Sentences with phrase «depends on the test scores»

Hockenberry asked Jordan whether decisions involving real estate valued at a quarter or half million dollars could depend on 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.

This misallocation of scarce resources was hardly surprising, because schools lived or died depending on their test scores.

-- does not depend on test scores.

They follow years of reliance on the now - suspended Academic Performance Index, a measure that depended on test scores that, in the words of board member Bruce Holaday, «make real estate agents so happy» in its simplicity.

He also pushed for a bill that would make 50 percent of annual teacher evaluations depend on test scores.

Not exact matches

Existing screening guidelines for postnatal depression cases depend on making use of tools like the Postpartum Depression Quiz below, which makes use of the Edinburgh Postnatal Depression Score, yet these kinds of tests can't determine women at risk, prior to them getting the condition.

Researcher: Nation's Future Depends on Raising White, Nonwhite Test Scores Observer & Eccentric, August 21, 2011» «If we can't make it happen, we may have already peaked as a nation,» said [Senior Lecturer] Ronald Ferguson, faculty co-chair and director of the Achievement Gap Initiative at Harvard.»

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.

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.

The future of accountability — and of using test scores to improve our schools — will depend on one thing: does the public care enough to advocate for the «eat - your - vegetables,» common - sense annual tests and the associated accountability?

Do SES test score gaps differ depending on whether the school is comparatively affluent or comparatively disadvantaged?

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.

It depends on whether the sample is sufficiently larger to offset not having baseline test scores.

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.

Various portfolio management and «accountability» regimes depend almost entirely on this false belief that test scores reveal which are the good and bad schools.

It all depends — on the quality of the associated tests, the position of the «cut scores,» ancillary efforts to prepare teachers, and more.

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

«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.

Also, your child's scores on a particular test may vary from day to day, depending on whether your child guesses, receives clear directions, follows the directions carefully, takes the test seriously, and is comfortable in taking the test.

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.

than meets the eye in these scores, depending on the kind and quality of test.

The exact score is going to depend on the school, so this article will provide a general overview of what defines a good Physics SAT Subject Test score and what some colleges say about the exam.

Loveless notes that states that made their tests tougher to pass did show improvement in NAEP scores, but that is likely the result of a phenomenon that does not depend on better standards.

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.

And yet, the researchers argue that using test scores to make high - stakes decisions about teachers» jobs is actually a more accurate method than previous systems, which often depended on cursory classroom observations, pass rates on licensure tests, and degrees earned.

The answer depends not so much on the test as on what is done with the scores.

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 a way, the findings indicate that there is no one «best» way to weight the measures; instead, that decision will depend on what policymakers most value, whether state test scores or other outcomes.

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.

That depends on how important grades and test scores are to you as a leader and / or teacher.

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

She showed positive VA scores on 8/16 of tests over four years (50 % of the total observations), depending in part on the grade level she was asked to teach.

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.

Young people's success in life depends on more than just academic knowledge and test scores.

The impact on a teacher's overall rating varies depending on what data is available from the state, but for some educators, test scores will account for 35 percent of their evaluation.

[1] Thus it is reasonable to ask whether a teacher's value - added score depends on which test is used to calculate it.

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.

Regardless, and assuming that Barnum's original misinterpretation was correct, I think how Katharine Strunk put it is likely more representative of the group of researchers on this topic as a whole as based on the research: «I think the research suggests that we need multiple measures — test scores [depending on the extent to which evidence supports low - and more importantly high - stakes use], observations, and others — to rigorously and fairly evaluate teachers.»

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.

Scores on tests that can't measure the qualities of mind and spirit upon which survival depend are useless.

The success of young people in school, the workplace, and the community depends on more than content knowledge and test scores.

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Score sheets vary depending on your state and testing center.

Rather than look at your credit history — which may be short depending on your age, or nebulous depending on such things as identity theft — UpStart calculates credit worthiness based on your career (for example, a lawyer is deemed more credit worthy than, say, an actor), your educational status, your job status (obviously, if you're employed, you're more credit worthy than someone who isn't) and standardized test scores to determine if you're worthy of a loan from them.

Your scores in your driving test will depend on how you execute each of the driving skills you know.