Sentences with phrase «focus on test scores as»

«The exclusive focus on test scores as the measure of educational quality should be replaced with the use of multiple performance measures including rates of graduation, college attendance, post-school employment, criminal justice system involvement, etc.,» Schaeffer said in an email.

The extensive focus on test scores as the only measure of student progress is forcing educators to teach to the test.

Not exact matches

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

I couldn't help but see in him a personification of education these days — our focus on test - scores, assessment, standards, ranking and comparison, as well as a correlating misunderstanding of the importance of play (at one point in the film, a boy confronts this adult: «But they are toys!

If you find your child's teacher is the one focusing too much on grades and academics, try asking questions that address the parts of your child that can't be measured by test scores and homework, such as character and friendships.

«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.

His team is also expected to continue focusing heavily on test scores as a performance measure, one of the more controversial aspects of his education reforms.

Evaluations of school - reform measures typically focus on the outcomes that are most easily quantified, namely, test scores, as a proxy for long - term societal benefit.

We address this limitation by focusing on the effect of school spending on such long - run outcomes as educational attainment and earnings rather than on test scores.

These strong long - term outcomes — which tend to be much more significant than any short - term test - score gains — likely reflect Catholic schools» focus on discipline and character as much as their excellent academics.

At a time when the national conversation is focused on lagging upward mobility, it is no surprise that many educators point to poverty as the explanation for mediocre test scores among U.S. students compared to those of students in other countries.

Koretz's research focuses on educational assessment and policy, particularly high - stakes testing and its effect on schools, as well as the validity of the score gains.

Finally, although the lion's share of teacher - quality research since the Coleman Report has focused on the connections between teacher quality and student test scores, new evidence is shining a light on the extent to which teachers affect other long - term non-test student outcomes as well.

Murray's earlier books — Losing Ground in 1984, on welfare policy, and The Bell Curve (with Richard Herrnstein) in 1994, on the significance of differences in intelligence as measured by intelligence tests — aroused controversy, because, implicitly or explicitly, they focused attention on black Americans, who play a disproportionate role in welfare policy, and as a group score lower than whites on IQ tests.

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.

Deming's research focuses on the economics of education, particularly the impact of education policies on long - term outcomes as opposed to test scores.

Course for Families Enhances Math Test Scores With boosting math scores as a goal, the staff at one Wisconsin school focused on curriculum, instructional practices, and the role parents play in student suScores With boosting math scores as a goal, the staff at one Wisconsin school focused on curriculum, instructional practices, and the role parents play in student suscores as a goal, the staff at one Wisconsin school focused on curriculum, instructional practices, and the role parents play in student success.

Teaching social - emotional skills was also seen as a way to move schools away from a narrow focus on test scores and to consider instead the whole child, writes Kate Zernike in the New York Times.

Indeed, many nonurban charter schools have a distinctive curricular emphasis, such as a focus on the arts, that may explain their sustained popularity despite a lack of success in improving test scores.

As a result, policymakers in many states have attempted to level the playing field by focusing on improvements in test scores.

As expected, the multitasking students learned less than those focused on the lecture, scoring about 11 percent lower on a test.

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.

For example, the state plans to continue identifying some high - poverty schools as «priority» or «focus» schools based on low test scores or wide achievement gaps.

But teaching social - emotional skills is often seen as a way to move away from a narrow focus on test scores, and to consider instead the whole child.

Education: Too Much Focus on Testing (Seattle Times) Mentions Daniel Koretz's book, The Testing Charade, which explains why high - stakes policies such as graduation tests lead to score inflation.

Before passage of ESSA in 2015, Ladd said «there was no way schools alone could succeed and help children flourish as long as we had this narrow focus on test scores.»

The study, which followed 147 preschoolers in 21 settings, showed that children taught using the Tools method scored significantly higher than did their counterparts on tests of «executive function skills,» such as the ability to keep their behavior in check, control their impulses, and focus — skills that certainly don't hurt when it comes to learning to read.

Specifically, we've called for giving teachers tools to use assessments to inform instruction, minimizing test prep (which research suggests does not necessarily lead to increased test scores), focusing on student growth rather than absolute proficiency, and using test scores as only one measure among many in high - stakes decisions.

At higher income schools, where most kids scored proficient on the state tests, there wasn't as much focus on test prep.

As we point out in the report, it is entirely possible that the surge in the test scores of the voucher students was a «one - off» due to a greater focus of the voucher schools on test preparation and test - taking strategies that year.

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.

School choice opponents have seized on these findings as evidence that these programs are ineffective and even harmful while advocates point out that Louisiana is heavily regulated, the first few years of an evaluation tell only the worst part of a story (i.e. there are transition effects), and that we should be careful about a heavy - handed focus on test scores.

The new Every Student Succeeds Act, which replaced No Child Left Behind, should make this easier to do — no longer are schools focused primarily on test scores, because ESSA encourages schools to measure social - emotional learning or school culture as well.

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.

Still, there would not be compelling evidence that national standards produce optimal outcomes; economic growth, as well as personal fulfillment, could very well require an education focused on much more than just high test scores.

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

The study focuses on trends in mean scores for those who pass the Praxis II tests, as these are individuals who are eligible to enter teaching.

The report, while focused mostly on Florida, suggests schools all over the country (again, possibly in TN) may be pushing low - performing students, many of whom are black, into «alternative schools,» as a way of preventing their low test scores and graduation rates from dragging down the average.

• Lincoln Elementary, a school with a large percentage of low - income students, was flagged this year as a low - performing «focus» school under the state's new accountability system based on state test scores.

Other profound social problems will not be addressed as all the attention is focused on school test scores.

It required schools to publish their scores on state tests not just as averages, but broken down by students» race, sex and other groups, a rule that most educators agree has focused attention on narrowing achievement gaps.

We can raise test scores, as you say, only if we focus on those things — and not on test prep.

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.

I also strongly believe that the PLCs should not be focused on improving test scores but rather on improving the other parts of student's education that do not receive as much attention as test skills and content.

«If you're going to wean school administrations away from focusing on the SBAC score as opposed to formative tests throughout the school year that identify the specific needs of the student, then you've got to stop treating SBAC like a high - stakes test that not only goes potentially to teacher evaluation, but to administrator evaluation, and to school ranking.

Evers said the new accountability system most likely will focus on data the state already has the ability to collect, such as proficiency and growth over time on a new state test being developed, advanced placement enrollment, graduation rates, college entrance exam scores and industry certification for students who don't go on to college.

However, schools that focus primarily on raising test scores, implement RTI as a series of discrete actions rather than an on - going process, implement RTI mostly to comply with the law, or see student failure as a failure in learning will struggle to reap the benefits of RTI.

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.

As a second and third grade teacher in DeForest, Moffit pushed her administration to take a more holistic, individualized approach to reading instruction, versus rigid teaching focused on test scores, she said.

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.