Sentences with phrase «improvement on test scores»

Agora students» improvement on test scores is «competitive with other Pennsylvania cyber charter schools,» K12 said.

The school saw improvement on test scores, school culture, and parent satisfaction.

«I think people would like to see more improvement on test scores, stronger schools, and more autonomy given to those schools that are performing well.»

Reform experts say it can take five years or more after an overhaul to reap significant improvement on test scores.

Instead, school districts, eager to be perceived as plugged in and afraid of being penalized for low test scores, have bought into expensive drill - and - kill software — the kind that costs a fortune and displays a silly animation of fireworks or cheering crowds for every five correct answers — with only minimal improvements on test scores and scant evidence of long - term progress among students.

But with noteworthy improvements on test scores at the schools using the program, as well as some gentle encouragement from the district and support from MIND Research Institute, the number of DCPS schools using the program is steadily increasing.

Not exact matches

While Syracuse School Superintendent Jaime Alicea is encouraged by the modest improvement in student English and math test scores, he said ``... there are still far too many students who are not scoring proficient on these exams.»

Under the current teacher and principal evaluation system, students» growth scores — a state - produced calculation that quantifies students» year - to - year improvement on standardized tests while controlling for factors like poverty — make up 20 percent of evaluations for teachers whose courses culminate in the state tests.

The «growth score» is a state - produced calculation quantifying students» year - to - year improvement on standardized tests while controlling factors such as poverty.

Not only did the experimental group score better on tests of their cognition compared with the control group, but the improvement was twice as great as the one that had previously been shown for the antidementia drug donepezil (brand name Aricept).

Since an improvement in test scores are directly linked to an increase in the learners» understanding, it can be argued that due to modifications to the OMA, their knowledge based on the function concept improved.»

This was an uncontrolled and open study, and so it is difficult to know how much significance we should place on the small improvements in neuropsychological test scores observed in the mild cognitive impairment participants who underwent the training.

When comparable samples and measuring sticks are used, the improvement in test scores for black students from attending a small class based on the Tennessee STAR experiment is about 50 percent larger than the gain from switching to a private school based on the voucher experiments in New York City, Washington, D.C., and Dayton, Ohio.

We look at the students» scores on the Massachusetts Comprehensive Assessment System (MCAS) tests in math and reading (ELA) and improvements in those test scores over time.

These «value - added» measures are subject to some of the same problems, but by focusing on what students learn over the course of the year, they are a significant improvement over a simple average test score (or, worse yet, the percentage of students that score above an arbitrary «proficiency» threshold).

The extent to which a school is above or below that line indicates whether the average test - score improvement among its students has been greater or less than would be predicted based on their fluid cognitive skills.

The test - score improvements shown on the figure are substantial.

We analyzed the test - score improvements made between each student's first 3rd - grade year and the following year on both the state's own accountability exam and the Stanford - 9, a nationally normed exam administered at the same time as the FCAT but not used for accountability purposes.

«We have data that shows that if teachers scored high on their evaluations, students showed improvement on state tests.»

Though each of these policies has been tied to student test - score improvements, either the effect size was too small or the policy affected too few students to alone account for the substantial test - score improvements seen on the NAEP and FCAT.

Putting a finger on exactly which policy changes produced the test - score improvements is remarkably difficult, because the state adopted a wide array of policies that may have had a beneficial effect.

As critics contend, the state's aggregate test - score improvements on the 4th - grade FCAT reading exam — and likely on the NAEP exam as well — are inflated by the change in the number of students who were retained in 3rd grade in accordance with the state's new test - based promotion policy.

I then use the improvements of the median reading test score for initial 3rd - grade students on the FCAT since 2001 in order to rescale the state's mean NAEP test score in the spring of the same year.

For example, identifying areas for improvement based on an online learner's test scores and performance.

The Houston school district has launched a large - scale plan to pay teachers bonuses based on the year - to - year improvement of their own students» test scores.

The conclusion is that improvements on the state - based tests reflect «score inflation», with NAEP providing the more accurate indication of trends over time.

Although Florida's record of steady improvement on the National Assessment of Educational Progress (a national test administered to students in all states) has won plaudits from observers across the country, critics have alleged the improvement in 4th grade test scores was apparent, not real.

Up to eight states would be authorized to conduct demonstration programs testing whether state control of Head Start actually leads to better coordination of preschool programs, greater emphasis on school readiness, improvement in poor children's preschool test scores, and progress in closing the achievement gap between poor and advantaged students.

One possible explanation is that principals focus on the average test scores in a teacher's classroom rather than on student improvement.

These narrow goals will also give for - profit schools a powerful incentive to admit and encourage those students whom they expect to do well on achievement tests or who are likely to show the greatest value - added — that is, the greatest improvement in test scores.

The school as a whole also is on the federal list of schools in need of improvement; the test scores from all of the small schools are listed under Piccolo.

Even when we estimated the probability that an incumbent won a majority of the votes in each precinct, or accounted for test - score changes and levels as a function of dollars spent on students, or measured the relationship between an incumbent's vote share in one election and the previous election, the overwhelming weight of the evidence indicated that school board members were not being judged on improvement or weakening in school test scores.

We estimate that improvement from the 25th to the 75th percentile of test - score change — that is, moving from a loss of 4 percentile points to a gain of 3.8 percentile points between 1999 and 2000 — produced on average an increase of 3 percentage points in an incumbent's vote share.

The report, conducted by the Center on Education Policy, a Washington - based research organization that tracks implementation of the federal law, found that schools and districts are better aligning instruction and state standards, that test scores are rising, and that the number of schools labeled «in need of improvement» is holding steady.

Therefore, when policymakers seek to reward schools for improvements in test scores, they should do so based on multiple years rather than a single year of data.

As a result, policymakers in many states have attempted to level the playing field by focusing on improvements in test scores.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Consequently, many states now claim dramatic improvement in their test scores, but these gains are not reflected on the tests given every other year by the federal government.

Commerce High, on the other hand, has 1,100 students — and is just one step away from a state takeover, despite improvements in its test scores.

But by the end of the first year, their scores on standardized tests showed the most improvement in English among district middle schools and exceptional growth in math, according to a Times analysis.

In Smith's model, as it was refined over time, curriculum standards serve as the fulcrum for educational reform implemented based on state decisions; state policy elites aim to create excellence in the classroom using an array of policy levers and knobs — all aligned back to the standards — including testing, textbook adoption, teacher preparation, teacher certification and evaluation, teacher training, goals and timetables for school test score improvement, and state accountability based on those goals and timetables.

The evaluation of educator effectiveness based on student test scores and classroom observation, for example, has the potential to drive instructional improvement and promises to reveal important aspects of classroom performance and success.

And policies tethering teacher evaluations to student test scores are based on studies that link high - performing teachers to long - term improvements in the lives of students, particularly the most disadvantaged.

California's new Accountability and Continuous Improvement System helps educators and the public to see how districts and schools are performing on test scores, graduation rates, and other measures of student success.

The improvements on these three tests raised the dyslexic group's scores into the normal range (> 85).

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.

A study by Kirabo Jackson published in the Fall 2008 issue of Ed Next found that a program that paid students and teachers for passing scores on Advanced Placement tests produced meaningful increases in participation in the AP program and improvements in other critical education outcomes.

The final evaluation of the School Improvement Grant (SIG) program found no significant impacts on math or reading test scores, high school graduation, or college enrollment.

School systems can and should do much more to draw upon the knowledge and expertise of these staff members, and now that the national conversation about school improvement has begun to expand beyond its narrow fixation on test - score gains in reading and math, policy makers may be ready to take a fresh look at their work.

The entire school reform movement based on the use of student test scores as a lever to bring about improvement should be re-thought.