Sentences with phrase «focuses on student test scores»

Only one indicator focuses on student test scores; the others cover a range of processes and structures related to student performance and to internal and external support for student learning.

«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.

Legislation passed last year - SB 1458 by Senate leader Darrell Steinberg - requires changes to the API that reduce the focus on student test scores from 100 percent of the index to 60 percent.

«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,» AFT President Randi Weingarten said in a statement.

Recent evidence on teacher productivity suggests teachers meaningfully influence noncognitive student outcomes that are commonly overlooked by narrowly focusing on student test scores.

Above all, many teachers object to the focus on student test scores.

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.

Education policy should focus on making sure that every student makes great progress, rather than accountability for test scores or teacher performance pay.

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.

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.

Schools were assigned an overall rating based on the pass rate of the lowest - scoring subgroup - test combination (e.g., math for whites), giving some schools strong incentives to focus on particular students and subjects.

U.S. Secretary of Education Arne Duncan has released broad principles for renewing the Elementary and Secondary Education Act that seek to address perennial complaints that the law's current version — the No Child Left Behind Act — is inflexible and focuses too narrowly on student test scores to get a picture of a school's achievement.

Since the Texas state test was a test of basic skills, and the accountability metric is based on pass rates, schools had strong incentives to focus on helping lower - scoring students.

These «value - added» measures are subject to some of the same problems, but by focusing on what students learn over the course of the year, they are a significant improvement over a simple average test score (or, worse yet, the percentage of students that score above an arbitrary «proficiency» threshold).

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.

«Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.»

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.

Writing for Chalkbeat, Dylan Peers McCoy describes how one of the nation's largest school voucher programs has changed the private schools that participate, leading them to focus more intensely on student 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.

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.

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).

But it is precisely the focus on teacher evaluation — and whether it is connected to student test scores — that is at the center of the most hotly contested education policy debates.

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

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.

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

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.

Luke Reynolds (recommended by Adam Steiner - @steineredtech) thinks students are «more than just test scores,» and hence focuses less on the test and more on overall classwork.

Research has shown that after - school programs focused on social and emotional development can significantly enhance student self - perceptions, school connectedness, positive social behaviors, school grades, and achievement test scores, while reducing problem behaviors (Durlak et al., 2010).

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

Rather than focusing on grades and test scores, students need opportunities to take on big issues, work with diverse teams, and produce innovations that will make their communities proud.

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.

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

We focus our analysis on charter middle schools, because we are able to compare charter and traditional public school students who had similar entering test scores and demographic characteristics and even attended the same elementary school.

Only one study, conducted by Jay Greene and Marcus Winters and focusing on the D.C. voucher program, found that voucher competition had no effect on the test scores of non-participants, while no empirical study of acceptable rigor has found that a U.S. private - school - choice program decreased the achievement of public school students.

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.

The No Child Left Behind Act of 2001 required schools to focus on struggling students and raise proficiency by focusing on test scores, which prompted many schools to separate out children who were behind so they could provide targeted instruction.

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 adults.

While some have been critical of Success Academy's intense focus on test - prep, the school's students consistently achieve impressive scores on their New York state exams, routinely outranking students from wealthy neighborhoods and prestigious private schools.

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.

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.

Today a coalition of colleges and universities led by the Harvard Graduate School of Education released a report, «Turning the Tide,» that says colleges and universities should focus more on ethical engagement than test scores when considering prospective students.

So, portfolios are frequently included with other types of authentic assessments because they move away from telling a student's story though test scores and, instead, focus on a meaningful collection of student performance and meaningful reflection and evaluation of that work.

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

There was — and will continue to be — much to argue about, including test scores, graduation rates, and class sizes (see Diane Ravitch and / or Sol Stern at «related posts» below), but there is no doubt that Klein and Bloomberg have introduced some much needed common sense, business management practices, accountability, and, yes, a laser - like focus on student achievement, to a system that had become unmanageable and unproductive.

The 44 higher - performing schools (those with average school - wide math and English test scores a full standard deviation above the mean) «create a shared, school - wide intense focus on the improvement of student outcomes,» it says.

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.

At a gardenless charter school called Cal Prep, where 92 percent of the students are black or Latino, where the focus is on academic achievement, and where test scores have been rising steadily.»

Our focus of attention on student test scores has been effective for learning and achievement.