Sentences with phrase «from standardized achievement test»

Not exact matches

Results from annual standardized tests can be useful for accountability purposes, but student progress must be measured on a far more frequent basis if the data are being used to inform instruction and improve achievement.

But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some measures of student achievement, including, where available, scores from standardized tests.

• Tuition or fees at a qualified school or an eligible postsecondary institution • Textbooks • Educational therapies or services from a licensed or accredited practitioner or provider • Tutoring or teaching services • Curricula and related materials • Tuition or fees for an online learning program • Fees for a nationally standardized norm - referenced achievement test, an advanced placement examination, or any exams related to college or university admission • Contributions to a college savings account • Services provided by a public school, including individual classes and extracurricular programs • Any fees for the management of the ESA

From the implementation of the Common Core, to the recent debate surrounding teacher tenure, nearly every issue in public education today can be seen as a facet of a single, fundamental policy question: how should we use standardized assessments and the student achievement data these tests produce?

But for Principal Peggy Bryan and her staff, results from standardized tests are but a small piece in their ongoing efforts to assess student achievement and guide further progress.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

The results are consistent with other studies that show a substantial return (up to 50 percent of a standard deviation on standardized achievement tests) to achievement from observed classroom quality, with greater effects often accruing to children with higher levels of risk and disadvantage.

Sociologist Robert Carini's 2002 review of 17 studies found that «unionism leads to modestly higher standardized achievement test scores, and possibly enhanced prospects for graduation from high school.»

Whereas measurement of academic achievement was given by teachers, measurement of cognitive ability came from standardized tests.

New Jersey measures growth for an individual student by comparing the change in his or her achievement on the state standardized assessment from one year to the student's «academic peers» (all other students in the state who had similar historical test results).

We estimate racial / ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and reading tests administered to public school students from 2009 - 2013.

The use of standardized tests of academic achievement with students from linguistically - and ethnoculturally - diverse backgrounds may be problematic.

The Times sought three years of district data, from 2009 through 2012, that show whether individual teachers helped — or hurt — students academic achievement, as measured by state standardized test scores.

The most controversial of them include what is known as value - added models1 that use data from standardized tests of students as part of the overall measure of the effect that a teacher has on student achievement.

Here is the description of Opt Out Orlando taken from their site: «Opt Out Orlando advocates for multiple measures of authentic assessments, such as a portfolio, non-high stakes standardized tests (Iowa Test of Basic Standards (ITBS) or the Stanford Achievement Test (SAT10)-RRB-, which are used to inform teachers» instruction of their students and which do not result in punitive consequences for students, teachers and schools.

And the attitude from district administration on down is that standardized test proficiency levels drive rankings, «so there is no need to expend precious dollars and personnel boosting the achievement of kids who need no boost.»

VAMs v. Student Growth Models: The main similarities between VAMs and student growth models are that they all use students» large - scale standardized test score data from current and prior years to calculate students» growth in achievement over time.

«We must protect Texas students from being penalized by one - size - fits - all standardized tests, and ensure opportunities for those who demonstrate educational achievement.

The truth is that NCLB has failed to prevent millions from falling behind, and has had very little impact on closing the achievement gap; instead, its main effect has been to instigate ever - increasing emphasis on standardized test scores and superficial, formulaic essay writing.

Except for yearly standardized testing as an assessment of student achievement, services for homeschoolers have not been routinely available from the states.

Despite promises from achievement school district backers that some of Tennessee's most troubled schools would be vaulted into the top 25 percent of schools statewide, standardized testing scores have shown no «statistically significant» difference in the district's schools, according to Henry's research.

Standardized grade - level achievement tests may be available from your local school district or state department of education.

A comparison of achievement scores from standardized tests — the «Nation's Report Card» — illustrates Mississippi's dilemma.

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

The National Blue Ribbon Schools are selected based on one of two criteria: performance on state assessments, or in the case of private schools, performance on national standardized tests; or schools with at least 40 percent of students from disadvantaged backgrounds that raise achievement as measured by state assessments or national standardized tests.

Since beginning the change, student scores on Kentucky's standardized achievement test have risen from the 41st percentile to the 78th percentile, and the U.S. Department of Education has named T. C. Cherry a National Blue Ribbon School.

The Small Schools Coalition catalogs research from scholars worldwide documenting how students in small schools outperform students in large schools on standardized achievement tests, significantly.

The deliberations have addressed various topics such as whether (a) parents should have to be state - certified teachers in order to home educate their children, (b) parents should have to have achieved a particular level of formal education in order to homeschool their children, (c) parents should have to pass teacher qualification examinations that states use for public school teachers, (d) homeschool students should be subjected to mandatory standardized achievement tests, (e) state officials should oversee the social activities of home - educated students (or homeschool socialization), and (f) parents should have to get approval from the state government in order to engage in home - based education with their children (see, e.g., Farris 2013; Yuracko, 2008).

Should the president insist that the goal be reset and that «accountability» will not occur based on yearly - standardized achievement tests controlled from the federal level?

Connecticut's superintendents should follow the lead of their New York colleagues and demand that Governor Malloy and the Connecticut General Assembly repeal the law they developed mandating that student achievement data from standardized tests be used as part of the educator evaluation process.

The effect size of 0.62 that Higgins and his colleagues found for achievement in school subjects is equivalent to moving an «average» class of students from the 50th percentile to the 73rd percentile on a standardized measure, such as a reading or math test.

Reforming Assessment and Placement Assessment and placement reforms generally involve moving away from the traditional reliance on standardized tests and toward a more holistic measure of prior achievement such as high school course grades.

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.

It also required the State board to withdraw from PARCC and select an existing nationally administered standardized test that is currently accepted as a high school achievement and college entrance exam.

He provides evidence from several decades of scholarly research on teacher effectiveness to show that teachers do make a difference in student achievement as measured by large - scale standardized achievement tests.

For members of the state board, this presents the opportunity to redefine school accountability from a system that was strictly based on standardized test scores under the federal No Child Left Behind Act to one offering a multi-dimensional look at student achievement, school culture and college and career preparation.

By Valerie Strauss January 26, 2011; 5:00 AM ET Categories: Achievement gap, Charter schools, Laugh and cry, Michelle Rhee, Standardized Tests Tags: charter schools, data - driven reform, michelle rhee, president obama, school reform, standardized tests, teachers unions Save & Share: Previous: Obama's faulty education logic: What he said and failed to say Next: How a single test can change a child's life — a must - see video from Standardized Tests Tags: charter schools, data - driven reform, michelle rhee, president obama, school reform, standardized tests, teachers unions Save & Share: Previous: Obama's faulty education logic: What he said and failed to say Next: How a single test can change a child's life — a must - see video from Rhode ITests Tags: charter schools, data - driven reform, michelle rhee, president obama, school reform, standardized tests, teachers unions Save & Share: Previous: Obama's faulty education logic: What he said and failed to say Next: How a single test can change a child's life — a must - see video from standardized tests, teachers unions Save & Share: Previous: Obama's faulty education logic: What he said and failed to say Next: How a single test can change a child's life — a must - see video from Rhode Itests, teachers unions Save & Share: Previous: Obama's faulty education logic: What he said and failed to say Next: How a single test can change a child's life — a must - see video from Rhode Island

Although the Gates Foundation money is a tiny portion of the Hartford School System's total budget, by accepting the grant, the Hartford Board is committed to instituting more standardized testing (the NWEA MAP test), supporting the expansion of more charter slots (a gift for Jumoke and Achievement First) and attaching teacher evaluation results (From the Danielson / Teachscape programs) to the NWEA MAP and other standardized test data.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).