Sentences with phrase «highly on state tests»

Not exact matches

May has proved a highly litigious secretary of state, as she pursues various test cases on human rights law in Europe and at home.

The devolution of tax and welfare within such a highly integrated state must be tested for its impact both on Scotland and on the rest of the UK.

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He was a powerful contributor to Massachusetts» preeminent education achievements and a highly respected leader among chief state school officers nationally,» said Professor Paul Reville, former Massachusetts Secretary of Education, noting Chester's impressive ability to find constructive middle ground on tough issues in the Commonwealth, such as the controversy over assessment tests PARRC and MCAS.

Due to the highly technical nature of the Race to the Top Assessment Competition, the Department sent invitations to two groups of individuals to serve as peer reviewers: 1) experts who served as panelists for the Race to the Top Assessment public meetings (these were nominated by the director of the National Academies of Sciences» Board on Testing and Assessment, by the U. S. Department of Education's National Technical Advisory Council chair, and / or by Department experts); and 2) persons experienced as peer reviewers in the Title I review of State assessment systems (all recruited on the basis of assessment expertise).

In 2011 - 12, eight of the nine schools were rated as «performing plus» on state tests, and one school was rated as «highly performing.»

The report recommended that: policy makers ensure curriculum and assessments are aligned at state, district and local levels; districts survey teachers on test prep activities and keep those that are highly rated, while dropping those that aren't; districts expand access to technology so students can develop skills before taking tests and teachers can support them; and districts only use interim tests aimed at predicting performance on end - of - the - year tests, if teachers believe they are high - quality.

Those researchers found that students who received a passing grade on the state eighth - grade math exam, for example, had a one - in - three chance of scoring highly enough on the math Regents test in high school to be considered prepared for college math.

In this case, though, the teacher's «students consistently outperform state averages on math and English standardized tests,» and the superintendent signed an affidavit on her behalf saying «her record is flawless» and that «she is highly regarded as an educator.»

Highly debated educational topics such as standardized testing, teacher evaluations, charter schools, school choice, and even teacher pay vary from state to state and typically aligns with the controlling political parties views on education.

The highly publicized lack of gender differences on state tests might have removed incentives for schools to address girls» specific math needs.

Title I Highly Distinguished schools must exceed all state and federal accountability benchmarks and achieve average scores on Standards of Learning (SOL) tests in English and mathematics at or above the 85th percentile.

Title I Highly Distinguished schools must exceed all state and federal accountability benchmarks for two consecutive years and have achieved pass rates on English and mathematics Standards of Learning (SOL) tests at or above the 85th percentile.

Although No Child make requires states to improve graduation rates and test scores — including the aspirational goal that all children (and actually, based on safe harbor and other caveats, 92 percent of them) are proficient in reading, math, and science — states are given plenty of leeway when it comes to interpreting how to meet certain requirements (like the one assuring that all teachers be «highly qualified» for instruction) and develop their own solutions in order to achieve them.

If «proficient» and «highly proficient» are achievement labels that should be reserved for students likely to go to a four year college or university, then education reform advocates have never effectively made that case to the public, preferring instead to point to the results on state testing that have been designed with this specific result in mind and declaring themselves correct about how poor a job our nation's schools are doing.

Although conclusions about individual teachers can be highly sensitive to the test used for calculating value - added, value - added on state tests can be used to identify groups of teachers who, on average, have students who show different growth on alternative tests.

As former U.S. Education Secretary John King said, «Accountability systems are highly reliant on state tests.

That is, bias (a highly controversial issue covered in the research literature and also on this blog; see recent posts about bias here, here, and here), does also appear to exist in this state and particularly at the school - level for (1) subject areas less traditionally tested and, hence, not often consecutively tested (e.g., from one consecutive grade level to the next), and given (2) the state is combining growth measures with proficiency (i.e., «snapshot») measures to evaluate schools, the latter being significantly negatively correlated with the populations of the students in the schools being evaluated.

Great Neck's Superintendent of Schools at the time she filed the lawsuit, Thomas Dolan, described her as a «highly regarded as an educator» with «a flawless record,» whose students consistently scored above the state average on standardized math and English tests.

Given the growing understanding that value added measures (VAMs) of teacher effectiveness rely upon tests not designed to detect teacher input, are highly unstable, and can not account for teacher impact on variability among student scores, it is quite apt that Dr. Audrey Amrein - Beardsley of Arizona State University and a leading researcher on value - added measures, described the proposal as going from «bad to idiotic.»

The new system rates teachers as highly effective, effective, developing or ineffective based on a mix of classroom observations, students» growth on state exams and locally developed tests or measures.

An unprecedented drop in scores on a tough and highly regarded test known as the Nation's Report Card could create more trouble for the controversial standards known as Common Core, a set of English and math guidelines on the books in 44 states and the District of Columbia.

Of course, employers may protect themselves from policy grievances regarding random testing by negotiating the testing language into the collective agreement, but the current state of case law on this issue makes it highly unlikely that a union would voluntarily agree to such language.

DO NOT USE DRIVE - RITE SCHOOL - And having read the two previous reviews I can only say that I had chosen more wisely and read reviews before wasting $ 400 on an over-advertised and understaffed driving school - we have still not been scheduled for our behind the wheel training after six weeks of beginning our classroom lessons - their communications are non-existent - I had to call several times to finally get a return call about the smallest of issues - their excuse of a limited staff and inability to get students behind the wheel for the required time is ridiculous - I would never, ever use their service again and I would highly recommend that any of you looking to enroll your son or daughter for a driving school NOT USE DRIVE - RITE DRIVING SCHOOL - every individual I have spoken with that used another school had everything completed in six weeks or less - now when you contact Drive - Rite after six week having passed you can not even get a reply - DO NOT SEND YOUR SON OR DAUGHTER TO DRIVE - RITE - YOU WILL REGRET IT - just read on about others» experiences with them as well to see more personal opinions and experiences such as ours!!!! And to add insult to injury, I innocently asked when my son would get his behind the wheel training that we had paid $ 400 back in December and it is now the end of January only to finally be told «we pulled his folder and he did not pass the required state test - the state of Ohio requires a 75 % score and he scored only70 %.