Education policy should focus on making sure that every student makes great progress, rather than
accountability for test scores or teacher performance pay.
In 2012, the district fell short of the expectations under the law, which holds schools to annual state - specific
targets for test scores and graduation rates.
As this brief review of research demonstrates, it is quite common
for test score results not to be predictive of later - life outcomes.
Independent researchers have found that evaluating and paying
teachers for test scores is either damaging or irrelevant to improved learning.
Not only were traits other than intelligence correlated with GCSE scores, but these other traits also explained more than half of the total genetic
basis for the test scores.
I will argue here that there are more reasonable explanations
for the test score increase and review evidence showing that bilingual education is a very helpful idea.
The problem is to balance the reality of today's
pressure for test scores and required teacher evaluation with the changes that can be anticipated during the next two decades.
The study said the best
balance for test scores was 33 to 50 percent of teacher assessments, depending on the balance of other measurements.
There's immense pressure
now for test scores to rise, which will eventually be tied to teacher's evaluations and whether they keep their jobs.
Rather than awarding some people extra
money for test scores, that money would be better spent on services that actually serve the needs of students and families.
The evaluation system will consist of three components: 55 points for principal observations, 40
points for test scores, and 5 points for student surveys.
Education policy should focus on making sure that every student makes great progress, rather than
accountability for test scores or teacher performance pay.
That would represent an about - face from January, when the governor
called for test scores to determine 50 percent of a teacher's evaluation.
It matters not
just for test scores, but as Raj Chetty [of Harvard's Faculty of Arts and Sciences], John Friedman [of the Harvard Kennedy School], and Jonah Rockoff [of Columbia Business School] recently showed, for their earnings later.
Earlier this year, Cuomo
pushed for test scores to account for as much as 50 percent of a teacher's assessment.
Of the 23 states and cities examined so far as part of the continuing study, Indiana's charter schools rank fifth - best
for the test score gains of their students.
Indiana education officials say they're confident their plan is a better way to hold schools accountable
for the test scores of their students than «No Child's» AYP system.
As in most districts, the new evaluations replace a system that involved minimal observation, did not
account for test scores and graded teachers simply as satisfactory or unsatisfactory, with few ever getting the latter.
The free PDF from Wild Olive includes
designs for test scores, grade levels, subjects and a few more generic school icons.
«The smallest impacts our benchmark approach could detect ranged from 0.19 to 0.22 standard
deviations for test score outcomes, from 0.15 to 0.26 standard deviations for high school graduation, and from 0.27 to 0.39 standard deviations for college enrollment.»
«I would definitely wait
for test scores before making a decision,» said Rice - Thurston, former executive director of Parents United for the Washington, D.C., public schools, «but more important, I would visit the schools and talk to children and teachers.
In parallel with the optimal linear predictor of college attendance, the optimal linear
predictor for the test score is The predictive effects are With the baseline controls in X, the estimates are and.
Both studies use «event history analysis» to compare time
trends for test scores and other outcomes for states in which finance reforms are enacted relative to that state's trends up to that point and to trends in other states not enacting reforms.
However, that discontent almost certainly has more to do with Cuomo's double - whammy policy of insisting that teachers be held accountable
for test scores when they're already struggling to meet higher standards.
With administrators and teachers held increasingly accountable
for test scores under NCLB as well as reforms pushed by the Obama administration, some education advocates have developed a new fear: that school administrators are using truancy referrals to remove low - performing students from the standardized testing pool.
By James Comans, editor at MSEDBLOG This week, teachers across the state will receive
bonuses for test scores earned during the 2015 - 2016 school year.
For example: Auer Avenue School, where hundreds of supporters made a human chain yesterday to defend ALL public schools in Milwaukee, was quickly attacked by Rep. Kooyenga and Sen.
Darling for its test scores.
The double standard being applied to this new accountability —
strict for test scores and lenient for graduation rates — raises another major specter.
She has said she wants to see a reduced
role for test scores, suggesting that she might be receptive to requests to change the city's teacher evaluation rules, and she is also likely to support calls to give teachers more time for training and collaboration.
The scandal imperils the legacy of school reform begun by former D.C. schools chancellor Michelle Rhee, who instituted high
expectations for test scores and graduation rates.
The Education Department told schools and the federal government that there would be no high - stakes
consequences for test scores in 2015 and 2016 because schools needed time to adapt to new exams and a new rating system.