the gap
between black and Hispanic public school students and their white peers.
We ran a regression analysis to estimate the relationship
between states» absolute and relative poverty levels and student achievement, and the
result was clear: absolute poverty is a powerful predictor of achievement, while the relationship
between relative poverty and
test scores in the U.S. is weak and not statistically significant (see Figure 5).
Try this thought experiment with another observed practice to illustrate my point about how the
results are being mis - reported... The correlation
between student observations that «My teacher seems to know if something is bothering me» and value added was.153, which was less than the.195 correlation for «We spend a lot of time in this class practicing for [the
state test].»
Her litany of complaints about the academic
results of Klein's «radical restructuring» is somewhat familiar — «inflating»
test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the
state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged
between 2002 and 2010, and the proportion of city students meeting
state standards dropped dramatically, almost to the same point as in 2002.»
Getting these longer - term
results is especially important given what I wrote earlier about how the negative effects are probably driven by the misalignment
between the
state test and the private school curriculum.
Examples of such initiatives include the No Child Left Behind legislation in the United
States, which required schools to demonstrate that they were making adequate yearly progress and provided escalating negative consequences for schools that were unable to do this; the creation and publication of league tables of «value - added» measures of school performance in England; proposals to introduce financial rewards for school improvement and performance pay tied to improved
test results in Australia; and the encouragement of competition
between schools under New Zealand's Tomorrow's Schools program.
Tests are but one measure of student learning, and evidence demonstrates an inconsistent relationship between standardized tests results and later life outcomes — calling into question the practice of devoting additional time to a single state standardized
Tests are but one measure of student learning, and evidence demonstrates an inconsistent relationship
between standardized
tests results and later life outcomes — calling into question the practice of devoting additional time to a single state standardized
tests results and later life outcomes — calling into question the practice of devoting additional time to a single
state standardized
test.
Test - Refusal Movement's Success Hampers Analysis of New York
State Exam
Results New York Times, 8/14/15» «I remember the bad old days when achievement gaps
between groups of students or
between schools and school districts were hidden as if they were a dirty secret,» Thomas Kane, an economist and professor at the Harvard Graduate School of Education, said in an email.
The discrepancy
between local and
state assessments of student learning fueled Dr. Cruz «s growing belief that the
state test - score
results were an inadequate indicator of the quality of student learning.
Once again the uneasy relationship
between the city administration and charter school advocates was on display last week as dueling positions were taken with regards to how to interpret the latest round of
state test results.
Based on
results from across 21
states,
between 60 and 70 percent of the students who take the Smarter Balanced
tests are expected to fail the first time.
-- Four in 10 districts report having to wait
between two months and four months before getting
state test results.
The data, part of the benchmark
test known as the National Assessment of Educational Progress, show that New York City fourth graders have made progress in closing the gap
between their scores and the
state and national
results in reading, despite the higher percentages of poor and minority students in the city.
Accordingly, the
state board resolved «until empirical studies confirm a sound relationship
between performance on the SBAC and critical and valued life outcomes («college and career - ready»),
test results should not be used to make normative and consequential judgments about schools and students.»
A similar level of challenge across all the SLOs created, as well as similarity
between the difficulty of SLOs and difficulty of achieving the
results determined by other means (e.g., value - added ratings generated with
state test data).»
Two
state legislators» assessment of the
results of a
test showing Wisconsin's achievement gap
between black and white students is the widest among all 50
states?
The
resulting national controversy, framed as a
test of wills
between the Obama administration and the most populous
state, has generated plenty of heat.
Following
test scores from year to year in the same grade, the study finds that statewide improvements in standard Connecticut Mastery Test (CMT) scores reported by the Connecticut State Department of Education (SDE) between 2008 and 2009 — the period of the largest reported gains — were largely the result of the exclusion of students with disabilities from these standard test results, rather than overall improvements in performa
test scores from year to year in the same grade, the study finds that statewide improvements in standard Connecticut Mastery
Test (CMT) scores reported by the Connecticut State Department of Education (SDE) between 2008 and 2009 — the period of the largest reported gains — were largely the result of the exclusion of students with disabilities from these standard test results, rather than overall improvements in performa
Test (CMT) scores reported by the Connecticut
State Department of Education (SDE)
between 2008 and 2009 — the period of the largest reported gains — were largely the
result of the exclusion of students with disabilities from these standard
test results, rather than overall improvements in performa
test results, rather than overall improvements in performance.
Between 2010 - 2013, all 17 charter schools in the
state were renewed by the
state, despite very low overall
test results for some, including Stamford Academy and Trailblazers Academy.
To help the public see progress
between last year's
tests and this year's assessments, the
state is redesigning its CAASPP public reporting website to allow viewers to see
results for 2014 - 15 and 2015 - 16 side - by - side for schools, districts, counties and the
state.
No Child Left Behind requires every
state to administer the NAEP in reading and mathematics every two years, and the data appear to show some wide differences
between NAEP
results and the
results on
state tests.
For years, there has been a gulf
between the sunny
results on
state tests that show the majority of students are doing just fine and the much lower performance on the tough national exam, the National Assessment for Educational Progress (NAEP).
This largely explains the difference
between results on
state - specific
tests and those on such neutral measures as the NAEP.