Sentences with phrase «exam schools such»

Not exact matches

Some schools, such as the University of Toronto's Rotman School of Management, don't have a minimum, but if you want to be considered competitive, it's best to score above 600 on the exam.

Named for two significant figures in American history — President George Washington and Confederate Gen. Robert E. Lee — Washington and Lee is steeped in traditions, including the school's honor code, which allows students such freedoms as scheduling their own exams and taking them without supervision.

Schools could keep track of all important holidays and avoid scheduling exams and such on those days.

Pope's organization, Challenge Success, advocates school policies such as holding final exams before winter break, not publishing college acceptance lists and taking steps to make teachers approachable.

Homeschooling statistics show that those who are independently educated typically score between the 65th and 89th percentile on such exams, while those attending traditional schools average on the 50th percentile.

This is particularly important if your child has had problems in school such as bullying, or severe exam stress.

She echoed the union's concerted push for more school aid and a moratorium on using students scores on Common Core - aligned exams for «high stakes» decisions, such as teacher evaluations.

He and his wife chose to opt out their fifth grade son from taking the Common Core - aligned exams this year because they believe the tests were used for other purposes than what they were meant for, such as teacher evaluations and school funding.

The Workforce Diversity Taskforce will be tasked with evaluating the notification and posting procedures for exams and hiring to ensure they are clear to all audiences, suggesting locations for posting announcements that would encourage broader participation, and helping to more broadly promote awareness for the wide variety of employment opportunities in county and local government as well as other civil divisions such as local school, fire, and library districts.

Some reforms blew up even before they reached the launchpad, such as the reinvention of Britain's school exam system.

The shadow education secretary argued a lack of confidence in GCSEs and A-levels means many independent schools were turning to exams such as the IGCSE, the pre-U or the international baccalaureate (IB) to stretch their pupils.

Should a large share of the state's 600 - plus school districts choose to use alternative exams, the commissioner and her department would face a massive task in screening such tests.

The repeal bill would make school districts» use of state assessments in evaluating teachers and principals optional rather than mandatory, and would allow districts to use alternative exams of their own choosing, provided such tests were approved by the commissioner.

Quinn said public school children shouldn't be forced any longer to take private testing companies» field tests, which aren't graded, and which are only intended to help for - profit companies such as Pearson develop questions for the next year's exams.

In his State of the State speech on Jan. 9, Gov. Cuomo announced an ambitious education agenda for 2013 that includes full - day pre-kindergarten in the poorest areas, community schools such as those being piloted by the UFT this year, and a «bar - like exam» to qualify future teachers that was first proposed by the AFT.

Of course, nobody is willing to take such steps, even though class exams, course requirements, and the inclusion of the 12th grade of schooling all have negative impacts on graduation rates.

The committee touts the possibility of alternative incentives to exit exams: «Several experiments with providing incentives for graduation in the form of rewards, while keeping graduation standards constant, suggest that such incentives might be used to increase high school completion.»

«Ultimately school work should come first, especially at important times in the academic calendar such as GCSEs, and part time jobs should not get in the way of exam preparation.

The strategy in 17 states, such as Florida, Texas, and New Jersey, is to require students to pass a minimum - competency exam in order to graduate from high school.

CAMBRIDGE, MA — A new study of the Chicago Public Schools» (CPS) double - dose algebra policy for struggling 9th grade students — the first such study to examine long - term impacts of this intervention — has found substantial improved outcomes for intensive math instruction on college entrance exam scores, high school graduation rates, and college enrollment rates.

Some exam schools — such as Stuyvesant, Boston Latin, Thomas Jefferson and Illinois Math and Science Academy — are well known, but the sector as a whole (enrolling 136,000 students, about 1 percent of the total high school population) is little understood.

The state of Florida gave schools that opportunity when Governor Rick Scott signed a law in 2013 permitting MOOCs to be taken for credit in any subject where the state had an end - of - course exam, such as algebra and biology.

Amrein and Berliner also used trends on the SAT, the ACT, and Advanced Placement (AP) exams to assess the effectiveness of minimum - competency exams in the 18 states where students must pass such tests in order to graduate from high school.

The settlement in the class action on behalf of such students will let them use oral presentations, spell - checkers, voice - recognition software, help from test proctors, and other state - approved accommodations on the Alaska High School Graduation Qualifying Exam.

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.

But nonacademic factors — such as absences and even behavior in elementary school — are also strong indications of how successful students will be when they take the exam.

NCLB did not include such a requirement, and according to a September 2012 study of the Center on Education Policy, only about half of states (26) on their own require that students pass state high - school exit exams to earn a diploma.

Sometimes called «exam schools,» because test scores are typically part of their selection process and a handful of them rely solely on such scores, they tailor their curricula and teaching to high - performing, high - potential kids who want a high school experience that emphasizes college - prep, or college - level, academics.

In 1995, more than 1.7 million young adults ages 18 to 24 earned high school credentials by passing an equivalency exam such as the General Educational Development (GED) test.

Because of such tests in Virginia and Maryland, teachers are focused on ensuring that students are prepared to take and pass the exams, according to case studies of one school district in each of those states.

• Even places that have clung to statewide exit exams as a condition of high school graduation tend to get cold feet when reality hits — and then waive, defer, or offer workarounds such that not too many kids are actually denied diplomas just because they fail the test.

To frame those exams and the courses that prep kids for them, the College Board appoints committees of professors from the relevant discipline, as well as some high school teachers (most of whom had studied with such professors).

This is a common security issue for educational institutions in the UK, and a number of other schools in the Luton area had been the target of such threats, resulting in the loss of valuable data and in exam results being compromised.

Unfortunately, too many policymakers are moving schools in the wrong direction by removing the few tools, such as meaningful grading standards and high - quality end - of - course exams, that might encourage more student effort.

Did such exams, as supporters hoped, make the high - school diploma more valuable, thereby improving the job prospects of graduates?

Did such exams make the high - school diploma more valuable, thereby improving the job prospects of graduates?

«High needs» schools were identified by characteristics such as fewer experienced teachers; more socioeconomically disadvantaged students; a lower neighborhood median income; and fewer students passing state exams.

These will often include administrative areas such as finance and HR management; school management such as attendance, reports, exam scheduling; and more general areas such as communication and content management systems.

This new FairTest report explains how and why state and local activists rolled back testing, such as high school exit exams and district - mandated tests.

Culminating with in - depth profiles of eleven exam schools and thoughtful reflection on policy implications, Finn and Hockett ultimately consider whether the country would be better off with more such schools.

The Index awards points for students passing high school level courses and extra credit for those achieving additional credit, such as meeting cut scores on state or national exams or earning college credit through dual enrollment.

In some of these cases, the secondary school exams are used to determine placement in the next level of schooling such as in Singapore and Shanghai where the lower school - leaving exam determines placement in upper secondary school.

Students attending school in provinces with rigorous exam systems were a statistically significant one - half of a U.S. grade - level equivalent ahead of comparable students living in provinces without such exams in math and science.

We journalists tend to focus on exam results because so many of our readers say that is what they want, and such information is relatively easy to get from regular public schools.

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.

Some states responded in the 1990s with independent exams to focus more on the «outputs» of schools, such as student achievement rates, not solely on the «inputs,» such as school spending.

Whilst we can never know for sure, there is certainly an argument that the «games» played by some schools such as using continual resits, sitting exams from more than one board or entering students for meaningless low value qualifications that did not «build the individual» or «contribute to the welfare of society by providing well rounded educated people to enter the workplace» have contributed to someone upon high saying «Enough»!

Brian Lightman, general secretary of the Association of School and College Leaders, says now is not the time for the upheaval that such a change in exam timing would require.

Closing schools presents numerous other challenges such as how to reschedule Advanced Placement (AP) and International Baccalaureate (IB) exams for high schools students.

Instead, the two sides agreed to evaluate teachers with such data as raw state test scores, district assessments, high school exit exams and rates of attendance, graduation, suspensions and course completion.