Sentences with phrase «from standardized testing by»

Not exact matches

From 1960 to 1988 standardized test scores fell significantly, teenage suicide and homicide rates more than doubled and obesity increased by 50 percent.

Standardized Assessment of Concussion or «SAC», Sport Concussion Assessment Tool Version 3 or «SCAT3», the Balance Error Scoring System or «BESS», King - Devick Test», Maddocks» questions) already shown by studies to be reliable in making the initial remove - from - play decision, or one of a number of new assessment screens being developed and tested.

The state's education commissioner, Mary Ellen Elia, said she's fighting a proposal by her predecessor, now the federal education secretary, John King, to punish schools with a high opt - out rate from the standardized tests.

Her team sifted through scores from standardized tests taken in 2005, 2006, and 2007 by nearly 7 million students in 10 states.

If your data is coming from a large adaptive standardized test, start by checking the norms.

In «Learning from Rudolf Steiner: The Relevance of Waldorf Education for Urban Public School Reform,» a study published in 2008 in the journal Encounter: Education for Meaning and Social Justice, researcher Ida Oberman concluded that the Waldorf approach successfully laid the groundwork for future academics by first engaging students through integrated arts lessons and strong relationships instead of preparing them for standardized tests.

Students who attend five charter schools in the San Francisco Bay area that are run by the Knowledge Is Power Program, or kipp, score consistently higher on standardized tests than their peers from comparable public schools, an independent evaluation of the schools concludes.

Add to this the findings (from Bowen, Chingos and McPherson's Crossing the Finish Line) that high school grades have a more predictive value of college success than standardized tests, and you may just see a shift from standardized test scores to high school GPA by some college admissions officers.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

«It is true that we recommend school leaders begin by looking at results from standardized tests» says Murnane.

Beginning this school year, standardized tests — as administered by the two major assessment consortia, Smarter Balanced and the Partnership for Assessment of Readiness for College and Careers (PARCC)-- will look different from what we've gotten used to.

• 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

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

Overall, she and Weinstein both say that more research is needed to draw specific conclusions about the impact of digital media — and standardized testing — on creativity and the willingness by students to take risks and break away from the standard mold.

«Surely it's reasonable to ask whether some of America's success might derive not from factors measured by standardized tests, but from other attributes of our educational system,» she writes.

The authors also investigate whether high - value - added teachers have benefited by being assigned students who would have made greater gains on standardized tests for unobserved reasons (such as family factors that can not be gleaned even from tax returns).

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.

In order to place the information from these tests on a common scale, we followed the standard practice of standardizing all scores by test, grade, and year to have a mean of zero and standard deviation of one.

Anybody watching the escalating battle across the country over the Common Core State Standards and aligned standardized testing will hardly be surprised by a new national poll which reveals a significant loss of support over the last year — especially among teachers, whose approval rating dropped from 76 percent in 2013 to only 46 percent in 2014.

Duncan on Tuesday announced that schools that do the field test for the new Common Core assessment next spring can get a one - year waiver from also giving current state standardized tests required by federal law.

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).

Some states have accounted for this by requiring participating private schools to administer and publish results from a nationally recognized standardized test.

A: For subjects tested by the state standardized assessment, New Jersey measures growth for an individual student by comparing a student's growth to the growth made by that student's academic peers (students from around the state with similar score histories).

But after substantial progress in the 1970s and»80s, the effort has largely stalled, except for a brief period from 1999 to 2004, where there were some gains, particularly in reading, according to a report released this month by the Educational Testing Service, which develops standardized tests used across the country.

In recent years a school of thought arose in our space that a centralized authority or «harbor - master» could produce better outcomes by carefully controlling both the entrance and the exit of schools from charter sectors, primarily on the basis of standardized test scores.

Fallout From the Testing Explosion: How 100 Million Standardized Exams Undermine Equity and Excellence in America's Public Schools by Noe Medina and Monty Neill, 3rd ed.

As measured by standardized test scores (mainly the SAT and the ACT), students choosing to major in education tend to be drawn from the lower end of the ability distribution.

Research conducted by Marcus Crede suggests that grit is barely distinct from other personality traits and that standardized test scores, attendance, and study habits are much better predictors of long - term success than grit.

It is much easier to convey in short strident sentences what some, but not all charter schools do well — raise standardized test scores — than it is to convey the problems and complexities that arise from a hierarchal education system in which admission is determined by luck.

We suggest that policymakers begin by moving resources away from standardized test creation and toward supporting the development of quality assessments in schools.

The state's education commissioner said she's fighting a proposal by her predecessor, now the federal education secretary, to punish schools with a high opt - out rate from the standardized tests.

Standardized tests are, by definition, tests removed from student engagement and context; they require a particular kind of teaching that is antithetical to what most of us believe education should be.

The author calls for a debate on standardized tests led by education leaders instead of politicians and the testing, tutoring, and textbook industries that benefit the most from testing.

It is well established that SAT, HSPA (NJ's former HS exit exam), ACT, and all other scores from commercially prepared standardized tests are influence heavily by the socio - economic status of the students in the school and the demographic factors of the community in which those students live.

As I look out over the current school reform landscape I see it is categorized by policies that seek to standardize, homogenize, and corporatize public education through the use of one - size - fits - all curriculum standards, high stakes testing, micro-management of school operations from distal bureaucrats, teacher evaluation policies based on mis - interpretations of current research, and heavy reliance on corporate education providers camouflaged as non-profits operating via charter schools.

At the same time, their silence gives tacit support to arguments by traditionalists that standardized testing should not be used in evaluating teachers or for systemic reform (even when, as seen this week from American Federation of Teachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to use test score data for their own purposes).

This approach is different from using value - added measures of standardized tests as a significant component in an evaluation and separates the San Jose system from one favored by reform groups like StudentsFirst.

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.

Researchers from Europe, Asia, and Latin America were very alarmed by the current «reform» movement in the United States, fearful that the same trends — the same overemphasis of standardized testing, the same push for privatization and markets, and the same pressure to lower standards for entry into teaching — might come to their own countries.

Lisa Elliott, a National Board Certified Teacher (NBCT) and 18 - year veteran teacher who has devoted her 18 - year professional career to the Alhambra Elementary School District — a Title I school district (i.e., having at least 40 % of the student population from low - income families) located in the Phoenix / Glendale area — expresses in this video how she refuses to be bullied by her district's misuse of standardized test scores.

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

This new law will provide a measure of protection for our teachers, districts and students from consequences for student test scores on a standardized test whose validity and reliability as a tool for measuring their performance is not supported by data.

The following excerpt is from the opening chapter of STANDARDIZED MINDS: THE HIGH PRICE OF AMERICA»S TESTING CULTURE AND WHAT WE CAN DO TO CHANGE IT by Peter Sacks.

In September, California Gov. Jerry Brown resisted Duncan's threat to withhold $ 7.3 billion in federal funding if he signed into law Assembly Bill 484, which effectively eviscerates accountability (and gets around the administration's decision to not grant the Golden State a waiver from No Child on its own terms) by eliminating all but a smattering of the state's standardized tests.

Standardized test score differences between wealthy and poor students rose by 40 percent from 1976 to 2001.

Through coaching provided by TSCCI partners Eskolta and reDesign, Bronx Haven's principal at the time, Lucinda Mendez, and a team of teachers launched a multiyear effort to shift the school's focus from traditional outcome measures — like standardized test scores — toward the learning process itself.

Under that approach, a teacher's effectiveness is measured by looking at how his or her students» performance on standardized tests improves or declines from one year to the next.

In The October 1st edition of the Wall Street Journal, there is an article which claims that a push is coming from the Obama administration to improve teacher quality by rewarding colleges of education that produce teachers whose students do well on standardized tests.