Sentences with phrase «focus on test scores in»

But a 2013 review of HCZ by Danielle Hanson at the conservative Heritage Foundation was more sympathetic to HCZ, noting that Brookings» narrow focus on test scores in one Promise Academy misses the zone's mission to «reweave the social fabric of Harlem.»

Not exact matches

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

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 succeeIn 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 succeein 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!

Challenge Success believes that our increasingly competitive world has led to tremendous anxiety about our children's» futures and has resulted in a high pressure, myopic focus on grades, test scores and performance.

In schools that are focused on achieving high scores on the state tests, she said, the curriculum becomes geared towards test day at the expense of deeper learning.

Some real - life changes, however, are being made in a number of schools around the country that focus on the critical - thinking skills of one student at a time instead of the collective test scores of a class, or a whole school, or a state.

It turns out that focusing on your worries by writing about them before a test can boost your scores, according to a different paper published in January in Science.

Children exposed to higher levels of PCBs in the womb, score lower on focus and concentration tests

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.

I think we're focusing quite heavily in this study on exam results because previous studies have found the link between test scores or exam results and the gross domestic product of an economy or the vitality of a country's society.

«Schools and learning need a movement to change not just the way we teach, but also how we think about teaching and learning,» Yamashiro says, noting that education needs to be valued in American society and focused on not only test scores and economic success, but also on the whole child and finding joy in learning.

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

Author Bio: Deming's work is broadly in the economics of education, with a focus on the impact of policies and interventions on outcomes other than test scores.

«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.»

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.

Some of the criticism of NCLB in its latter days focused on the core failings of test - based accountability — in particular, the extent to which the pressure to raise scores had come to dominate schooling.

The legitimacy of test score increases in District of Columbia Public Schools (DCPS), in particular those at Crosby S. Noyes Education Campus, are the focus of the latest installment in USA Today's «Testing the System,» a multi-part series exploring the extent and causes of cheating — by teachers, principals and schools — on standardized tests.

In more affluent schools, parents are likely to oppose measures that increase the focus on standardized test scores at the cost of student satisfaction.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmFocus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmfocus on character development).

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.

One possible explanation is that principals focus on the average test scores in a teacher's classroom rather than on student improvement.

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

The first screen would focus on student outcomes — test scores, growth metrics, and other gauges that demonstrate that the school is in fact getting excellent results.

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.

Additionally, our study focuses on math test scores in grades 4 — 8.

The narrow focus on math and reading may goose math and reading test scores in the short term but at the expense of the longer - term and broader goals of education.

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

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.

They are able to focus on abstract goals — like test scores, teacher quality, or school choice — in debates divorced from the challenges of making reforms actually work in situ.

Beyond Standardized Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to master.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultIn 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultin the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultIn their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultin the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adultin a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

A decade ago, the No Child Left Behind Act ushered in an era of federally driven educational accountability focused on narrowing the chasms between the test scores and graduation rates of students of different incomes and races.

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.

«The MET findings reinforce the importance of evaluating teachers based on a balance of multiple measures of teaching effectiveness, in contrast to the limitations of focusing on student test scores, value - added scores or any other single measure,» Weingarten said.

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.

A big change seen in about half the states is a focus on growth — how fast test scores are moving and in which direction, not just how many kids have passed a specific score on the tests.

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

Keeping in mind that test - based accountability mostly focuses on the level of test scores, not changes, and virtually never relies upon a rigorous identification of how test scores are caused by schools and programs, we have no way of knowing that that the kinds of schools, programs, and practices that we are pushing in education will actually help kids later in life.

A decade ago, the No Child Left Behind Act ushered in an era of federal educational accountability marked by relentless focus on closing race - and income - based «achievement gaps» in test scores and graduation rates.

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.

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.

We focus most of the evaluation on grade 3 achievement, but we also extend our analysis to examine curriculum effects on test scores in grades 4 and 5.

Such provisions may have the most impact on single - site, community - focused charters, which might be concentrating on priorities other than standardized test scores and whose test results might therefore lag, at least in the first few years of operation.

The policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

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.