Sentences with phrase «important test scores»

So what can OSSE do to help make the system fairer and make school more engaging — not to mention more effective at raising those all - important test scores?

Not exact matches

The state's propensity to assign individuals identities through voter registration lists and social security numbers or more generally to reinforce conceptions of individual rights serves as an example; the roles of educational systems (through individualized test scores) and professional careers (organized around cumulative skills attached to the individual's biography) provide further examples.7 This work is important because it shows the dependence of self - constructs on markers in the culture at large: the self is understood not only in terms of internal development but also as a product of external reinforcement.

From gluten testing to ingredient risk scores, cross contamination and knowing what ingredients actually are and what they are consisted of has opened my eyes to how important gluten could affect somebody's life who is sensitive to it.

They use test scores and course attendance to quantify the value of a school, but they fail to take into account more important measures.

- The Department of Education, which has for years pushed an agenda that places paramount importance on schools» test scores, especially in reading and math, leaving no time for the nutrition education which is such an important part of helping children learn to make sensible eating choices.

Schools certainly feel the immediate costs of failing to prioritize wellness — poor test scores for students, lower standardized test scores school - wide, reduced funding resulting from absenteeism, which is why it is so important to share this report with school administrators and boards of education.

We also know people who aren't necessarily going to score high on IQ tests but have all of these other skills — and they're not just window dressing, they're important in getting tasks done.

The Cap - Score Sperm Function Test goes one important step further by being the first test to measure sperm - functTest goes one important step further by being the first test to measure sperm - functtest to measure sperm - function.

The score will be a quick and easy way for you to compare different mattresses that have been through our rigorous testing, and take a closer look at how it performs on the factors that are most important to you.

«T his takes an important step closer to ending childhood hunger, better test scores and better nutrition for NYC kids.»

But the scientists, the economists and neuroscientists and psychologists who I've been studying and writing about are really challenging the idea that IQ, that standardized test scores, that those are the most important things in a child's success.

While much of what the book asserts is reassuring — standardized test scores are not determinant; IQ isn't all - important; character can be taught — none of it is easy.

... I will say, the test scores [are] never, ever the single most important thing,» she said, adding that officials consider factors such as student enrollment, capacity and other locations where students can receive better resources.

Most important, the United Federation of Teachers still hasn't struck a deal with the city on how to use student test scores in these evaluations.

«Test scores at the end of the day can be an important part of the process.

«It is increasingly important to look at long - run outcomes of educational policies, including impacts on educational attainment and labor market outcomes, rather than just focus on test scores.

«It's important to note that not everyone with low scores on the smell test will develop Parkinson's disease,» Chen said.

In one study of 1,651 high school students from three states, reading ability was just as important to students» science - class grades and scores on state - level science tests as the amount of science knowledge they had.

«Assessing the potential of students to be successful in STEM fields goes beyond just looking at tests scores and grades, though these are important,» Malcom said.

This is an important component of the point score, Ebell said, though CRP testing is currently unavailable in most primary care settings in the U.S.

However, evidence from both small - scale, intensive interventions and Head Start suggest that despite this convergence on test scores, there are long - term effects on important societal outcomes such as years of education completed, earnings, and reduced crime and teen pregnancy.

First of all we take your personality test scores into account, and then other important factors like your level of education, income and your location.

It's also important for ELL students to become fluent and skilled English speakers so that they can achieve their maximum grade and test score potential.

Test scores are important and should play a central role, but schools do much more than teach kids content, and we should start designing our measurement systems to be more in line with what we want schools to be doing.

Performance incentives may cause schools and teachers to redirect their efforts toward the least costly ways of raising test scores, at the expense of actions that do not boost scores but may be important for students» long - term welfare.

The first limitation is that test scores are imperfect measures of learning and may be only weakly linked to important long - term outcomes such as adult earnings.

Successful schools have demonstrated their ability to dramatically increase crystallized knowledge and thereby raise test scores, improving other important student outcomes in the process.

Also, there is a logic to using tests to devise a solution, because test scores do predict later - life outcomes such as college - going and earnings; and important recent evidence from Stanford researcher Raj Chetty and colleagues shows that having a «high value - added» teacher — one who improves student test scores — also positively predicts these outcomes.

Yet there are surprisingly few studies that make this link explicitly, and none that ask whether schools that respond to accountability pressure by increasing students» test scores also make those students more likely to attend and complete college, to earn more as adults, or to benefit in the long - run in other important ways.

The results of this new research demonstrate that the potential benefits of increased teacher diversity extend well beyond standardized test scores, raising important questions about lost opportunities caused by the underrepresentation of minority teachers in America today.

Readers may also wish to read an important new essay by sociologist George Farkas, «The Black - White Test Score Gap» (Contexts, Spring 2004), which says that the racial rift is caused, more than any other thing, by divergent child - rearing practices (and preschool opportunities).

I am sure that schools feel pressure to reach their adequate yearly progress (AYP) goals and administering constant practice tests may seem like the most assured way of raising scores, but so many of the most important needs of students are compromised as a result.

He tells the story of a would - be Yalie with good grades and test scores but whose personal essay described a conversation with a teacher she admired — a conversation too important and stimulating to interrupt.

But you don't emphasize an important point: Whatever benefits students experienced in kindergarten that resulted in higher test scores, they did not cause higher test scores in later grades — even though they produced better later - life outcomes.

The most important characteristic included among our statistical controls is 8th - grade test score, which aims to capture differences in student ability and students» educational experiences prior to high school.

We also need to continue explorations of data of all types (not just test scores), building on, for example, important research that's helping us develop early warning indicators to prevent students from dropping out.

Just occasionally are they less equivocal, as when they observe that aggressive integration policies helped black children during the 1970s, that mounting socioeconomic inequality after the late 1980s contributed to the subsequent widening in the test - score gap, and that inequality in the preschool environment plays an important role in determining later educational outcomes.

Talking about test scores to people who don't think test scores are important is not a winning strategy.

It's important to emphasize how crude and inaccurate decisions based on test scores typically are, rather than to imagine them to be as sophisticated as analyses found in leading journals (which are still quite imperfect).

Finally, this research helps demonstrate that schools produce important educational outcomes other than those captured by math and reading test scores, and that it is possible for researchers to collect measures of those other outcomes.

This is important to know because research has shown that teachers» aptitude, as measured by scores on standardized tests, significantly affects student achievement.

The research showing the important variation in teacher quality within schools and its connection not only to test scores but also to other important outcomes ought to strengthen arguments for teacher - oriented policy interventions.

And unwittingly, I played right into the dominant illusion that these bloodless test scores are the most definitive measure of a school's success — and that they measure what's most important.

In an effort to boost their students» NCLB test scores, many teachers jettison curricular content that — albeit important — is not apt to be covered on an upcoming test.

But the absence of a relationship between average school test scores and incumbents» electoral fortunes in the 2002 and 2004 school board elections raises important questions about the assumptions underlying accountability systems.

Do you think test scores are important indicators of student success?

Today, a greater understanding of the pitfalls and possibilities of everyday race talk is more important than ever, as the landmark No Child Left Behind (NCLB) Act requires that annual testing scores be broken down by race.

While it's certainly true that test scores can tell us something important about a teacher, what is troubling for the test - score types is that it looks like (1) non-cognitive scores are better predictors of later life success (completing high school, taking the SAT, and going to college) and (2) that it is not the same set of teachers that is good at raising both cognitive and non-cognitive measures.

This all means that why test scores are going up is quite important.

In a series of important posts, Jay Greene made a strong case against accountability systems that lean too heavily on test scores.