Sentences with phrase «focus on test scores did»

In 2011, Bill Turque, then The Washington Post's D.C. schools reporter, wrote that Rhee's focus on test scores did indeed bring «big gains — and more big headlines — for the city.»

Not exact matches

Asked yesterday about the Success Academy network's extremely high test scores this year, de Blasio replied: «Clearly there is a current within the charter movement that focuses heavily on test prep, and I don't think that's the right way to go.»

«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.

Despite Tuesday's implicit message that teachers are doing OK, the state's major teachers union, New York State United Teachers, repeated its call for a moratorium and reiterated its criticism that the Regents are overly focused on test scores for both students and teachers.

Of their high scoring, de Blasio said, «That's because of a heavy focus on test prep, which is just not the philosophy of this administration and of DOE, nor do I think it's what the vast majority of parents want to see for their kids,» de Blasio said.

While some children were able to focus their eyes and adjust for their farsightedness, others who were not able to do this and struggled to see close - up had lower scores on tests of visual attention, visual perception and visual - motor integration (eye - hand coordination or copying skills).

The research focused specifically on cell phone use behind the wheel, and it found that people who scored highest on multitasking tests do not frequently engage in simultaneous driving and cell - phone use — probably because they can better focus on one thing at a time.

It would seem that the ongoing discussions about «teacher effectiveness» and the creation of evaluation systems focused on measuring a teacher's capacity (increasingly based on test scores) often do very little to actually develop that capacity.

«And, the pattern that I saw, over and over again, was schools that would either devote themselves to getting the kids to score well on tests, or they would focus on the culture - and in either case they didn't seem to succeed very well.»

Indeed, with our sometimes single - minded focus on test scores, we may well be subverting the message that my English teacher offered me long ago: that it is best to be purposeful about whatever we do.

For example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability system.

Because candidates either run for election in every precinct or do not run at all, we focused only on district test scores.

Some researchers speculate that those programs didn't offer big enough rewards and that they focused too narrowly on test scores rather than the instructional practices teachers can control more directly.

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.

In short, they want schools to be focused more on the social good students do than on their test scores.

In short, the superior performance of CMO schools vis - à - vis test scores does not imply that we should only focus on growing CMO - run schools.

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.

Most states don't have robust alternative measurements for educational success beyond No Child Left Behind's narrow focus on math and reading test scores.

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.

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.

In particular, Hutt's work focuses on the numbers and metrics that are used to describe, define, and regulate American school systems and asks: Where did these numbers — whether grades, test scores, value - added measures — come from?

Much of the anxiety surrounding math comes directly from classrooms that don't actively advocate for a growth mindset — a way of thinking that emphasizes effort and understanding concepts instead of focusing solely on test scores and right answers.

What Peterson and Kaplan should have done was simply focus on the underlying data, which shows that for most of the past eight years, many states have set proficiency targets and cut scores on state tests that have undermined the goals (and, in some cases, high expectations set by) their old curricula standards.

For example, the crazed focus on raising test scores is good for AF, but does it really serve children?

StudentsFirst brags, «Unlike other education report cards, ours doesn't look at test scores or teacher performance, but focuses solely on whether state laws are giving schools the tools to do the best job for our kids.»

As a university professor, I have seen the results of this extreme focus on test - taking: These students score at the highest levels on tests that are reported in their admissions applications, but they score considerably lower on writing assessments, and most importantly, their performance in the classroom does not measure up to the test scores.

In this report Harris makes «Recommendations to Improve the Louisiana System of Accountability for Teachers, Leaders, Schools, and Districts,» the main one being that the state focus «more on student learning or growth --[by] specifically, calculating the predicted test scores and rewarding schools based on how well students do compared with those predictions.»

Executive Director Margaret Ameel acknowledged during the April 25 public hearing that the school's test scores did not «reflect a deep academic achievement,» but said that starting this year, the school was focused on academics.

We all can see where focusing on outputs got us: In education we've focused on test results (outputs) and ended up with some high - scoring kids who don't know how to apply what they've learned to the world at large (outcome), like how the reasons leading to the American Revolution are similar to those that led to the Arab Spring.

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 Upscores 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 UpScores Often Don't Do As Well With SEL Skills and SEL Weekly Update).

How do we measure success in a way that goes beyond test scores and academic assessments and focuses on the realization of human potential?