Sentences with phrase «between state testing results»

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 performatest 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 performaTest (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 performatest 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.