Sentences with phrase «higher test score gains»

Laura Du's empirical paper, «The Potential of K - 12 Blended Learning: Preliminary Evidence From California Schools,» found that these schools produced significantly higher test score gains than traditional schools who serve a similar demographic.

Or, put another way, if teachers were generating high test score gains from their students by creating a climate of abject fear in their classrooms, their observation scores should be low and that information is useful.

Not exact matches

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

The scores of last year's MCAS tests given to Springfield school students rose across the board at a higher rate than the gain recorded by school districts statewide, and the dropout rate has fallen more than any other school system in the state.

People who scored high on standard tests for creativity were also more likely to be willing to cheat for personal gain.

And some observers have speculated that the exceptional gains observed in Florida could be explained by a change in rules regarding the test scores of high - mobility students who move in and out of schools and districts often.

Finally, while exam - school students have considerably higher fluid cognitive skills (as would be expected of students who gain admission via test scores and grades), attending one of these locally renowned schools in the company of other bright students confers no systematic advantage.

He is currently directing studies that will explore new methods for evaluating gains in scores on high - stakes tests and evaluate the use of value - added models in educational accountability systems.

The validity of score gains on high - stakes tests.

Koretz's research focuses on educational assessment and policy, particularly high - stakes testing and its effect on schools, as well as the validity of the score gains.

During this same period, high - performing urban charters grew rapidly and produced exceptional gains in test scores and college enrollment rates for black and Latino students.

The authors did find that test score gains for lower - scoring students in lower - performing schools resulted in higher earnings for those students.

Since the Colorado Growth Model compares students only to those who had similar test scores in the past, a student can show «high growth» by gaining five months of learning a year if the comparison group is only gaining four months.

Last week, I argued that Hitt, McShane, and Wolf erred in including programs in their review of «school choice» studies that were only incidentally related to school choice or that have idiosyncratic designs that would lead one to expect a mismatch between test score gains and long - term impacts (early college high schools, selective enrollment high schools, and career and technical education initiatives).

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.

Teachers also appear to generate higher test - score gains during the year they are being evaluated, though these estimates, while consistently positive, are smaller.

These effects are all larger than what would have been predicted based on the same students» test - score gains, leading the researchers to conclude that «high achieving charter schools alter more than cognitive ability.»

Second, Rick thinks there is an inconsistency in my suspicion that test - prep and manipulation are largely responsible for test score improvements by Milwaukee choice schools after they were required to take high - stakes tests, while I interpret research from Florida as showing schools made exceptional test score gains when faced with the prospect of having vouchers offered to their students if scores did not improve.

Each of these results is statistically significant at a very high level, meaning that we can be highly confident that the test - score gains made by schools facing the actuality or prospect of voucher competition were larger than the gains made by other public schools.

The first and most rigorous of the studies, by Dan Goldhaber and Emily Anthony of the Urban Institute, found that on average North Carolina students in grades 3 - 5 whose teachers were board certified scored 7 to 15 percent higher on tests than students whose teachers attempted but failed to gain certification.

In addition, all Florida schools are graded from A to F based on the share of their student bodies that scores at high levels on the FCAT and experiences gains in their test scores from year to year.

Classrooms with relatively big gains on this year's test and relatively small gains on next year's test will score high on this indicator.

Charter middle and high schools produce test - score achievement gains that are, on average, similar to those of traditional public schools.

Those benefits included short - term gains on test scores as well as higher college - going rates and higher early - career earnings.

Conversely, schools and programs that fail to produce greater gains in test scores sometimes produce impressive improvements in high school graduation and college attendance rates, college completion rates, and even higher employment and earnings.

In DC ~ schools chancellor Michelle Rhee boasted that all subgroups improved reading and math test scores between 2007 and 2010 ~ with low - income and minority high school students showing double - digit gains.

We first subtracted from each student's test score performance the child's demonstrated knowledge the previous year.We then adjusted those one - year - gain scores to take into account a statistical property that artificially generates larger gains for initially low - performing students (and smaller gains for high performers).

Texting parents about students» missing assignments produces similar achievement gains on test scores as those produced by high - performing charter schools.

For example, research on a privately funded school voucher program in New York City provides some evidence in favor of a link existing between test scores and longer - term outcomes, where vouchers raised test score gains and increased the likelihood of graduating from high school and enrolling in college.

If this were true, one would expect the patterns of test - score gains across items to differ for low - versus high - performing students and schools.

by Tom Kane, Amy Wooten, John Tyler, and Eric Taylor This study of Cincinnati's teacher evaluation system finds that the teachers who receive high ratings from trained evaluators who observe them are also more effective at promoting gains in student test scores.

First, high school scores might appear to be stagnant because not enough time has passed for the gains from earlier grades to show up in the test scores of students in later grades.

The gains of 5 points to 8 points since 2011 are the highest scores ever shown by DCPS students on these tests.

Then you give a high score to teachers who have students who post test - score gains above the average.

Naturally, schools with high test scores show the smallest academic gains, while schools with low test scores show the largest academic gains.

White, African American, and Latino students all scored higher on those NAEP tests than did students from the same racial and ethnic groups in the 1970s, but African American and Latino students made greater gains than white students.

The test - taking techniques and strategies taught in our SAT tutoring and ACT tutoring programs enable students to earn higher test scores and gain admissions to competitive colleges and universities.

It will name «model schools» — those with the highest test scores, biggest year - to - year gains, strong performance across student groups and, for high schools, best graduation rates.

Featured in The Hechinger Report: With Achieve3000, struggling Quitman Street Renew School sees highest reading test score gains of all 45 Newark elementary and middle schools.

Even if we were confident that the test score gains in New Orleans are not being driven by changes in the student population following Katrina (and Doug and his colleagues are doing their best with constrained data and research design to show that), and even if these test score gains translate into higher high school graduation and college attendance rates (which Doug and his colleagues have not yet been able to examine), we still would have no idea whether portfolio management and other high regulations in NOLA helped, hurt, or made no difference in producing these results.

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

Additionally, the Promising Afterschool Programs Study, concluded in 2007, found that disadvantaged students who regularly participate in high - quality after - school programs usually see significant gains in test scores and work habits, as well as a corresponding decrease in behavioral issues in school.

Last fall, state test scores showed that the elementary school had the highest math gains of any traditional school in the LA Unified district.

For example, high turnover of students throughout the year can affect the gains students make on achievement tests; and, if the class size is small, the scores of only a few students can affect the size of the gains.

Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sincescores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sinceScores of children eligible for free lunch programs have dropped since 1996.

For children whose family's income was too high to quality for lunch subsidies, the estimated test score gain is lower but still sizable at 15 percentiles.

Results have been mixed, ranging from gains in high school graduation and college enrollment rates (e.g., Chingos and Peterson 2012), small increases in reading and math scores (e.g., Greene et al. 1998), or increases in math but not reading scores (Rouse 1998), to no significant change in test scores (e.g., Howell and Peterson 2006; Wolf et al. 2011).

I used the appendix provided by Weiland to compute the percentile test score gains for children eligible for a subsidized lunch, versus higher - income children who were ineligible for a subsidized lunch.

In other words, although high stakes may cause test scores to rise on a particular assessment, those scores may not reflect true gains in student learning.