Sentences with phrase «depend on student test scores»

One statute requires that only reverse seniority to be considered in times of layoffs, rather that measures of teacher effectiveness that depend on student test scores.

Not exact matches

For example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability system.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

They proclaimed in a front - page banner headline that the students in the English immersion programs showed test scores 20 percent, 40 percent, and even 100 percent higher, depending on grade and subject level, than the students in bilingual programs.

This method depends on two hallmarks of potential cheating: unexpected fluctuations in students» test scores and unusual patterns of answers for students within a classroom.

Teachers» salaries and job - retention prospects will depend partially on student test scores.

Her evaluation now depends on the test scores of her students as well as the scores of students under the teachers she leads.

«For schools like ours that do not qualify for additional funding based on test scores or student demographics, we depend on the parent community to step in to help raise additional funds for our students,» Peoples said.

Value - added measures have caught the interest of policymakers because, unlike many of the uses of test scores in current accountability systems, it purports to «level the playing field» so that value - added measures of teachers» effectiveness do not depend on characteristics of the students.

For one thing, whether students are identified as «below grade level» depends at least as much on the Common Core tests — and associated cut scores — as it does on the standards themselves.

In other words, a teachers's «value - added» wouldn't just depend on his or her students» performance on a state test, it would also depend on other measurements like conceptual tests, student feedback, and quantitatively - scored observations.

In 2013, the percentage of students scoring proficient in language arts lagged behind the rest of the state anywhere from 11 to 19 points, depending on the grade being tested, while math proficiency lagged from 5 to 21 points behind.

(Students who passed the AP test scored from one to four points higher on the ACT, depending on which AP class they took.)

Even the AFT and CEA have admitted that Governor Malloy's 2012 Corporate Education Reform Industry Initiative sought to eliminate tenure for all public school teachers in Connecticut and replace it with a system of short - term contracts in which continued employment as a teacher would depend, in part, on the test scores teachers» students got on the unfair and inappropriate Common Core Standardized Tests.

Depending on which reform strategy wins, new changes may also be introduced that mandate the grading of teachers based on students» test scores instead of experience.

The SBAC tests have established cut scores and are designed to fail between 56 - 68 % of students, depending on grade level and subject matter.

The Washington Post reports that for math and reading teachers in grades four through eight, half their evaluation depends on students» standardized test scores.