Sentences with phrase «for standardized testing grows»

Not exact matches

SURVEY PROVIDER AIMS TO STANDARDIZE TELEMEDICINE QUALITY OF CARE: As telemedicine adoption takes off among US providers, there's a growing need for a standardized test to determine the quality of care and patient satisfaction.

Homework has long inspired strong feelings — and creative excuses — in children, but it has more recently become an area of growing concern for parents in a scholastic system increasingly focused on high - pressure, high - stakes standardized testing.

The NCLB law has also been criticized for growing the federal footprint in K - 12 education, and for relying too heavily on standardized tests.

In a time when standardized tests are being criticized by some for being educational cookie cutters, there's growing interest in this individualized and broadened approach to preparing children for challenges that their textbooks don't address.

Ackerman pointed to the district's support for the growing numbers of students selecting charter schools and to rising test scores by district students on the state's standardized tests.

In a time when standardized tests are criticized by some for being educational cookie cutters, there's growing interest in the skills young people need that go beyond academics.

Three years ago, those who worked on the charter school movement here were growing tired of troubles in the schools — known mostly for a few cases of corruption, leader infighting and standardized test scores far below state averages.

The No Child Left Behind Act was still around the corner, but a growing education reform movement, which insisted that holding schools more accountable for student test scores would increase performance, had already pushed many states to expand standardized testing.

New Hampshire has led the way by gaining federal approval to forego state standardized testing for a growing number of districts and replace them with teacher - generated, curriculum - embedded local and common performance assessments (Performance Assessment for Competency Education, or PACE).

However, other factors at the secondary level such as higher number of students and growing prevalence of standardized tests for secondary students could strengthen the value - added measure at the secondary level.

Number of New York Families Preparing to Opt Out Grows http://www.ny1.com/content/news/205540/growing-number-of-parents-want-students-to-opt-out-of-high-stakes-state-tests Parents Explain: «Why We Are Opting Out» http://www.antonnews.com/farmingdaleobserver/opinion/36644-letter-why-we-are-opting-out.html Brooklyn Parents Organize to Roll Back Standardized Testing for Young Children http://www.greenpointnews.com/news/6023/north-brooklyn-parents-oppose-standardized-testing-for-young-students

With the stress of standardized testing and other external pressures, it's easy to forget that there is more to class than just teaching for the test, students come to school to feel safe, a sense of community, and to grow as individuals.

Meanwhile, the GOP - authored House package bundles in accountability reforms for the state's growing private school voucher program sought by Democrats, allocating about $ 900,000 to study voucher students» gains or losses and requiring that voucher recipients in grades 3 - 12 participate in one designated standardized test for comparison purposes.

There is also a growing realization of what experts have known for years — that the federal government demands that states overuse and misuse standardized tests.

The No Child Left Behind Act was still around the corner, but a growing education reform movement, which insisted holding schools more accountable for student test scores would increase performance, had already pushed many states to expand standardized testing.

The amount of time students spend preparing for and taking standardized tests has been the subject of growing interest and pushback from parents, educators, and policymakers.

Vallas, and his ever - growing cadre of out - of - state consultants, announced that there is a «lull» in teaching after standardized tests are completed so in order to ensure that Bridgeport's teachers are doing their jobs, there would be a new round of tests for all Bridgeport students.

Reflecting the growing schism over the Common Core are two different recent editorials in major newspapers: The Los Angeles Time editorial board urged city officials to delay its implementation to make sure that it is done properly, while the New York Times editorial board told parents not to be afraid of the new Common Core - aligned standardized tests and it blamed Republicans for the opposition.

American students are spending growing amounts of time preparing for and taking high - stakes standardized tests.

What has become known as the «opt out» movement has been growing in various states for a few years, sparked by standardized test - based school reform that began under the administration of the younger Bush and gained steam under President Obama.

A growing number of parents (and educators) understand that the Common Core standardized testing frenzy is bad for students, teachers and public schools.

According to Alyson Klein from Education Week, «The NCLB law criticized for growing the federal footprint in K - 12 education, and for relying too heavily on 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.

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.

Academic achievement, as measured by standardized test scores, is not the only education outcome for which disparities between high - income and low - income students have been growing.

Providing tools for all teachers to assess their practice and grow will ensure that standardized tests in English and math do not presume to represent learning as a whole.