Sentences with phrase «by scores on standardized tests»

No standards can close the achievement gap, especially when that gap is measured by scores on standardized tests.

The cry is for good teachers to be rewarded and bad teachers to be tossed out of classrooms, based on student achievement assessed by scores on standardized tests.

This is important to know because research has shown that teachers» aptitude, as measured by scores on standardized tests, significantly affects student achievement.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

The original act held schools accountable to minimum percentages of proficient students, as measured by scores on standardized tests, with the threat of sanctions, including school closure, if they failed.

Not exact matches

And a 2014 study of student performance at schools in California and New York, conducted by the American Institutes for Research, found that attending deeper - learning schools had a significant positive impact, on average, on students» content knowledge and standardized - test scores.

What's more, a study conducted by the University of Virginia showed that kids who attend a school with a severe climate of bullying often have lower scores on standardized tests.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

Teachers wouldn't be evaluated based on their students» standardized test scores any longer under a measure approved by the New York State Assembly.

«We have to deal with the issue of the effect of Common Core testing on teacher evaluations,» Cuomo said Tuesday at a news conference on the state budget, referring to the tougher curriculum standards adopted by the state that produced sharply lower scores on standardized tests in New York last year.

While unions have said they worry that teachers could be unfairly judged based on their students» test results, the scoring for students and teachers is quite different — students get an objective standardized test score, while teachers are evaluated under multipart programs that are developed by local teachers unions and school leaders.

Teachers wouldn't be evaluated based on their students» standardized test scores any longer under a measure approved by the New York state Assembly.

The evaluation system pushed by Cuomo as part of this 2010 re-election campaign devotes half of a teacher's evaluation on their students» performance on standardized test scores that teacher unions argue is a poor measure of a teacher's ability.

The second report, released in October of 2000 by Stephen Klein and his colleagues, cast doubt on the validity of TAAS scores by suggesting that the results do not correlate with the test results of other standardized tests.

Students who attend five charter schools in the San Francisco Bay area that are run by the Knowledge Is Power Program, or kipp, score consistently higher on standardized tests than their peers from comparable public schools, an independent evaluation of the schools concludes.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition.

Back when I was a classroom teacher, my principal — to whom I rarely spoke — came by one day to tell me that one of my math students had gotten the highest score in the school on a standardized math test.

A study conducted by Fordham University researchers found that reading and math scores on standardized tests are higher at IS 218 than at comparable middle schools.

It never occurred to me that teachers would be «evaluated» based on the scores achieved by other teachers» students or that districts would have to scramble to find any tests they could just so that they could claim to be evaluating teachers, even those teaching physical education or the arts, based on scores on standardized tests.

The results indicate that a one - hour delay in start time increases standardized test scores on both math and reading tests by roughly 3 percentile points.

The legitimacy of test score increases in District of Columbia Public Schools (DCPS), in particular those at Crosby S. Noyes Education Campus, are the focus of the latest installment in USA Today's «Testing the System,» a multi-part series exploring the extent and causes of cheating — by teachers, principals and schools — on standardized tests.

Since NCLB, there has been increased pressure on such programs to prove their relevance in education by quickly improving students» grades and standardized test scores.

Today, the success of K - 12 schools is measured primarily by cut - off scores on standardized tests.

Of course, the effects of moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectiveness.

Ackerman pointed to the district's support for the growing numbers of students selecting charter schools and to rising test scores by district students on the state's standardized tests.

,» published by the Consortium on Chicago School Research, students whose teachers routinely gave «authentic intellectual assignments» increased their scores on the Iowa Test of Basic Skills (a widely used standardized test) by 20 percent more than the average increase in scores nationaTest of Basic Skills (a widely used standardized test) by 20 percent more than the average increase in scores nationatest) by 20 percent more than the average increase in scores nationally.

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

More than 90 percent of Southern students» scores on standardized tests in the 1986 - 87 school year were at or above national averages, a report by the Southern Regional Education Board has found.

UC, he explains, will admit students who score at a certain level on standardized tests, and they may also be admitted by «exception.»

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.

In the face of these powerful forces, MI theory has served as a reminder to educators to focus on the strengths and weaknesses of the individual child and has also offered conceptual support for educators seeking to prevent individual students from being stigmatized by a low score on one of these standardized tests.

In order to place the information from these tests on a common scale, we followed the standard practice of standardizing all scores by test, grade, and year to have a mean of zero and standard deviation of one.

These patterns are consistent with the findings of a 1997 study by Dominic Brewer and Dan Goldhaber, which found that more in - class problem solving for American 10th - grade students in math is related to lower test scores on a standardized test.

She believed that by taking more advanced courses, students could achieve higher scores on standardized tests.

However, I am discouraged by the fact that a score on a standardized test is still the marker of success in the course.

In one year, he helped generate a 40 % drop in the number of students scoring below proficiency on a standardized math test by doubling the time all kids spent in math class and creating new, more accessible curricula that included using photography to teach calculation skills.

But by the end of the first year, their scores on standardized tests showed the most improvement in English among district middle schools and exceptional growth in math, according to a Times analysis.

A study by Jonah Rockoff and Benjamin Lockwood found that students in New York City attending standalone middle schools score lower on standardized tests than students of the same age who attend K - 8 schools.

Schools that report low achievement for English - language learners also report low test scores for white and African - American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.

In recent years a school of thought arose in our space that a centralized authority or «harbor - master» could produce better outcomes by carefully controlling both the entrance and the exit of schools from charter sectors, primarily on the basis of standardized test scores.

When reform - friendly commenters and cheerleading journalists write about the NOLA transformation, it's become de rigueur to offer a standard qualifier — words to the effect of, «We still have a long way to go, but...» In this formulation, poor overall reading and math proficiency based on standardized test scores is a mere speed bump before long and laudatory discussions of the remarkable growth demonstrated by the city's charter schools and students since Katrina.

Later this month, The Times will publish a database of more than 6,000 elementary school teachers ranked by their ability to improve students» scores on standardized tests, marking the first time such information had been released publicly.

Spurred by the administration, school districts around the country have moved to adopt «value added» measures, a statistical approach that relies on standardized test scores to measure student learning.

They do not want teachers to be rated on their standardized test scores, or replaced by untrained recent college graduates, a la Teach for America.

As educators, we realize that the quality of a child's education can not be measured solely by scores on standardized reading and math tests, which by their nature do not assess students» conceptual thinking, their ability to do research and to evaluate and defend ideas, their skill at written and oral expression, or their success in collaborative or teamwork settings.

Distilling critics» fears to the common denominator, one finds an overarching concern that the current discussion about IPS reform will center on shifting control of money and power without genuine awareness of what techniques could best shape IPS students into life - long learners capable of achieving success on a broader plane than that defined by standardized test scores.

By contrast, practices don't have to worry that they'll lose their jobs if students» scores on standardized tests don't rise year over year.

The critics of modern school reform that I know are people who see enormous trouble in the public education system, but don't think it will be fixed by spending billions of dollars on questionable teacher assessment systems linked to standardized test scores, or expanding charter schools that are hardly the panacea their early supporters claimed they would be, or handing out federal education dollars based on promises to change schools according to the likes and dislikes of Education Secretary Arne Duncan, whose record as superintendent of Chicago public schools was hardly distinguished.

KNOWLEDGE BRIEF 15 by Stephen Raudenbush Student scores on standardized tests are used as measures for teacher accountability, but, arguably, helping children score well on an achievement test is of little value in itself.