Sentences with phrase «from standardized tests other»

That said, several of the schools have test - optional admissions and do not require standardized test scores, and the University of Rochester has test - flexible admissions and will accept scores from standardized tests other than the SAT and ACT.

Not exact matches

The agreement also would prohibit other school districts from choosing to use the standardized tests for grade promotion, the officials said.

Questions during the Q&A portion of the press conference included his plans during his scheduled visit to Albany on March 4th, why he expects to convince legislators who he has not convinced, whether he's concerned that the middle school program will be pushed aside if there is a pre-K funding mechanism other than his proposed tax, where the money to fund the middle school program will come from, how he counters the argument that his tax proposal is unfair to cities that do not have a high earner tax base, how he will measure the success of the program absent additional standardized testing, whether he expects to meet with Governor Cuomo or Senate Republican Leader Dean Skelos during his March 4th trip, what he would say to a parent whose child planned on attending one of the charter schools that his administration refused to allow, whether he doubts Governor Cuomo's commitment or ability to deliver on the funding the governor has promised, what are the major hurdles in trying to convince the state senate to approve his tax proposal, whether there's an absolute deadline for getting his tax proposal approved, whether he can promise parents pre-K spots should Governor Cuomo's proposal gointo effect, and why he has not met with Congressman Michael Grimm since taking office.

Haney and others have concluded that this policy change artificially drove up 4th - grade test scores, because it removed from the cohort of students tested those who were retained in 3rd grade, the very students most likely to score the lowest on standardized tests.

• 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.

Instead, a few years ago, administrators became concerned that the standardized - testing frenzy was preventing educators from assessing other important aspects of a childs education and development.

«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.

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.

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).

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.

New York's discussion of teacher discipline comes one week after the state's Board of Regents voted to adapt a new teacher evaluation system that requires districts to use standardized test scores to evaluate 40 percent of teacher review scores — 20 percent from state tests, with the other 20 precent from either district or state tests.

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.

According to Valerie Strauss in her Washington Post Answer Sheet blog, the study found that «the report, together with a number of other studies released in the past year, effectively serve as a warning to policymakers in states that are moving to implement laws, with support from the Obama administration, to make teacher and principal evaluation largely dependent on increases in students» standardized test scores.»

When it comes to the Common Core SBAC test and other unfair and discriminatory standardized tests, students from rich families tend to do better and student from poor families tend to do worse.

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).

Other highlights related to standardized testing from the PDK / Gallup Poll, a nationally representative survey of Americans, include the following:

Comment from Smith: Maybe we need to ask some of the big questions... like who benefits from the way things are now (standardized tests and other pressures of accountability that make good teachers and schools vulnerable to poor practices).

I'm going to start with a question: Dana, from your experience reporting on education and Mark and Tara, from your teaching and other work, what changes regarding the use of standardized testing have you noticed during the last few years?

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 change has three main prongs: principals making more frequent and rigorous classroom observations; teachers in core subjects like math and English receiving ratings based on how their students perform on standardized tests; and teachers in grades and subjects where those tests don't apply devising other ways to chart student growth, in collaboration with their principals and using advice from the state.

First, I told him that teachers worry that the metric, based on a single standardized test, may be too unreliable to separate out their individual impact from the influence of other factors, both within and beyond school.

Well, the state Department of Education is closed at the moment, meaning, among other things, that the results of last year's statewide standardized tests are still embargoed from the public, but Mahmoud has seen his pupils» results and allows as how they are «amazing.»

Most importantly, Dr. Darling - Hammond states that evaluation should include evidence of student learning but from sources other than standardized tests, and she rejects growth measures such as SGPs and Value - Added Models because of the ever increasing research base that says they are unreliable and create poor incentives in education.

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.

The current overemphasis on test preparation and other misuses of standardized testing have taken much of this critical professional skill out of the classroom and away from teachers.

If the announcement is as impressive as suggested, it would mean that the leadership of Connecticut's teacher unions have finally moved 180 degrees from the position they held on January 25, 2012 when the CEA and AFT joined with the other members of Governor Malloy's Performance Evaluation Advisory Council (PEAC) to approve the so - called «teacher evaluation framework» that inappropriately and unfairly mandates that student's standardized test scores be a major factor in the teacher evaluation process.

NAEP, dubbed «The Nation's Report Card,» is a set of standardized tests given to a representative sample of students in 4th grade, 8th grade, and high school from all states every other year, and it is the only consistent measurement of student knowledge across 4 decades of administration.

With the 2014 gubernatorial election less than 16 months away and facing growing opposition from school teachers, parents and others who recognize the unfairness of attaching teacher evaluation programs to student's standardized test scores, Governor Malloy announced today that he wanted to «reduce» the number of standardized testsand allow communities to forgo using test scores in their teacher evaluation programs.

However, because standardized testing is a matter of public concern, a local speaking as a union, or an individual member speaking as a parent or citizen, about educational concerns over standardized testing, for instance, in a letter to the editor or in a statement to the Board of Education, is protected by the U.S. Constitution at least so long as they are not encouraging other parents or students to opt out from a test.»

More low - income students are enrolling in college, thanks to expanded needs - based scholarship and grant programs, a move away from standardized test scores as part of the application process, and other initiatives designed to recruit more diverse students.

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.

NAESP is working in conjunction with other education associations to prevent policies that compromise principals» autonomy and policies that tie principals» and teachers» job security solely to standardized test scores from ever becoming law.

Adopting core values like «No Excuses,» «Whatever it Takes,» and «Sweating the Small Stuff,» IDEA Mays aims to follow in the footsteps of schools like IDEA South Flores, where Boyd served as principal in residence last year, and the five other IDEA San Antonio schools that received all possible distinctions from the Texas Education Agency (TEA) this year based on their standardized test scores.

Professional Experience Fourward Technologies, Inc. (Gallatin, MO) 1998 — Present President and Chief Technologist • Lead organization created to incorporate all technology derived from prior Stanford Research Institute consulting project, supervising the DPI through four generations of product, and over 80 units in 15 years, as the new standard for eye movement research worldwide • Hold responsibility for the successful design, manufacturing, and maintenance of the Dual - Purkinje - Image Eyetracker as well as the maintenance of the Rodenstock Scanning Laser Ophthalmoscope • Provide relevant guidance, technical direction, and support to product upgrades, system support, and peripheral development • Utilize analog and optical design experience to derive critical documents and establish standardized manufacturing procedures for custom - built equipment from complicated design and development information • Determine all testing procedures, designate material and other vendors, and specify quality assurance standards • Supervise all related business administration and operational tasks as needed

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).