Sentences with phrase «focus on standardized testing as»

Due to privatization, the expansion of school voucher programs and charter schools, attacks on teacher unions, and a focus on standardized testing as a means of evaluation, teachers find themselves increasingly playing defense.

TOUGH: Well, I think part of it has to do with education policy, that we've been so focused on standardized tests as the measure of whether a school is doing well that we're not giving schools the time and the incentive to work on these other skills.

Not exact matches

«He's putting so much focus on test scores that are going to be detrimental to our school because the overwhelming majority of our kids don't speak English at home and don't perform as well on standardized tests,» she said.

It has caused good schools to be labeled as failing and puts undue pressure on students and teachers to focus on passing standardized tests instead of engaging in other subjects such as the sciences, history, art, or music.

As schools narrow their focus on improving performance on math and reading standardized tests, they have greater difficulty justifying taking students out of the classroom for experiences that are not related to improving those test scores.

Debates about school choice policies often focus on their impacts on student achievement, typically as measured by standardized tests.

In the face of these powerful forces, MI theory has served as a reminder to educators to focus on the strengths and weaknesses of the individual child and has also offered conceptual support for educators seeking to prevent individual students from being stigmatized by a low score on one of these standardized tests.

Because Maine's standardized tests focus heavily on mathematics and language skills, Salm said, middle school students would start taking their core courses every day instead of every other day as they have done in the past.

The Coalition seeks to maximize opportunities for diverse learners to receive their high school diplomas as well as draw attention to the barriers to graduation created by the focus on high - stakes standardized testing.

In high - poverty areas where progress has been made in closing achievement gaps, such as in Union City, N.J., and Clarke County, Ga., it wasn't a focus on standardized testing that worked.

Michael Soskil: We need a shift in focus from accountability measures based on standardized test scores toward metrics that take into account universal access to quality teachers and learning environments, robust curricula that include the arts, as well as student engagement and well - being.

Mini-lessons in this book are laser - focused on skills that students need from the Algebra 1 TEKS that support their work both in Algebraic Reasoning and, if necessary, to prepare for standardized tests such as the Algebra 1 EOC or college entrance exams that require Algebra 1 content.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

However, as more of the time in schools is focused on preparing for and taking standardized tests, these more powerful uses of technology are in some places being neglected.

Assessment information used in accountability must focus on those areas deemed most important, not only those areas that are easiest to measure with inexpensive tools, such as standardized tests, though such tools have a place in the accountability process.

«The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right?»

Currently the primary focus of accountability systems, using standardized tests, is to provide data on student and school performance so as to sort, rate, and rank the performance of students, schools, and districts.

Their findings, which come as many teachers are signing next year's contacts, suggest educators at all grade and experience levels are frustrated and disheartened by a nationwide focus on standardized tests, scripted curriculum and punitive teacher - evaluation systems.

At a time when a recent report shows that teachers are less satisfied with their jobs than they have been in decades, Mieliwocki acknowledged the challenges that the profession faces and the narrow focus on student achievement and teacher evaluations as measured by standardized tests.

However, efforts on this front bump up against an educational paradigm that focuses on standardized testing and graduation rates as the benchmarks for measuring schools.

As a local example, one study focused on Charlotte - Mecklenburg shows both black and white students who attended desegregated elementary schools performed better on standardized tests than peers who attended segregated schools.

It moves away from «No Child Left Behind» and the focus on standardized tests to skills such as self - awareness, social connections, confidence and perseverance.

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

As teachers, if we focus on the outcome of standardized tests, we may fear the results.

This situation introduces a set of challenging questions for teachers: «If I focus on the subjects the standardized tests evaluate, how can I teach other subjects — such as social studies and the arts — without trivializing them?

So, in the minds of the education reformers, the definition of «rather than focusing on mandates from bureaucrats,» is to mandate yet another set of standardized tests that will be given to all students, starting in middle school and then throughout high school, and then using the test, which has shown NO statistically relevant improvement as one - quarter of the entire «School Performance Score» that parents and policymakers are supposed to use to determine which schools are succeeding and which schools are failing.

In the above article Chalkbeat focused on how some district practices, in Boulder specifically, discouraged high school students from taking state standardized tests: for the second year in a row, Boulder high schools continued instruction for ninth - grade students who opted - out of PARCC assessments, effectively penalizing students who took the state assessments as they had to catch up on the content later (1).

Anderson Elementary — a school in Reno, Nevada, that had slipped from status as a high - achieving school to one in which most students failed standardized tests — turned itself around in three years through focusing intensely on literacy and teacher collaboration.

But teachers who took part in the focus groups also had concerns that a new system would rely too heavily on standardized test results, that evaluations from time - crunched principals could be «phony,» and that a new system would not account for students slipping in school because of factors outside a school's control, such as a divorce or death in the family.

Most efforts to lift struggling schools focus on students with the lowest scores on standardized tests, as well as students who are «on the bubble» — not college - bound students who presumably are meeting grade - level expectations.

These articles, focusing on standardized test cheating during Rhee's time as Chancellor, can be found here.

Steve Zimmerman, founder of the Coalition of Community Charter Schools, an organization representing New York City's independent charters and the conference's other co-sponsor, says he started his group in response to what he saw as too much focus on standardized testing — a trend he believes stifles innovation, collaboration, and charters» original promise.

Then I focus on the politicization of standardized testing, showing how a larger wave of student protests in 2011 creates opportunities for activists to frame test - based accountability as a pernicious market technology.

As the reporters write, «The new vision, championed by Chicago Mayor Rahm Emanuel and U.S. Education Secretary Arne Duncan, who used to run Chicago's schools, calls for a laser focus on standardized tests meant to gauge student skills in reading, writing and math.

For the 12 years that Michael Bloomberg served as mayor of New York City, the Big Apple was home to the United States» largest experiment in implementing the business model of education reform — a model based on sink - or - swim accountability overwhelmingly focused on standardized test data.

The new formula aims to focus on more than standardized test scores, with 60 percent of student progress measured by academics and 40 percent measured by «social - emotional and culture - climate» factors, such as suspension and expulsion rates and student and parent surveys.

Moffett, a great champion of the voices of K - 12 teachers, focused on such ideas as the necessity of student - centered curricula, writing across the curriculum, alternatives to standardized testing, and spiritual growth in education and life.

As Results Are in: Common Core Fails Tests and Kids shows, NAEP scores of students whose education was focused exclusively on the Common Core curriculum decreased while NAEP scores for students in affluent suburbs whose education is not limited to test prep for standardized tests increTests and Kids shows, NAEP scores of students whose education was focused exclusively on the Common Core curriculum decreased while NAEP scores for students in affluent suburbs whose education is not limited to test prep for standardized tests incretests increased.

Good - quality teacher - created tests focused on learning objectives in line with clear, locally acceptable standards should be considered as the alternative to yearly commercially - created standardized tests.

Their study focused on 10 of Edison's oldest schools — all operating for at least four years — and compared student test data from the Edison schools with data on schools in the surrounding school districts as well as with state and national norms on standardized tests.

It is an act of fancy rhetorical footwork to blame states and municipalities for an over focus on standardized testing when FEDERAL requirements have incentivized that very focus, first with threats to label schools as failures under NCLB and then with the Obama administration pressuring states to use discredited statistical models to evaluate teachers as part of Race to the Top.

However, if the debate exasperates people enough perhaps it will spark needed changes such as a real review of standardized testing and a focus back on student - centered instruction.

«We've been so focused on English / language arts and mathematics as measured by state standardized tests as the only indicator of quality and the only thing that matters,» Starr says.

Research on the performance of charter school students should not focus exclusively on standardized test scores but analyze other outcomes as well, including participation in advanced courses, graduation rates, and college attendance and completion.

I use this example because a vast majority of education equity attention today is focused on this «gap» as measured in standardized test score comparisons.

Underlying the Big Data approach is a myopic focus on standardized test scores as the sole measure of student learning.

I've previously posted about studies that have found that the laser - like focus on raising student test scores often identifies teachers who are good at doing that, but those VAM - like measures tend to short - change educators who are good at developing Social Emotional or «non-cognitive skills» (see More Evidence Showing The Dangers Of Using High - Stakes Testing For Teacher Evaluation; Another Study Shows Limitations Of Standardized Tests For Teacher Evaluations; Study Finds Teachers Whose Students Achieve High Test Scores Often Don't Do As Well With SEL Skills and SEL Weekly Updatest scores often identifies teachers who are good at doing that, but those VAM - like measures tend to short - change educators who are good at developing Social Emotional or «non-cognitive skills» (see More Evidence Showing The Dangers Of Using High - Stakes Testing For Teacher Evaluation; Another Study Shows Limitations Of Standardized Tests For Teacher Evaluations; Study Finds Teachers Whose Students Achieve High Test Scores Often Don't Do As Well With SEL Skills and SEL Weekly UpdaTest Scores Often Don't Do As Well With SEL Skills and SEL Weekly Update).