Sentences with phrase «effects of standardized tests»

So, the next time you hear someone cite research during a heated debate over, say, the effects of standardized tests, ask how the research was conducted.

One professor offered an example based on her current student dissertations: For research on the effects of standardized testing, the work of Pierre Bourdieu provides a theoretical framework, while James Banks» «Five Dimensions of Multicultural Education» offers more of a conceptual framework on how to teach multicultural education.

Confronting the effects of standardized testing, racial disparity, child poverty, teacher morale and quality teaching, these books offer no - holds - barred...

Not exact matches

NSF International is a global independent organization that writes standards and tests and certifies products for the water, food, health sciences and consumer goods industries to minimize adverse health effects and protect the environment as well as offering a range of standardized and proprietary methods of measuring sustainability for organizations, products, processes, supply chains and services.

These effects are 1) pervasive, being reflected in a range of measures including standardized tests, teacher ratings, and academic outcomes in high school; and 2) relatively long - lived, extending throughout childhood into young adulthood.»

«We have to deal with the issue of the effect of Common Core testing on teacher evaluations,» Cuomo said Tuesday at a news conference on the state budget, referring to the tougher curriculum standards adopted by the state that produced sharply lower scores on standardized tests in New York last year.

It's unknown whether the retreat from the most controversial effects of the Common Core standards will quell a boycott movement that led to one fifth of students skipping the third through eighth grade standardized tests earlier this year.

Questions during the Q&A portion of the press conference included his plans during his scheduled visit to Albany on March 4th, why he expects to convince legislators who he has not convinced, whether he's concerned that the middle school program will be pushed aside if there is a pre-K funding mechanism other than his proposed tax, where the money to fund the middle school program will come from, how he counters the argument that his tax proposal is unfair to cities that do not have a high earner tax base, how he will measure the success of the program absent additional standardized testing, whether he expects to meet with Governor Cuomo or Senate Republican Leader Dean Skelos during his March 4th trip, what he would say to a parent whose child planned on attending one of the charter schools that his administration refused to allow, whether he doubts Governor Cuomo's commitment or ability to deliver on the funding the governor has promised, what are the major hurdles in trying to convince the state senate to approve his tax proposal, whether there's an absolute deadline for getting his tax proposal approved, whether he can promise parents pre-K spots should Governor Cuomo's proposal gointo effect, and why he has not met with Congressman Michael Grimm since taking office.

EPA has used standardized test methods since the early 1970s to detect potential adverse effects of chemicals, including endocrine disruptive effects.

Dan Koretz, Reporters Roundtable on High Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.»

Over the past 20 years, many school systems around the globe have undergone some form of education reform and yet the trillions of dollars being spent in school systems, ongoing debates over the value of teacher pay incentives, and standardized test movements have yielded little effect in many countries.

If the skeptics are right, Wood writes, Common Core «will damage the quality of K — 12 education for many students; strip parents and local communities of meaningful influence over school curricula; centralize a great deal of power in the hands of federal bureaucrats and private interests; push for the aggregation and use of large amounts of personal data on students without the consent of parents; usher in an era of even more abundant and more intrusive standardized testing; and absorb enormous sums of public funding that could be spent to better effect on other aspects of education.»

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» effectivenesOf 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» effectivenesof 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» effectivenesof 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» effectivenesof teachers» effectiveness.

The results indicate that the effect of receiving a fail rating is to raise standardized test scores in a school by 0.12 standard deviations in math and by 0.07 to 0.09 standard deviations in English.

My goal was to learn from the best about how effects of the environment, standardized testing, policy, and culture can be understood individually and under what conditions these effects work best together.

Instructors» effects are even larger when standardized test scores are the measure of student outcomes.

Good C, Aronson J, Inzlicht M (2003) Improving adolescents» standardized test performance: An intervention to reduce the effects of stereotype threat.

The study used both standardized test scores and surveys of parents and students to evaluate the effect of the scholarship program on both academic performance and student and parental satisfaction.

Finally, the only study to have estimated the effect of charter school attendance on students» job prospects, although based on nonexperimental methods, finds that attending a Florida charter school increased students» earnings as adults despite having no impact on their standardized test scores.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

The results are consistent with other studies that show a substantial return (up to 50 percent of a standard deviation on standardized achievement tests) to achievement from observed classroom quality, with greater effects often accruing to children with higher levels of risk and disadvantage.

Getting into a charter school doubled the likelihood of enrolling in Advanced Placement classes (the effects are much bigger for math and science than for English) and also doubled the chances that a student will score high enough on standardized tests to be eligible for state - financed college scholarships.

Regardless of the relative merits of standardized testing, federally mandated annual testing would continue to have a real effect on local school policy.

In Year 2, treatment effects were replicated on an on - demand writing assessment (d =.67) and showed evidence of transfer to improved performance on a standardized writing test (d =.10).

As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests.

WASHINGTON — In the most comprehensive study of its kind yet conducted, researchers from Boston College have found evidence to confirm the widespread view that standardized and textbook tests emphasize low - level thinking and knowledge and that they exert a profound, mostly negative, effect on classroom instruction.

To be sure, scores on standardized tests do not represent the full range of potential charter - school spillover effects.

When reform - friendly commenters and cheerleading journalists write about the NOLA transformation, it's become de rigueur to offer a standard qualifier — words to the effect of, «We still have a long way to go, but...» In this formulation, poor overall reading and math proficiency based on standardized test scores is a mere speed bump before long and laudatory discussions of the remarkable growth demonstrated by the city's charter schools and students since Katrina.

The agreement proposes to evaluate a teacher's effect on students» learning in part with an unusual mix of individual and school - wide data from such sources as state standardized tests, high school exit exams and district assessments, along with rates of high school graduation, attendance and suspensions.

Studying elementary schools in Arizona, Smith (1991) found other negative effects of testing on teachers: «Testing programs substantially reduce the time available for instruction, narrow curricular offerings and modes of instruction, and potentially reduce the capacities of teachers to teach content and to use methods and materials that are incompatible with standardized testing formats» testing on teachers: «Testing programs substantially reduce the time available for instruction, narrow curricular offerings and modes of instruction, and potentially reduce the capacities of teachers to teach content and to use methods and materials that are incompatible with standardized testing formats» Testing programs substantially reduce the time available for instruction, narrow curricular offerings and modes of instruction, and potentially reduce the capacities of teachers to teach content and to use methods and materials that are incompatible with standardized testing formats» testing formats» (p. 8).

They provide support and information to parents wishing to opt their children out of standardized testing and promote awareness of the effects of high - stakes testing.

The most controversial of them include what is known as value - added models1 that use data from standardized tests of students as part of the overall measure of the effect that a teacher has on student achievement.

For too long, standardized testing has been the predominant form of assessing student learning, while ignoring the deleterious effects of narrowing the curriculum, promoting teaching to the test, and emphasizing lower order cognitive skills.

The summative evaluation of two years of the Arts for Academic Achievement (AAA) program examines student learning outcomes of arts - integrated instruction measured by standardized tests, as well as effects not captured by standardized tests.

Specifically, her research includes the effect of the ELL classification on students» long - term academic performance and educational experiences and aims to examine the validity and reliability of standardized tests for ELLs.

A 2011 study of the effects of teacher turnover on the performance over five years of more than 600,000 fourth - and fifth - graders in New York City found that students who experienced higher teacher turnover scored lower in math and English on standardized tests — and this was «particularly strong in schools with more low - performing and black students.»

This prediction is reinforced by evidence of «ceiling effects» in standardized tests; students in the upper tracks, as described above, are likely to have higher scores and to hit the ceiling with little growth.

He was a co-author of a study that showed that teachers who helped students raise standardized test scores had a lasting effect on those students» future incomes, as well as other lifelong outcomes.

Unncessary mandate: The Bush plan is an unnecessary and unhelpful federal mandate that will have the effect of putting the weight of the federal government behind the overuse and misuse of standardized tests, with educationally harmful results.

Based on scores in nationally standardized tests (fourth grade reading and math and eighth grade reading and math), greater union membership of educators tends to have a positive impact on student test scores while larger class sizes tend to have a negative effect.

As a parent, it concerns me that you have required states to expand charter schools, increase standardized testing overall, tie teacher jobs to test scores, and turn around schools by firing half or more of the staff, when the overwhelming body of evidence — including that of the research arms of the federal government — is clear that these strategies do not improve academics overall and can have serious negative effects on children and their education.

The government reacted by reintroducing standardized testing for grades 2 to 9, so we advised reviewing and refining this strategy by working to minimize unintended effects such as teaching to the test, and suggested that in time the tests may be reduced to a couple of grades, like the highest performing countries, using the money saved to provide higher quality training in classroom assessments.

Obama's education reform blueprint brings us full circle, as it itself is an innovation built upon knowledge gained during NCLB (in fact, growth - model testing was piloted during NCLB after the Bush administration observed the negative effects of over-emphasis on standardized testing).

The effect of students» sense of personalization on their academic achievement was measured using standardized test scores and weighted grade - point averages.

Last week Jason Stanford of the Texas Observer wrote an article, titled «Mute the Messenger,» about University of Texas — Austin's Associate Professor Walter Stroup, who publicly and quite visibly claimed that Texas» standardized tests as supported by Pearson were flawed, as per their purposes to measure teachers» instructional effects.

Standardized's cinematic examination of the effects of high - stakes standardized testing on schoolchildren and the multi-billion-dollar industry perpetuating it comes as the battle here on Long Island is reallyStandardized's cinematic examination of the effects of high - stakes standardized testing on schoolchildren and the multi-billion-dollar industry perpetuating it comes as the battle here on Long Island is reallystandardized testing on schoolchildren and the multi-billion-dollar industry perpetuating it comes as the battle here on Long Island is really heating up.

Indeed, a recent study conducted by Kaili Rimfeld of King's College London and her colleagues found that grit had only a small effect on how well 16 - year - old twins performed on standardized tests given in England and Wales.

Standardized tests with high stakes are bad for learning, studies show (Statesman, 3/10/2012) A National Academies of Science committee reviewed America's test - based accountability systems and concluded, «There are little to no positive effects of these systems overall on student learning and educational progress.»

The law was passed in December 2015 to replace the flawed NCLB, which went into effect in 2002 and dictated the use of English language arts and math standardized test scores to hold schools accountable for student achievement.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24