Sentences with phrase «grade promotion»

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

- Use growth measures that incorporate multiple sources of evidence, including local assessments and graduation and grade promotion rates.

But is this new approach to grade promotion effective?

Twenty - six states now have graduation tests; some states and districts have tests for grade promotion.

High - Stakes Test: A standardized test in which the results are used to determine important issues such as grade promotion, graduation, school accreditation, or teacher performance.

In fact, the recently released ACE evaluation results (2012) found that implementing higher - quality practices is correlated, for example, with greater reductions in disciplinary referrals and higher rates of grade promotion than programs that are less apt to implement these practices (Naftzger et al., 2012).

Fariña did tell the crowd she was looking for ways to reduce reliance on testing to determine grade promotion.

E4E - New York joined with other groups - including the United Federation of Teachers - in praising the DOE's move to base grade promotion decisions on multiple...

That is, using students» standardized test scores to determine punishments (such as sanctions, penalties, or funding cuts for schools or educators), advancement (such as student grade promotion or graduation), or compensation (salary increases or bonuses for educators).

ALBANY — A deal is being negotiated to place a two - year moratorium on the use of student tests based on the Common Core for grade promotion in public schools.

Are standardized tests, especially high - stakes tests that link grade promotion and graduation, a Band - Aid to fix what is ailing schools?

Sixty percent of teachers support the idea of tying grade promotion to test performance, while 66 percent support high school graduation exams, even as these same teachers overwhelming oppose the idea of linking their own remuneration to student test scores.

In the coming years, test results are likely to affect decisions about grade promotion for students, teachers» job status and school viability.

Reducing Ninth Grade Failure Rates in Urban Schools Urban schools continue to fall short in yielding immediate and continued increases in ninth to tenth grade promotion rates, according to the results of Lynnell Theard Gibson's research.

General requirements for middle grades promotion — s. 1003.4156, Florida Statutes, provides the requirements needed for students to be promoted from middle grades to high school.

More importantly, third grade promotion considerations will NOT include FSA outcomes which have not been validated.

The twenty plus school sites that I have visited this spring are at risk of not having enough paper, in danger of needing to cancel 5th and 8th grade promotion celebrations, and worried they may need to cancel overtime for teachers tutoring students.

Only three states will be using this spring's Common Core - aligned test to regulate grade promotion: Florida, Mississippi and Wisconsin.

These tests are high - stakes because they trigger serious consequences for students (like grade promotion and graduation); for schools (like extra resources, reorganization, or closure); for districts (the loss of federal funds); and for school employees (bonuses, demotion, poor evaluations, or firing).

Clarification of this system is needed, as is clarification of its purposes, including its purpose: to «increase grade promotion rates leading to students graduating on time.»

Elementary schools serving diverse groups of students, this evidence suggests, should adopt a differentiated or contingent grade promotion policy, one that allows for either retention or social promotion based on careful diagnosis of the reasons for a student's failure.

This language is unduly vague and without clarification, leaves room for ineffective instruction and undue grade promotion.

In a nutshell, A4190 stipulates, performance on PARCC can not be used to evaluate teachers, to determine graduation eligibility or to inform student placement decisions such as grade promotion, placement in advanced programs and implementation of other interventions.

As states across the U.S. move to adopt standardized tests as a means to determine grade promotion and school graduation, new research presented in the Harvard Educational Review shows that sole reliance on high - stakes tests as a graduation requirement may increase inequities among students by both race and gender.

Centers implementing higher - quality practices were correlated with greater reductions in disciplinary referrals and higher rates of grade promotion than programs less apt to implement these practices.

Teachers are trained to support these standards by ensuring that students master the required concepts for grade promotion and achievement on standardized tests.

The researchers used data from a five - year study that examined the negative consequences of students changing schools for reasons other than grade promotion and the impact of an outreach program designed to enhance relationships between families and school personnel.

Outreach programs that build relationships between families and schools may reduce the number of students who change schools for reasons other than grade promotion, according to a new study from researchers at Rice University, the University of Wisconsin - Madison and Columbia University.

At eighth - grade promotion, students are asked about their favorite middle - school experience in an open - ended survey question.

Working with HGSE students, she has developed case studies focusing on particular dilemmas of justice in schools and school districts like ethics of grade inflation, eighth - grade promotion and retention policies, lottery - based school assignment, disciplining socially fragile children, and teacher firings.

Instead, Orfield states that The Civil Rights Project strongly supports the recommendation of the National Academy of Sciences» report entitled High Stakes: Testing for Tracking, Promotion, and Graduation (1999) that single tests never be used as the sole determiner of graduation or grade promotion.

I assume that scores and scales on the new assessments will be comparable across states (as are current ACT and SAT scores), but individual states will likely set their own «cut points» for purposes of grade - to - grade promotion and high school graduation.

The impact analysis will also measure the program's effects on student attendance and grade promotion.

Attaching test results to grade promotion, graduation, and teacher evaluation, they say, will send a strong message to students, teachers, school leaders, and parents that students must meet proficiency levels.

This bill would prevent educators from using PARCC scores, «to determine a student's placement in a gifted and talented program, another program or intervention, grade promotion, as the State graduation proficiency test, any other school or district - level decision that affects students, or as part of any evaluation rubric submitted to the Commissioner of Education for approval.»

For example, according to MDRC's Making Progress Toward Graduation, Evidence from the Talent Development High School Model, «TD schools nearly doubled the percentage of students earning credits in Algebra 1, a primary gatekeeper course for grade promotion and graduation.»

Increasingly, standardized tests are being used to make major decisions about students, such as grade promotion or high school graduation, and schools.

However, high stakes decisions involving tracking, grade promotion, admission to dual - credit courses and graduation based on a single testing event present major educational and motivational challenges.

Many states have passed laws that tie student test performance to grade promotion, the ability to obtain a driver's license, and even the earning of a diploma.

Research has shown that high - quality expanded learning opportunities (ELO) increase school day attendance and grade promotion.

AzMERIT doesn't tell us anything about third - grade promotion.

When comparing high attenders (students who attended 60 days or more) and low attenders (students who attended 30 — 59 days) in ACE programs, participants in grades 4 — 12 attending 60 days or more of programming had higher levels of TAKS scores in reading / English language arts and mathematics, fewer disciplinary incidents, fewer school day absences, and an enhanced likelihood (23 — 40 %) of grade promotion.

I once shared a very interesting bus ride to the airport with the president of Riverside Publishing, who write the Iowa Tests, back when Paul Vallas was using the test as a grade promotion barrier.

«High - stakes» tests are exams used to make important decisions about students, such as graduation or grade promotion.