In schools that used the Second Step Program paired with other trauma - informed strategies, results indicated that they either met or exceeded growth as measured
by state achievement tests.
Not exact matches
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.
In 2011, the second year of more rigorous scoring of
state standardized
tests,
achievement dipped slightly across the
state, according to figures just released
by the
state education department.
The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English
achievement, as measured
by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.
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.
Annual average improvement target of 2.5 percentage point gains in
achievement on
state reading and math
tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent
by 2025 for all students and student subgroups
Achievement: Student groups currently scoring below benchmark (scale scores below 750 on current
state tests) will be expected to close the gap to 750
by 25 percent within 5 years.
On the other hand, we did not meet our goal to shrink
by a significant margin the
achievement gap (as measured
by state - level standardized
tests) as was our hope.
For example, David Sims has shown that after a 2001 Wisconsin law required schools to open after Labor Day, districts forced to delay their start dates saw their students»
achievement on the
state math
test fall relative to districts that were unaffected
by the law.
Importantly, the schools attended
by students in our sample include both open - enrollment public schools operated
by the local school district and five over-subscribed charter schools that have been shown to have large, positive impacts on student
achievement as measured
by state math and English language arts
tests.
Nearly one - third of the 450,000 Arizona students who took a
state - required standardized
achievement test were given incorrect scores
by the computer firm hired to grade the
tests.
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.
When
states set the bar too low —
by setting a low cut - score to demonstrate proficiency on a
state test — it conveys a false sense of student
achievement to kids, parents and teachers This website will help parents see how their
states are doing and what they can do to get involved.
For example, a student who begins the year at the 50th percentile on the
state reading and math
test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average,
by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same
achievement level but was assigned to a bottom - quartile teacher.
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.
These
achievements in Massachusetts and Florida aren't simply improvements on
state tests, which could be subject to manipulation, but are confirmed
by progress on national
tests administered in those
states.
A forthcoming study
by a pair of Stanford University researchers is further stoking the debate over whether
states» high - stakes
testing programs can positively affect academic
achievement.
«The Accountability Plateau,»
by Mark Schneider, just published
by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes
state testing systems that preceded it, corresponded with a significant one - time boost in student
achievement, particularly in primary and middle school math.
But, unfortunately, evidence from both the United
States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured
by tests of
achievement.
That's a daunting challenge for any
test maker, but it's further complicated
by widespread fears of soaring failure rates and their political consequences, as well as
by Arne Duncan's stipulation (in the federal grants that underwrite the assessment - development process) that the
states belonging to each consortium must reach consensus on those passing scores (in government jargon, «common
achievement standards»).
A Maryland school district's curriculum and classroom assessments represent what teachers need to help students reach ambitious academic goals and succeed on
state tests, concludes a report issued
by a group pushing for greater student
achievement.
To estimate the
achievement of workers born in the United
States, we use mathematics
test scores on the NAEP for 8th graders
by birth
state between 1990 and 2011.
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.
Research
by Fred M. Newmann and his colleagues on «intellectual works» (previously called «authentic
achievement») showed how more real - world and complex performance assessment improves student
achievement as measured
by national and
state tests.
A handful of school districts and
states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student
achievement gains as indicated
by annual
test scores (adjusted for prior
achievement and other student characteristics) as a direct measure of individual teacher performance.
While some critics have charged that changing to a four - day school week may have negative effects on student
achievement, researchers at Colorado
State University have completed a study indicating that the switch to a four - day schedule has «no effect» on
achievement as measured
by the Iowa
Test of Basic Skills.
As I've argued before, the federal requirement that is driving the over-testing concern isn't the mandate that
states test students annually in grades 3 — 8; it's the mandate (dreamed up
by Arne Duncan as a condition of ESEA waivers) that
states develop teacher - evaluation systems that include student
achievement as a significant factor.
Washington — Efforts to provide
state - by - state comparisons of student - achievement data moved forward last week with the announced formation by the Council of Chief State School Officers of a planning group for a new, expanded National Assessment of Educational Progress test in mathematics in
state -
by -
state comparisons of student - achievement data moved forward last week with the announced formation by the Council of Chief State School Officers of a planning group for a new, expanded National Assessment of Educational Progress test in mathematics in
state comparisons of student -
achievement data moved forward last week with the announced formation
by the Council of Chief
State School Officers of a planning group for a new, expanded National Assessment of Educational Progress test in mathematics in
State School Officers of a planning group for a new, expanded National Assessment of Educational Progress
test in mathematics in 1990.
While Prof. Greene positions himself as dedicated to scholarly rigor, he falls into his own logical trap when challenging our claims about
states without teacher unions having the lowest
achievement rate according to the measures favored
by the standardized
test proponents.
«The rash of standardized
testing after the No Child Left Behind Act became law in the early 2000s did not raise
achievement averages very much,» he observes, but the backlash that has led
states to ease back on
testing isn't being replaced
by anything that's apt to work better.
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.
Analysts have cited a legion of reasons for the
state's slide in
achievement: the steady leaching of resources from the schools that was the inevitable result of the infamous 1970s property - tax revolt led
by Howard Jarvis; a long period of economic woes caused
by layoffs in the defense industry; curriculum experiments with «whole language» reading instruction and «new math» that were at best a distraction and at worst quite damaging; a school finance lawsuit that led to a dramatic increase in the
state's authority over school budgets and operations; and a massive influx of new students and non-English-speaking immigrants that almost surely depressed
test scores.
Still, it is important to keep in mind that our results are limited to student
achievement as measured
by the 2003 TIMSS
test scores in 8th - grade math and science in the United
States.
While NAEP, the Nation's Report Card, scores are the gold standard for measuring student
achievement and serve as a yardstick for
state comparisons, NAEP results are generally not known
by students and their families, who rely on their
state test results to know how they are performing.
Mobilizing employers and business leaders to insist that
states align high school standards, assessments and graduation requirements with the demands of postsecondary education and work and show graduates that
achievement matters
by using high school transcripts and exit
test results in making hiring decisions.
New Jersey measures growth for an individual student
by comparing the change in his or her
achievement on the
state standardized assessment from one year to the student's «academic peers» (all other students in the
state who had similar historical
test results).
And in the vast realm of regulation, perhaps the touchiest will turn out to be (or so we've been admonished
by the critics and worry - warts mentioned above) the requirement that private schools administer
state tests and be held publicly accountable for student
achievement as measured
by such
tests.
Some
tests, such as the Stanford
Achievement Test, are developed for general use
by any school district in the country, while other
tests are developed for a specific
state, such as the Massachusetts Comprehensive Assessment System (MCAS), and the Texas Assessment of Academic Skills (TAAS).
The results of such an analysis allow us to reality -
test the broad cautions voiced
by the Friedman Foundation, the Cato Institute, and others — in particular their warning that holding schools to account for student
achievement (especially via conventional
state testing programs) will surely cause them to turn their backs on such programs and thus leave needy children without good educational options at all.
«Across the country,
states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity
by highlighting
achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,»
stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around
testing, providing additional support for
states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»
Each applicant will identify a grade or grade range that is
tested by state assessments (3 - 8 and / or 11) and implement supplementary instructional strategies or programs, services, and / or educational technology for the purposes of improving
achievement in mathematics or language arts for students with disabilities.
The suit filed in
state Supreme Court in Albany by the STA and about 30 city teachers, and supported by New York State United Teachers, argues SED did not properly account for the devastating effects of student poverty on achievement when it set growth scores on state tests in grades 4 - 8 math and English Language
state Supreme Court in Albany
by the STA and about 30 city teachers, and supported
by New York
State United Teachers, argues SED did not properly account for the devastating effects of student poverty on achievement when it set growth scores on state tests in grades 4 - 8 math and English Language
State United Teachers, argues SED did not properly account for the devastating effects of student poverty on
achievement when it set growth scores on
state tests in grades 4 - 8 math and English Language
state tests in grades 4 - 8 math and English Language Arts.
Vermont is the only
state with a system of measuring student
achievement that is good enough to be copied
by others, a
testing watchdog group has concluded.
As discussed previously, however, the percentage of students scoring at the proficient level on
state tests is an imperfect indicator of school quality, contaminated as it is
by the fact that student
achievement is influenced
by a host of factors outside of a school's control.
For purposes of this study, a school «s student
achievement level is represented
by the percentages of students meeting or exceeding the proficiency level (usually established
by the
state) on language and mathematics
tests.
Washington's high - risk designation specified that the
State must submit,
by May 1, 2014, final guidelines for teacher and principal evaluation and support systems that meet the requirements of ESEA flexibility, including requiring local educational agencies (LEAs) to use student
achievement on CCR
State assessments to measure student learning growth in those systems for teachers of
tested grades and subjects.
Each school «s level of student
achievement was represented
by the percentages of students meeting or exceeding the proficiency level, usually established
by the
state, on language and mathematics
tests.
Using statewide longitudinal data, the study analyzes dual - credit participation rates
by race / ethnicity, gender and math and reading
achievement on
state tests and examines differences in outcomes for dual - credit participants and nonparticipants.
We measured student
achievement by reference to the school «s performance on the 2005 - 2006
state tests in mathematics.