Sentences with phrase «concerns about test scores»

«For affluent parents who are concerned about the test scores, they have an exit strategy — their exit strategy is to hire a private tutor,» Ms. Moskowitz said.

If I have to be so concerned about a test score, I can not address the needs of individual students.»

District leaders explain this policy is due to constraints on the budget, and not concern about test scores.

Not exact matches

Assemblywoman Pat Fahy, a Democrat from Albany, said she wasn't convinced, either, that the new model addressed her conference's concerns about the reliance on student test scores to rate teachers.

While P.S. 130 has strong test scores, TriBeCa parents were concerned about the school's stricter rules, including a requirement that students must wear uniforms, and parents also worried their children would have trouble making friends because 70 percent of incoming kindergarteners at P.S. 130 do not speak English as a primary language.

Interestingly, the committee's conclusion with respect to exit exams does not pick up on the full report's emphasis on the importance of the design features of incentive systems, which include warnings that tests aimed at ensuring minimum competency may lower expectations, and concerns about both the potential narrowing of the curriculum and the tendency for score inflation on a known test.

Concern over U.S. students» middling test scores vies with caution about cultural and other factors that shape school improvement.

In challenging the use of value - added models as part of evaluation systems, the teachers» unions cite concerns about the volatility of test scores in the systems, the fact that some teachers have far more students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction in unproductive ways, such as via «test prep.»

Three months after the debut of the SAT writing test, some colleges are expressing concerns about its validity, and many have decided not to require the scores, at least for the time being.

Consequently, NAEP data should be relatively immune to concerns about accountability - driven test - score inflation, such as may result from «teaching to the test.»

This view would assign less importance to concerns about declining test scores at the elementary - school level, since the increasing skill of the workforce provides evidence that overall student achievement is not falling.

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.»

The More than a Score coalition, which covers 16 teaching and early years» organisations including the NEU, the British Educational Research Association, the Association of Child Psychotherapists and parents» group Let Our Kids Be Kids, is also concerned about the idea of short tests in pupils» first few weeks at school.

In my experience, it is not unusual for teachers to 1) not really know that much about the test scores they are attempting to explain, and 2) be civil toward me yet completely discount most of the questions I ask and the concerns I raise.

Description: If people in your community are concerned about upcoming test scores associated with the Common Core and what they mean (or what people will decide they mean to serve their own purposes), they should read this article from Education Weekly about the tests frequently called the «Nation's Report Card,» the National Assessment of Education Progress (NAEP).

But she shares Palmer's concerns about what will happen when the first Common Core test scores are released.

They attribute that to concern about tying scores on Common Core - aligned tests to teacher evaluations.

It is also possible that the researchers who raise serious concerns about the emphasis being placed on test score measures have not effectively stated or publicized their objections.

You'd think the respondents would be more concerned about that, given their very negative take on Washington's efforts to improve teacher evaluation — with 81 % strongly believing that federal policy should not «support teacher evaluation systems that rely significantly on» student test scores.

The third problem, Ho explains, raises concerns about achievement gaps — for example, average differences between test scores of white or higher - income students and minority or poor students.

There are therefore several things to think about as we further explore the AEI study: long term outcomes do indeed matter a lot, especially for poor kids; if large test - score gains don't eventually translate into improved long term outcomes, it is a legitimate cause for concern; and we must stay open to the possibility that some programs could help kids immensely over the long haul, even if they don't immediately improve student achievement.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

Thousands of students in Indiana, Oklahoma and Minnesota have been kicked offline while taking tests in recent weeks, postponing the testing schools planned for months and raising concerns about whether the glitches will affect scores.

Adkins addresses several frequent criticisms of the test, including objections to using a corporate partner to score the assessments and concerns about the effort to standardize the teaching profession.

Getz, who was one of 50 principals who signed a letter to New York Education Commission John King citing concerns about the quality of the spring 2013 assessments, hopes policymakers will acknowledge that standardized test scores are imperfect measures of what students are supposed to learn under the new standards.

Ratliff said she was also concerned about using schoolwide test scores to judge her individual performance.

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.

They tell you that while teachers are concerned about the declining test scores, they have considerable confidence in their own expertise.

They spoke about the evaluation of teachers by test scores, and he listened to her concerns.

Back on June 3, 2011, she wrote a letter to President Obama, detailing her concerns about the emphasis on student test scores as a prominent part of educator evaluation.

E4E - LA teacher and Teach Plus Policy Fellow Kyle Hunsberger explains his concerns about using raw test scores rather than value - added measures in this Los...

Keith Harrison, a 9th grade English teacher from Baldwin High School in suburban Pittsburgh, said he told Duncan that teachers are concerned about schemes that use standardized test scores to evaluate teachers.

The head of a controversial virtual charter school wants North Carolina lawmakers to funnel more cash into the program and clear operations beyond the 2019 sunset of its four - year pilot program, despite lagging test scores and a host of concerns about similar programs nationwide.

I'm certain that cutting these programs would have been the highest priority at schools where increasing tests scores are the only considerations, or where teachers are most concerned about their own salaries.

For the most part, evaluators have been more forgiving than the test scores, raising concerns about the accuracy and reliability of both measures.

In his RSCO School Choice Fair field notes, HH expresses concern that ``... the lack of conversations about test scores, despite some critics» view that test scores are not a reliable indicator of a school's quality of education, is concerning as low - income parents might not be aware of the academic outcome produced by the schools that they are choosing for their kids» (HH).

Windham Federation of Teachers President Randall Prose said: «We're concerned about much more than test scores, but these latest numbers provide an urgent opportunity to ask some tough questions.

Additionally, majorities of districts expressed concern about the reliability and validity of certain assessment measures (including test scores), and over the years some districts have designed an evidence - based teacher recommendation rubric that complements test scores by picking up student attributes that are important to student learning (such as student motivation).

The implementation of new consortia - based tests (Smarter Balanced and PARCC) has created concern among both educators and school leaders about increased test difficulty, score accuracy, technology, and educator readiness to prepare students for the new assessments.

Elected board members in Hartford raised concerns about both the test scores and graduation rates with little response from the Superintendent or his successor.

For example, in order to address concerns about the fairness of using student test scores to evaluate teachers, Hillsborough County Public Schools, in Tampa, Florida, decided early on to focus on the growth in test scores between two points in time rather than a static achievement measure captured only once a year.

For example, one teacher said she was told that her students» test scores in geography did not «count» and two of the geography teachers expressed concern about losing their jobs because geography and social studies courses were likely being removed from the curriculum.

«I wouldn't have put so much time into this if I was a racist and a segregationist,» Murphy said, adding that she is concerned about the school's slipping test scores and the fact that many of the poor children live too far from the school to participate in after - school activities and summer programs.

«Testing experts have raised significant concerns about all (SBAC, PARCC, Pearson) assessments, including the lack of basic principles of sound science, such as construct validity, research - based cut scores, computer - adaptability, inter-related reliability, and most basic of all, independent verification of validity.

Human judgment also may reduce teachers» concerns about being assessed only by test scores or being subjected to statistical procedures they don't trust or understand.

CEA Executive Director Mary Loftus Levine, parents, and teachers told members of the State Board of Education today that they are concerned about the potential overreliance on standardized test scores in teacher evaluations.

As high school principals, we are deeply concerned about the direction of the Regents reform agenda, especially in regard to evaluating teachers using test scores.

Many teachers are concerned about what they see as a lack of freedom in curriculum planning and personal teaching style, and fear being evaluated based on their students» Common Core test scores.

But the intense focus on test scores has left many parents concerned about narrowing curriculum and what they call a classroom concentration on testing well instead of learning.

A few days before the Regents approved the APPR regulations, ten prominent researchers of assessment, teaching and learning wrote an open letter that included some of the following concerns about using student test scores to evaluate educators [1]: