Sentences with phrase «failing test scores for»

In this year's study, 48 % say the local school district should decide what to do with a school that has had failing test scores for a number of years, rather than the state education agency (32 %) or the governor (15 %).

Not exact matches

Schools certainly feel the immediate costs of failing to prioritize wellness — poor test scores for students, lower standardized test scores school - wide, reduced funding resulting from absenteeism, which is why it is so important to share this report with school administrators and boards of education.

A single, small, retrospective case - control study examined the use of newborn transient evoked otoacoustic emission hearing screening tests as a tool for identifying infants at subsequent risk of SIDS.343 Infants who subsequently died from SIDS did not fail their hearing tests but, compared with controls, showed a decreased signal - to - noise ratio score in the right ear only (at frequencies of 2000, 3000, and 4000 Hz).

When small variations in student test scores result in failing ratings for teachers, and that can lead to automatic termination, it forces teachers to teach to the test, rather than teaching for learning.

In addition, teachers whose students» test scores are consistently low; those who have failed to secure their teaching certificates on time; those who haven't had a permanent position for six months or more; those who've faced department probes leading to substantiated allegations of misconduct; and those granted an extension regarding tenure could also be dismissed.

Mayoral control is commonly proposed as a solution for failing school districts like Syracuse's, which faces low graduation rates and test scores.

For all their paranoia and guilty consciences, lawmakers did manage to agree on a bill addressing the 178 public schools classified as «failing» because of their persistently bottom - of - the - barrel test scores.

It comes amid concerns over low test scores for many of the state's students, and harsh rhetoric from Governor Cuomo, saying he wants a «death penalty» option for dealing with failing schools.

«When small variations in student test scores result in failing ratings for teachers... it forces teachers to teach to the test, rather than teaching for learning.

Michigan, for instance, passed laws permitting state takeovers of failing schools and tying teacher evaluations to students» test scores.

In this case, failing means student test scores are in the bottom 5 percent, test scores are getting worse instead of better, or the schools» graduation rates are below 60 percent for three consecutive years.

Included among the proposed reforms is a teacher evaluation system based half on student test scores, an increase in the length of time before a teacher is eligible for tenure and allowing the state to take over failing schools and districts.

In addition to a significant jump in math test scores, students receiving tutoring and mentoring failed two fewer courses per year on average than students who did not participate, and their likelihood of being «on track» for graduation rose by nearly one - half.

Failing to correct for the Flynn effect can have even bigger consequences, as courts frequently consider IQ scores using tests introduced more than a decade earlier — meaning scores can be inflated by 3 or more points (see «Life or death ``, below).

They test different supplements for quality and potency and give them a pass - or - fail score.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

These consequences were most severe in low - income schools most vulnerable to the law's sanctions for failing to raise test scores.

High - stakes tests generally have consequences for schools as well as for the students themselves — for example, monetary support may be withdrawn from schools that fail to raise scores.

Consider, for example, the recent skepticism directed toward Tennessee's Project STAR study, a randomized field trial on class size that failed to collect baseline test - score data.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

With all the media chatter about test scores, merit pay, failing schools, and teacher quality, it's sometimes easy for those outside the school system to forget that it's people — just everyday people with a calling for education — who make up that system.

But gains in precision obtained by increasing the number of students observed will be offset by losses associated with failing to control for baseline test scores.

But what happens if a child, for example, scores a 150 on the test, but then fails to demonstrate any kind of higher performance in any subject whatsoever for a period of several years?

In the high - regulation approach, these charter schools might well be identified as the «bad» schools for failing to improve test scores, and yet they are the ones that produce long - term success for their students.

Amrein and Berliner identified 28 states where test scores are used to determine various consequences, such as bonuses for teachers, the promotion of students, or allowing children to transfer out of a failing school.

State efforts at carrying out requirements to test English - language learners under the No Child Left Behind Act are receiving increased scrutiny, as hundreds of schools across the country fail to meet goals for adequate yearly progress at least in part because of such students» scores.

This objection also applies to several popular methods of standardizing raw test scores that fail to account sufficiently for differences in test items — methods like recentering and rescaling to convert scores to a bell - shaped curve, or converting to grade - level equivalents by comparing outcomes with the scores of same - grade students in a nationally representative sample.

The fail rating effect for students with test scores in the bottom quarter prior to the treatment year is 0.20 and 0.14 standard deviations in mathematics and English, respectively (see Figure 2).

Second, exploiting a natural experiment, I show that a fail inspection rating leads to test - score gains for primary school students that remain evident even after the students move into secondary schools.

Why are the effects of a fail rating largest for students with low prior test scores?

Specifically, for students who had attended public schools deemed to be failing before the students took part in the voucher program — a high - priority target for the D.C. Opportunity Scholarship Program — the new federal study shows no statistically significant impacts on their test scores.

Just as we found no evidence in the 2002 and 2004 elections that a large block of voters held incumbents accountable for poor test scores, we failed to find any indication that incumbents in 2002 and 2004 based their decisions about running for reelection on student learning trends.

Failing to account for natural fluctuations in test scores could undermine the very idea of holding schools accountable for their efforts — or lack thereof

Her Northwestern High School class in Rock Hill, South Carolina, is part of a remedial program for students in grades 9 through 12 designed to improve the test scores of students who fail the school's «exit exam.»

Kim, a teenager in the Sallisaw, Oklahoma, high school, tried to fit in as a cheerleader and marching band flutist, failing at both, and by way of unexpected high test scores took advantage of the opportunity to go abroad for a year through AFS.

A number of countries have used test scores to allocate financial rewards for school improvement, performance pay for teachers, and to identify and intervene in schools that fail to meet annual improvement targets.

We oppose high - stakes standardized tests that falsely and unfairly label students of color, students with disabilities and English Language Learners as failing, the use of standardized test scores as basis for refusing to fund schools or to close schools, and the use of student test scores in teacher and principal evaluations, a practice which has been repeatedly rejected by researchers.

For those schools that failed to make AYP for multiple years and entered NCLB sanctions, researchers found that the threat of the «ultimate penalty» — implementation of a restructuring plan — also had a strong positive impact on test scorFor those schools that failed to make AYP for multiple years and entered NCLB sanctions, researchers found that the threat of the «ultimate penalty» — implementation of a restructuring plan — also had a strong positive impact on test scorfor multiple years and entered NCLB sanctions, researchers found that the threat of the «ultimate penalty» — implementation of a restructuring plan — also had a strong positive impact on test scores.

Washington was among the 43 states and the District of Columbia that the Department of Education freed since 2011 from sanctions placed on schools and districts that fail to meet the law's timeline for improving student test scores.

Unfortunately, the author of this blog fails to mention that the Gates study relies on score gains on standardized tests to compare to other measures in order to test for reliability.

Students in the 3rd, 6th, 8th, and 9th grades could be held back if they failed to score at the district benchmark in math and reading on nationally normed tests - the Iowa Test of Basic Skills (ITBS) or the Test of Achievement and Proficiency (TAP) for 9th graders.

If a school fails to meet annual state test - score goals for two years, students can transfer to another public school in the district.

Students have failed to receive high - quality instruction while taxpayers have been paying more and more in return for stagnant test scores.

In a study published by the National Bureau of Economic Research, researchers Atila Abdulkadiroglu of Duke University, Parag Pathak of MIT, and Christopher Walters of the University of California at Berkeley found that students who received a voucher through the Louisiana Scholarship Program (LSP) during the 2012 - 13 school year were 50 percent more likely to receive a failing score on the state math test than students who applied for but did not receive a voucher.

The 1994 legislation only suggested penalties for schools that failed to improve student test scores, but Clinton's 1999 proposal, which never made it into law, would have required that states intervene in perpetually failing schools.

The passing scores for the substitute tests were the same ones used in 2010 when the state transitioned into a new alternate assessment process for students who had failed the High School Proficiency Assessment.

For example: With an effective teacher the test scores on a mathematics course such as Algebra 1 would indicate those student who will fail in more advanced mathematics courses.

But the charters with the highest test scores are typically known not for innovation, but for «no excuses» discipline policies, where students may be fined or suspended or expelled if they fail to follow the rules of the school with unquestioning obedience, such as not making eye contact with the teacher or slouching or bringing candy to school or being too noisy in gym or the lunchroom.

For others, it is the best response to years of lagging test scores and failing schools.

Today, educators view federal actions as unreasonably imposing penalties on schools for failing to raise student test scores to prescribed levels.