Sentences with phrase «data on student test scores»

This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state - level panel data on student test scores from the National Assessment of Educational Progress (NAEP).

Before conducting the lotteries, our evaluation team collected data on student test scores and family background characteristics.

Not exact matches

Duckworth was a co-author on a paper published last year that compared self - reporting on grit, self - control and conscientiousness with actual test scores and behavior data of students at 32 Boston schools.

Using longitudinally linked, student - level data collected from two urban school districts, New York City and Washington, DC, Mathematica estimated the impacts of five EL middle schools on students» reading and math test scores.

In addition to test scores, PISA collects data on student learning styles.

7:15 pm: Juan asks DioGuardi: The NYC Department of Education is poised to release to the public in the coming weeks Teacher Data Reports, which are based on student scores on state tests.

Doctoral student Helen Malone has been researching time and learning and says that because this is so new, «there's no rigorous data yet, but what they are finding is that kids are making significant gains on standardized test scores.»

Using student - level data from two states, Harvard Professor Martin West and I found that 40 to 60 percent of schools serving mostly low - income or underrepresented minority students would fall into the bottom 15 percent of schools statewide based on their average test scores, but only 15 to 25 percent of these same schools would be classified as low performing based on their test - score growth.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test - scores are a very imperfect proxy for those impacts.

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

For instance, data may show that the students who pass through one teacher's class consistently score lower on state achievement tests than the students in another teacher's class.

The companies should be required to then forward these instructional data, along with test scores, subscores on specific components of the test, and student demographic information, to the state in a standardized format.

In response to the criticism that teacher impacts on student test scores are inconsistent over time, the authors show that «although VA measures fluctuate across years, they are sufficiently stable» that selecting teachers even based on a few years of data would have substantial impacts on student outcomes, such as earnings.

Test - retest reliability over short periods of time is the preeminent psychometric question for report card items because the data are not useful if scores that teachers generate for individual students on individual items are unstable during a period of time in which it is unlikely that the student has changed.

«We have data that shows that if teachers scored high on their evaluations, students showed improvement on state tests.»

Two recent experimental evaluations of the Louisiana Scholarship Program found negative effects of the program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data so far.

Under the changes being proposed to the state's A + school accountability program, Florida's annual school - by - school letter grades would be based on longitudinal data — that is, looking at how students» test scores increase or decline as they proceed through school over several years.

We also need to continue explorations of data of all types (not just test scores), building on, for example, important research that's helping us develop early warning indicators to prevent students from dropping out.

One must have data on school type (charter or public) and test scores of individual students prior to high school, individual - level high school attendance records and exit information, and college attendance after high school.

Using student data to assess teachers raises a number of thorny objections, as unions and individual teachers balk at using student test scores alone to drive decisions on teacher effectiveness.

We know of no legitimate statistical text that argues it is irrelevant to use tests of statistical significance to guard against random fluctuations in the data - in this case, scores on tests of student performance.

Data on state math and reading test scores for all Florida students attending public schools in grades 3 to 10 from the 2000 - 01 through 2008 - 09 years were analyzed.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

The initial government evaluation gathered data through 2008 - 09, so the graduation rate analysis is only based on about 300 students (as compared to 1,300 students from multiple grades included in the test - score analysis).

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.

Optimism, Test Scores on the Rise at English High School Boston Globe, 11/30/15» [Senior Lecturer Katherine] Merseth said the key elements to improving a failing school are a shared vision, welcoming culture, tracking student progress through detailed data, and supporting teachers as they try challenging new things.»

It is a central repository for student data and provides quick access to contact information for students, information on special health concerns or accommodations, student grades with complete assignment listings, and student test scores, Newlin told Education World.

The state publishes school report cards containing student - achievement data and assigns ratings to schools based, in part, on test scores.

Our analyses were based on the approximately 125,000 students in grades four through seven within these districts who completed the surveys in spring 2015 and whose responses we can link to data on test scores in grades three through eight from spring 2013 to spring 2016.

SGPs calculate how a student's performance on a standardized test compares to the performance of all students who received the same score in the previous year (or who have the same score history in cases with multiple years of data).

To rule out this possibility, we rely on school - level data on the percentage of students achieving level 4 in Key Stage 2 English, as the more detailed student - level test scores examined above are not available before 1996.

Recent studies using lottery data — that is, comparing applicants who gained a seat in a charter school versus those who were turned away — show positive impacts on student test scores.

Though still in negative territory, voucher students» test scores were on the upswing in year two, with new data on the horizon.

That report, Dick and Jane Go to the Head of the Class, contends that data from those three studies indicate that students in schools with strong library media programs learn more and score higher on standardized tests than do their peers in schools with less adequate library facilities.

Given the limitations of the data, our finding that spending increased time on lecture - style teaching improves student test scores results should not be translated into a call for more lecture - style teaching in general.

Using data on test scores and student records from the Chicago Public Schools, we developed a statistical algorithm to identify classrooms where cheating was suspected.

Our data included each student's answers on each year's test; which school and classroom each student was in; each student's previous and future test scores; and demographic variables including each student's age, sex, race, and eligibility for the federal school lunch program, a widely used proxy for family income.

«It's a mistake to draw firm conclusions from a single data point, especially when students, parents and educators want the conversation... to go far beyond labeling them with a score based on unproven and disruptive standardized tests,» she said.

Our analysis is based on statewide, student - level longitudinal data obtained from the Arizona Department of Education (AZDOE) that contains information on test scores, school enrollment, and student characteristics for the 2005 - 06 through 2011 - 12 school years.

In addition to test scores in math and science, the TIMSS data include background information on students» home and family life as well as data on teacher characteristics, qualifications, and classroom practices.

Maryland's scores on a national reading test may have been inflated because the state's schools excluded a higher percentage of special - education students than any other state, according to data from the U.S. Department of Education.

All three studies achieved very high response rates on all data collections, whether teacher surveys, classroom observations, collection of teachers» scores on college entrance exams or precertification exams, student achievement tests, collection of student data from district administrative records, principal surveys, or interviews with program officials.

Based on test score data covering seven years, The Times analyzed the effects of more than 6,000 elementary school teachers on their students» learning.

The Partnership is tracking high school placement and completion data, scores on state exams and the Archdiocesan religion tests, enrollment and student retention figures, and costs and revenues for every students.

Duckworth was a co-author on a paper published last year that compared self - reporting on grit, self - control and conscientiousness with actual test scores and behavior data of students at 32 Boston schools.

Kane's 2013 analysis, which was presented at the trial (pdf), looked at several years of data as teachers moved between schools and found that Chetty's model could accurately identify ineffective teachers and the impact they had on their students» test scores.

School - level data on student proficiency were drawn from SchoolDataDirect.org for the 2007 — 08 school year, the most recent year for which test - score data would have been publicly available when the survey was conducted.

This study presents new evidence on the test - score consequences of a teacher's race by examining data from Tennessee's well - known experiment in reducing class size, Project STAR (Student Teacher Achievement Ratio).

We also linked the lottery data to publicly available CPS data on students» middle schools, including the percentage of 8th graders who scored proficient or better on the math section of the Illinois Standards Achievement Test (ISAT), the percentage scoring proficient or better on the reading section, and the percentage of black or Hispanic students.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test scores are a very imperfect proxy for those impacts.