Sentences with phrase «higher test scores mean»

Like NCLB, it assumes that higher test scores mean better education, even when those scores have been purchased by intensive test - prep activities.

The vision was sold to us based on the assumption that higher test scores mean better education.

Strong progress with high test scores means students have strong academic skills and the school is a doing a better job at supporting academic growth than most other schools.

High progress with high test scores means students have strong academic skills and the school is a doing an excellent job at supporting academic growth compared to most other schools.

Not exact matches

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

Local parents of elementary - age kids have set out to make Hogg a school they and their neighbors want to send their kids to, which means higher test scores, tighter discipline, and a college - prep curriculum - changes they believe will benefit all children, not just their own.

This means that in many of California's public high schools, students can graduate, but they won't be able to get into a UC or CSU college even if they have a good GPA and good test scores.

While this means that some of the students, whose test scores are included in the school's performance measure, may have only been in that school for a relatively short time, it avoids problems associated with excluding the high - mobility students - typically the lowest - performing students - from the district's overall accountability measure.

The horizontal axis reflects the mean test score growth for high - SES students and the vertical axis reflects the mean test score growth for low - SES students.

For example, the evidence is clear that high - stakes testing can produce severely inflated scores, meaning increases in scores far larger than real improvements in student learning.

Participants who had earned relatively high — though still not passing — scores on the placement test passed at a mean rate of 68 percent, similar to students who were not assessed as needing remediation and who took the statistics class the year before.

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.

In the classroom, news of lower scores would mean continuous drills on test material, said Lee Sparks, a senior at T. C. Williams High School in Alexandria, Virginia.

In Shanghai, for example — which had the highest mean PISA score of any jurisdiction in mathematics in 2012 — 27 percent of students in the target population of 15 - year - olds did not take the test, due in part to internal migration policies that prevented enrollment; in the United States, that exclusion rate was around 11 percent.

When they speak of «achievement» or «performance,» they mean higher scores on standardized tests.

When they speak of «effective teachers,» what they mean is teachers whose students produce higher scores on standardized tests every year, not teachers who inspire their students to love learning.

If Adele's SGP is 50, it means that her growth in test scores is right in the middle: Half of the similar students who scored 263 last year scored higher than she did this year, and half of them scored lower.

The 44 higher - performing schools (those with average school - wide math and English test scores a full standard deviation above the mean) «create a shared, school - wide intense focus on the improvement of student outcomes,» it says.

But, it raises profound challenges to the interpretation of score trends on high - stakes tests, to the meaning of achievement trend and gap reports in terms of percent proficient, to the interpretation of crossnational achievement comparisons, and to popular assumptions about testing of students in special populations (including some assumptions written into law).

In high school, BASIS students must complete a minimum of 6 AP tests to graduate — and average a minimum score of «3» meaning «qualifying.»

For us, being recognized as the highest performing charter school in CT means so much more than above average test scores and achievement results.

To be sure, 48th percentile still means that 52 percent — more than half — of all SAT and ACT test takers scored higher than the average new teacher.

Moreover, these high attrition rates mean that Black and other students of color often end up with inexperienced teachers, also resulting in lowered test scores.

«The pressure to show high test scores and get kids into college, combined with the broad leeway given to charter schools to suspend and expel students, means the «difficult to teach» kids have been effectively abandoned,» said investigative reporter Andrea Gabor.

Higher standards and quality assessments aligned to those standards mean that initially, test scores will seem lower.

The four schools that ranked the lowest score on the «statewide» rank, but ranked the highest scores on «similar students,» meaning students were scoring low on tests overall, but were doing better than students at schools with similar demographics, described by Robitaille as «beating the odds,» are:

«ESSA will directly impact our students» outcomes and this policy gives us the opportunity to think critically about what it means to truly have a high - quality education, where we look beyond test scores to data on student growth, wellness, attendance, engagement and access to enrichment activities,» said Clare Foley, a fifth - grade teacher at Richard R. Green Central Park School in Minneapolis.

His analyses show that «across subjects, teaching for meaning is associated with higher NAEP test scores.»

Test scores are increasingly used to sell real estate, which means property in high - scoring districts is bid up, making those schools harder for poor or moderate - income people to access.

Schools with lower standardized test scores had higher rates of teacher exits, meaning that these schools were disproportionately impacted.

For college - bound high school seniors, weak test scores in the spring can mean remedial courses on campus in the fall.

As shown in Table 1, students in the viewing condition had a higher mean score on the 12 - item written classroom observation test (7.74 correct, sd = 1.64) than those in the coding condition (6.64, sd = 1.75) or the test - only control condition (6.48, sd = 1.18).

Roberts - Holmes says the test risks making social inequality worse, as parents with high expectations will prepare their children, which could mean these infants have a higher score and that higher expectations will follow them throughout their school careers.

Worse, the attitude that if a child fails a test she should take comfort that it is only a «brief failure» is completely out of touch with the severely punitive nature of high - stakes testing these days, in which a low test score can mean a student does not graduate, teachers are fired, and whole schools are shut down.

Another key lesson - learned: Like it or not, SAT scores matter a lot — not just in getting admitted, but also in persisting — which means pushing high school juniors into extensive preparation work for the test.

Because if parents really want to know if their local school is helping kids learn — instead of empty reassurance that their artificially inflated test scores means they moved to the right school district and their property values will hold — then they need to start demanding one high bar for proficiency across the country.

For example, on the mathematics portion of the 2012 Programme for International Student Assessment (PISA) to test, poor students (among those from lowest quartile in family income), who attended schools that served the poorest families (a school in the highest quartile of those receiving free and reduced lunch), attained a mean score of 425.

More poverty means lower school test scores; less poverty means higher school test scores.

Test scores at the zone's highest - performing middle school are in the bottom 9th percentile statewide, meaning more than 90 percent of other similar schools scored better.

School age children who received such nutrients over the course of a year behaved better (meaning they gave teachers more «on task time») and scored higher on achievement tests than their peers who just received placebos.

The implications meant not just loss of funding, but also lower test scores and higher dropout rates.

But when the researchers compared California schools districts, based on their English learners» standardized test scores and mastery of English proficiency, and then followed up with site visits and interviews with administrators, they discovered that many of the most successful districts viewed the Common Core as a means to higher achievement for these students, and used strategies in line with its goals to achieve their good results.

Meaning that poor performers who have made substantial improvements to their test scores are classed in the same group as high performers who have not see dramatic improvements.

Lastly, better local school districts generally means having high test - scores and high school ratings according to pro-suburban standards often set by outsider consultants (Erickson, 2012, p. 259).

It's also worth noting that the mean score on the Literature subject test has been edging upward in recent years — it is over 30 points higher than it was just two years ago.

Competitive effects studies may have high external validity, but they have lower internal validity than RCTs, meaning we don't have as much confidence as we would with RCTs that there is a causal relationship between school choice programs and test score gains by students who remain in public schools.

Safety, Reliability & Mileage Acadias built after January 2011 are Insurance Institute for Highway Safety Top Safety Picks, meaning they scored the institute's highest rating «Good» in all four crash tests the institute performs: front, side, rollover and rear, and have standard electronic stability systems.

The 2011 (and 2010) Ford Taurus is designated a Top Safety Pick by the Insurance Institute for Highway Safety, meaning it scored the institute's highest rating (Good) in front, side and rear crash tests and a roof - strength test, and that it comes with a standard electronic stability system.

As a note, when I back tested this portfolio formation strategy covering 5,509 unique companies for the period May 1, 1969 to April 30, 2011, I found that value firms with the lowest SCORE had a mean annual return of 54.38 %, while the highest SCORE value firms had a mean annual return of 13.32 %.

According to temperament tests, pit bulls score extremely high, the American Pit Bull Terrier achieved a passing rate of 86.8 percent (better than collies, golden retrievers, and beagles), which means they rank fourth highest of the 122 breeds tested.