Sentences with phrase «focused on standardized test scores»

Most of the reforms these days are focused on standardized test scores.

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

But with an increased national focus on standardized test scores, the data collection process has become much more formalized in recent years.

It is particularly known for its bare - bones curricular focus on standardized test scores in reading and math, its use of computer - based «learning labs» that cut down costs, and its promotion of the Rocketship brand — including a daily pep rally where students chant that they are «Rocketship Rocketeers.»

The constant public focus on standardized test scores suggests the belief that the threat of sanctions or promise of rewards (mostly in the form of increased funding) will enhance students» test scores and improve school quality — that schools can somehow be coerced or seduced into improvement.

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

Not exact matches

But focusing so much on standardized test scores is the opposite of how members of most professions are evaluated.»

«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.

Objections focused on numerous parts of the plan, including the reliance on standardized test scores and other measures that teachers believe are unfair and unworkable.

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 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).

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.

Merseth says the aim isn't just to create a charter that must meets state guidelines and scores well on standardized tests but also to focus on the qualitative, social, moral, and emotional questions facing school design.

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.

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.

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.

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.

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.

In particular, many school and system leaders are experimenting with complementary indicators that focus on social - emotional learning and career - readiness, topics that resonate with parents and can help place standardized test scores in context.

The specific focus on mathematics meant the work was relevant to all... This elementary school showed a substantially greater increase in standardized test scores than other district schools over the period of their school - wide lesson study in mathematics.

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

But it's also garnered lots of criticism for its focus on standardized test - scores and its system of rating schools according to whether they make «adequate yearly progress.»

The Wallace Foundation has produced study results indicating that when, (a) principals focus their efforts on improving instruction, (b) teachers trust the principal, and (c) the principal works to develop shared leadership within the building, higher scores on standardized tests of achievement result.

The single - subject focus was necessary in this case because the focus was on improving scores on a particular standardized test.

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.

This includes one where I consider my philosophical shift from not worrying about my student's standardized test scores to deciding that I need to play the high stakes testing game and focus on preparing my students for their standardized tests.

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.

Tying teacher evals to student test scores on a narrow focus standardized test is a dumb idea and putting it off for a year won't make it any better.

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.

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.

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.

Focusing on the school leading the pack, the article describes how — in the two years Forrest Road Elementary has implemented Achieve3000 — its «Lexile score has zoomed by 142 points... measured by the Georgia Milestones Assessment System, the state's standardized tests.»

Measuring Academic Performance: The Case for Focusing on Grades Despite all the attention to standardized tests, a growing body of research shows that achievement test scores are not strong predictors of whether students will graduate from high school or college.

Last year she focused her MTS work on her students» reading comprehension after identifying their low scores on the state standardized test.

The first looks only at the lowest - performing students, focusing all resources on getting these students to score above «proficient» on standardized tests so that the school will be in compliance with NCLB.

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.

While I am sure we can all debate the many reasons teachers offer for leaving the profession including increased emphasis on standardized test scores, the shifting focus of the annual professional performance review and the lack of funding for education at the state and national level, there is a growing stream of awareness that the core of the frustration is the lack of shared decision - making roles and opportunities for teachers in the majority of our schools today.

Finally, the article suggests that Rocketship is too focused on test scores, to the point where teachers have students retake standardized tests in order to boost scores (Kamenetz 2016).

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.

In some of these programs like Relay, candidates are awarded degrees based on their ability to raise their students» standardized test scores, which perpetuates the idea that test scores are the most important measure of learning, and encourages a narrowing of the curriculum to focus on tested content.

The newly introduced Race to the Top (RTT) competition, focused on early childhood, includes motivating states to receive some of the $ 500 million allotted to create ratings systems to score early childhood programs, write standards and related standardized tests, and expectations of what an early childhood teachers should know.

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).

It's time to focus on developing the whole child and stop declaring failure based on third grade standardized test scores.

It's time to focus on developing the whole child and stop declaring failure based on third - grade standardized test scores.