In a study of three districts using standards - based evaluation systems, researchers found significant relationships between teachers» ratings and their students»
gain scores on standardized tests, and evidence that teachers» practice improved as they were given frequent feedback in relation to the standards.
Under the new rules, private schools with 30 or more FTC scholarship students must release to the public
gain scores on standardized tests for those students.
Not exact matches
Doctoral student Helen Malone has been researching time and learning and says that because this is so new, «there's no rigorous data yet, but what they are finding is that kids are making significant
gains on standardized test scores.»
Unfortunately, the author of this blog fails to mention that the Gates study relies
on score gains on standardized tests to compare to other measures in order to
test for reliability.
The San Diego - area Barona Indian Charter School, for example, posted big
gains in student performance
on standardized test scores in the 2003 - 2004 school year, besting the state average.
Colorado students in 2014 took slight steps backward
on the small academic
gains made
on standardized tests in recent years, part of a long - term trend of flat
scores, results released Thursday show.
Duncan's «growth and
gain» only mean one thing — year - to - year changes in
scores on one - shot
standardized tests.
«The Gates Foundation's MET project (much but not all of which the AFT agrees with) has found that combining a range of measures — not placing inordinate weight
on standardized test scores — yields the greatest reliability and predictive power of a teacher's
gains with other students.
One study out of Stanford University, which helped design the PACT, found that for each additional point an English Language Arts teacher
scored on the exam, which is
scored on a 44 - point scale, students averaged a
gain of one percentile point per year
on California
standardized tests.
A teacher's observation
scores are supplemented by a so - called «value - added» rating, which is calculated by determining whether a teacher's students made greater
gains on standardized tests than statistical models would have predicted.
LA Unified's
scores on state
standardized tests continue to fall below the state average, even though its students posted slightly better
gains, according to results released Wednesday.
Standardized test scores may be rising in the city's public schools, but those
gains on paper do not translate into any meaningful improvements in the lives of the city's poorest students, said former New Orleans education official and activist Dr. Andre Perry.
Some districts define the value - added
score as the average learning
gain made by students
on a
standardized test in a given teacher's classroom, in a specific subject area, in a specific year.
Thus, if California were to keep these old rules, a school that should be applauded for its strong
gains for English learners would fall in the «red zone»
on the display developed by the state to indicate how a school is doing
on a number of measures, including
standardized test scores.
The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs
score significantly higher
on standardized reading achievement
tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest
gains of all.
(http://www.senatorphilpavlov.com/commentary-how-we-are-reinventing-states-outmoded-education-system/) What Sen. Pavlov fails to mention is that
gaining a spot
on the state's «achievement gap list» is no measure of any sort of educational or learning issue — its simply an indication that a school's students have not met a predetermined goal, set by the state (not teachers), with respect to
standardized test scores in math or reading.