Sentences with phrase «if teacher bias»

However, subjective measures such as teacher recommendations may hold back the same students if teacher bias is involved (Card and Guiliano 2015; Quazad 2014; Donovan and Cross 2002; Figlio 2005).

Not exact matches

If, as a progressive Protestant, I am fully committed to the truth, whether or not it is supportive of my Christian biases, should I in fact continue to follow a Jewish teacher of the early part of the first century whose teaching obviously reflected a very different socio - cultural situation than mine?

Not because I don't think Christianity is true and the kids, like all sinners, need to know the truth, but because teachers who don't know all the basics about the Bible would mess it up or if they were an atheist being forced to teach it would probably spread their bias and teach things wrongly on purpose.

If we lay aside our opinions, biases, views, mindsets... etc and honestly and objectively look at what the Bible says and teaches then we can only conclude that women are not to be pastors, preachers, or teachers over men.

If students are placed in special education and gifted programs differentially because of racial bias among teachers, then students are likely receiving inappropriate educational services,» said Fish.

i'm a bit biased with blue / white combos on me — i tend to look like a catholic school teacher if i wear this in my usual skirt & blouse outfits happy june to you!

Moreover, if teacher preparation is to remain in business in the hope that it becomes consequential, then it surely matters that this preparation ceases to be ideologically biased.

What if this training were aimed at combating gender biases in teacher behavior and expectations?

In particular, because schools that serve difficult populations are likely to have higher student / teacher turnover, higher remediation rates, and lower attendance, these measures are likely to be biased if the goal of the system is to gauge school performance fairly.

If the socioeconomic status and demographic characteristics of the classrooms taught by National Board teachers differ from those of noncertified teachers, measures of teacher quality that rely on student performance may be biased.

But if the scores are flawed, biased, or incomplete measures of learning or teacher effectiveness, the models won't pick that up.

(If some teachers are assigned particularly engaged or cohesive classrooms year after year, the results could still be biased; this approach, however, does eliminate bias due to year - to - year differences in unmeasured classroom traits being related to classroom observation scores.)

The NRC report suggests several possible reasons, including a lack of knowledge about such opportunities among teachers and administrators; a bias among principals for more traditional methods; and institutional resistance from district professional development staff who might see their own jobs disappear if teachers bypass their programs and engage in training created from afar.

This schedule set the year of first evaluation based on a teacher's year of hire, thus reducing the potential for bias that would arise if the timing of evaluation coincided with, for example, a favorable class assignment.

While the richness of the TIMSS data enables us to control for an unusually large set of teacher characteristics, our results could still be biased if teachers with different effectiveness levels are more likely to choose different teaching styles.

The Principal Difference — this blog, by the National Association of Secondary School Principals, doesn't shy away from raising important issues such as uncovering myths of student engagement or if elementary teacher bias discourages girls from math and science.

If random assignment was the norm (i.e., whereas students are randomly assigned to classrooms and, ideally, teachers are randomly assigned to teach those classrooms of randomly assigned students), teacher - level bias would not be so problematic.

If value - added estimates do not fully account for unobservable differences in students, then we would expect to see this pattern — the variance in teacher value - added is greater at the elementary level perhaps because of biased estimates.

More importantly, observations are inherently biased because they are based on subjective determinations by school leaders and others who are prone to think that their approach to teaching is superior to anyone else's (even if teachers being evaluated have demonstrated that they improve student achievement as measured by test score growth).

If we allow tests to be biased toward only one approach to teaching the standards, we are narrowing local district, local school, and classroom teacher options for choosing the best way to teach CA's extremely diverse student body in the best way teachers deem possible to maximize individual student learning.

If these are convergent, we can assume that the decision to compare teachers working in different schools (within the same subset of schools) has not contributed bias to the value - added scores.

More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.

Even if a correlation is «statistically significant,» it is possible that the correlation is the result of bias, and that the relationship is so weak that it is not meaningful in practice, especially when the goal is to make high - stakes decisions about individual teachers.