Sentences with phrase «gains on the state test»

In other words, if all one were trying to do is to predict gains on state tests, one would use an evaluation system that places a great deal of weight — perhaps as much as 80 percent, we learn from Figure 3 — on value added.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

Recent evidence suggests that the teachers with larger student - achievement gains on state tests also seem to have students with greater long - term career success.

The weakest support was for paying teachers more if their students demonstrate knowledge gains on state tests (63 percent support, 25 percent strongly).

Worse, an internal district study found that after six years of reform and the expenditure of some $ 12 million, Memphis students had exhibited virtually no gains on state tests.

More recently, researchers have demonstrated that Kentucky and Texas made substantially larger gains on state tests (the KIRIS and TAAS, respectively) than on the National Assessment of Educational Progress (NAEP).

In 2016, Fairview shed its «red» label with some of the strongest gains on state tests in the district.

As a result, we've seen more use of data to drive instruction and students are achieving steady gains on state tests.

The newspaper identified 1,610 examples of anomalies in which public school classes — a school's entire fifth grade, for example — boasted what analysts regard as statistically rare, perhaps suspect, gains on state tests.

«The Sound of Bubbles Bursting: Student Gains on State Test Vanished into Thin Air,» New York Daily News, August 1, 2010.

Not exact matches

The minor gains that NYC students made on state reading and math tests aren't good enough, according to Eva Moskowitz, the Success Academy charter school founder, who blasted Mayor de Blasio for the incremental improvements at a press conference in her Wall Street headquarters.

A four - year moratorium on use of student scores on Common Core state tests to evaluate job performances by teachers and principals gained quick and overwhelming preliminary approval Monday from the state Board of Regents.

Mayor Bill de Blasio on Thursday declined to back down from earlier remarks that charter school gains on state exams were partially a result of excessive test preparation, during an appearance on «The Brian Lehrer Show.»

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

In an analysis of the effects of the 1990 Kentucky Education Reform Act recently published in the Kentucky Annual Economic Report, a professor of economics at the University of Kentucky asserts that the state's higher school spending levels have not led to significant gains on national tests or substantial improvements in the dropout rate.

In fact, ignoring any complications from test exclusions, Amrein and Berliner would report this as something like, «Just 23 percent of states posted gains on NAEP higher than the national average after high stakes were introduced.»

In their report, Miron and Applegate conclude that Edison Schools do improve from year to year on norm - referenced tests, which measure gains in students knowledge over time, but on criterion - referenced tests, which measure whether or not students meet state standards, Edison students fared no better than students from surrounding public schools.

In our study, the teachers with larger gains on low - cost state math tests also had students with larger gains on the Balanced Assessment in Mathematics, a more - expensive - to - score test designed to measure students» conceptual understanding of mathematics.

There has been research from the United States and New Zealand where teachers were asked to reflect on their marking experiences in state or national testing programs and say what they have learned or gained.

The council's Beating the Odds VI report, a city - by - city analysis of student performance, recently revealed that urban students» scores on state assessments in reading and math as well as on the more rigorous federal test — the National Assessment of Educational Progress (NAEP)-- are rising, with urban students making the most gains in mathematics.

On the Nation's Report Card's main tests, 4th and 8th grade reading and math scored gains in 49 of 50 states.

In Arizona's first group of 72 schools to win grants (comprising 1,800 educators and 26,000 students), the percentage of students meeting or exceeding the standard on Arizona's state AIMS (Arizona's Instrument to Measure Standard) reading test rose from 45 percent in spring of 2004 to 59 percent in spring of 2007, nearly triple the gain for the state over the same period (62 to 67 percent).

All but one of the eight elementary turnaround schools show substantial gains in closing the achievement gap, with the percentage of students meeting or exceeding standards on the state test rising 8 - 28 percent, compared to the school's pre-turnaround status.

In states that had genuine alternative certification, test - score gains on the NAEP exceeded those in the other states by 4.8 points and 7.6 points in 4th - and 8th - grade math, respectively.

When you move toward a more balanced set of weights you lose correlation with state tests, but you gain two things (at least initially): (1) modestly higher correlation with gains on tests designed to measure «higher order» thinking and (2) far higher reliability.

However, the sample size for this part of the study was too small to determine whether students who participated in Reading Recovery sustained their gains on state reading tests in 3rd grade.

Ample evidence indicates that the gains students registered in the 1990s and 2000s were driven in large part by the adoption of test - based accountability systems, first on a voluntary basis by some states in the 1990s, and then by the rest under No Child Left Behind.

In the state's annual reports on test score gains, the researcher has repeatedly taken note of the lower average income for scholarship students.

For the majority of teachers, whose students don't take a state test on the subject they teach, gains would be measured by students» gains from a spring or fall pre-test to a spring post-test in their subject.

Consequently, many states now claim dramatic improvement in their test scores, but these gains are not reflected on the tests given every other year by the federal government.

And many states defied the theory [that «additional spending on education will yield gains in test scores»] by showing gains even when they did not commit much in the way of additional resources.»

For alternative schools like Sunshine, the state calculates those ratings based on gains in test scores.

Third - gradestudents had a pass rate on the state's standardized math test of 95 percent, a gain of 47 percentage points from two years ago.

High - stakes testing is a «failed policy initiative» that does not produce gains on other measures of student learning, researchers at Arizona State University in Tempe argue in a recent paper.

In the meantime, the Bloomberg administration has some positive test scores under its belt already, including an impressive 9.9 percentage point gain for 4th graders on the state's most recent reading tests, the largest jump since the test was initiated in 1999.

But states find it difficult to gain consensus on a coherent set of substantial and ambitious academic standards, to align their tests with those standards, and to get strong accountability systems working.

East Rock was one of three schools honored in 2003 by the Connecticut Department of Education for making substantial gains on the state's mastery test scores since 2000.

How One Elementary Achieved a 10 - Point Gain on Scores.Like many elementary schools across the United States, Ballantyne Elementary in Charlotte, North Carolina, sought innovative ways to help its students master science concepts, and perform better onstandardized tests.

The results show that students in high - accountability states averaged significantly greater gains on the NAEP 8th - grade math test than students in states with little or no state measures to improve student performance.

In the very next sentence, he points out that the MET project has two stated premises guiding its work — that, whenever feasible, teacher evaluations should be based «to a significant extent» on student test score gains; and that other components of evaluations (such as observations), in order to be considered valid, must be correlated with test score gains.

Girls have made gains in math and are now achieving at roughly the same level as boys on state tests.

Teachers whose students agreed with the statement, «We spend a lot of time in this class practicing for the state test,» tended to make smaller gains on those exams than other teachers.

The I - Zone schools showed some of the highest gains on reading and math tests in the state last year, higher than both the rest of the district and the ASD.

In one year, Troy's students have posted incredible gains on Idaho's Standard Achievement Test (ISAT), jumping 22 points in ELA to rank in the top 11 districts in the state and more than tripling the percent of their students scoring Advanced on the Math assessment.

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.

For this reason, we evaluate our schools using both same - student learning gains and performance on state tests, and grade our schools on the better of the two.

Wyoming made some gains measured by national reading and math tests, but it continues to grow on par with the national average, including states that have not increased funding per pupil.

Maryland's public school students made greater gains on a national standardized test than their peers in nearly every other state, although the achievement gap between white and minority students persists.

Though scores have risen on the state's TAAS test, the gains usually fail to appear even on other tests.

Since 2002, those gains have counted for half a school's grade, allowing campuses where students struggled on state tests to still earn decent grades, if many students showed lots of improvement.