Sentences with phrase «including school test scores»

The rankings were based on five factors, including school test scores, cost of living, recreational and cultural activities, number of schools and risk of crime.

Superintendents in the Madison area have sent home letters explaining the report cards and warning they include school test score results that are significantly lower than in the past.

Not exact matches

To gauge the school's success, it will rely on the data from a variety of indicators the district collects, which include several that go beyond standardized - test scores.

The free PDF from Wild Olive includes designs for test scores, grade levels, subjects and a few more generic school icons.

While he has protected and promoted the growth of charter schools, other aspects of his education policy have not gone as planned - these include the rollout of the common core learning standards and tougher teacher evaluations by tying them more closely to the results of student standardized test scores.

Not long ago, many prominent Democrats — including President Barack Obama — supported charter schools and other centrist education policies, such as linking teacher evaluations to standardized test scores.

There are many challenges facing students, teachers, principals, and the school boards, including Common Core, test scores, and funding, just to name a few.

The speech typically includes an argument that Success values progressive educational values over test scores, a joke about what might happen if Success students were allowed to voluntarily attend school, and a swipe at the de Blasio administration.

The foundation long backed controversial education reforms, including retooling teacher evaluation and compensation systems based in part on student test scores and creating smaller schools.

While P.S. 130 has strong test scores, TriBeCa parents were concerned about the school's stricter rules, including a requirement that students must wear uniforms, and parents also worried their children would have trouble making friends because 70 percent of incoming kindergarteners at P.S. 130 do not speak English as a primary language.

Included among the proposed reforms is a teacher evaluation system based half on student test scores, an increase in the length of time before a teacher is eligible for tenure and allowing the state to take over failing schools and districts.

«Although some types of school moves can have positive effects, most are associated with a range of negative outcomes, including lower test scores, grade retention, low self - esteem, trouble fitting into schools, dropping out and event adult substance abuse.»

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

Another school profiled is the Denver School of Science and Technology, which enrolls a mostly - minority, 47 percent low - income student population and has achieved «national renown» for its results, including the second - highest longitudinal growth rate in student test scores statschool profiled is the Denver School of Science and Technology, which enrolls a mostly - minority, 47 percent low - income student population and has achieved «national renown» for its results, including the second - highest longitudinal growth rate in student test scores statSchool of Science and Technology, which enrolls a mostly - minority, 47 percent low - income student population and has achieved «national renown» for its results, including the second - highest longitudinal growth rate in student test scores statewide.

Forty - seven charter schools were operating in New York City in the 2005 — 06 school year, the most recent for which we have test - score results, and all but five are included in the analysis presented here.

«More remarkable,» writes Davis, «those growth rates include test scores from 2004 — 05, when 300 high - poverty children from failing District of Columbia public schools entered consortium schools through the new D.C. voucher program.»

It's an approach that seems to be working: Valor Flagship Academy, the first Valor school, produced outstanding academic results, including the highest standardized test scores in the city and the state, in its first year of operation (2014 — 15).

The original act held schools accountable to minimum percentages of proficient students, as measured by scores on standardized tests, with the threat of sanctions, including school closure, if they failed.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

The schools that agreed to participate in the study included 22 open - enrollment district schools, five oversubscribed charter schools, two exam schools to which students are admitted based on their grades and standardized test scores, and three charter schools that were not oversubscribed at the time the 8th - grade students in our study were admitted.

The second set of data includes school - level information on test scores for certain grades and subjects, collected since the early 1990s as part of Illinois» ongoing accountability program.

The study examines the impact of winning a school choice lottery on dropout rates and crime for groups of students with different propensities to commit crimes, using an index of crime risk that includes test scores, demographics, behavior, and neighborhood characteristics to identify the highest - risk group.

The index combines indicators related to family background, wealth, education levels, and employment with schooling measures, including kindergarten enrollment and selected National Assessment of Educational Progress (NAEP) test scores.

The new evaluations, set to begin in the 2009 — 10 school year, will include student test scores and five classroom observations of each teacher each year.

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.

Controlling for key student characteristics (including demographics, prior test scores, and the prior choice to enroll in a charter middle school), students who attend a charter high school are 7 to 15 percentage points more likely to earn a standard diploma than students who attend a traditional public high school.

The recent House and Senate revisions of No Child Left Behind retained both annual testing and the requirement that scores be reported separately for various subgroups of students within each school, including English language learners.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

That data ties back to other academic records, including what classes students took in high school, their grades and test scores, and whether they dropped out.

Expand the use of «accountability indexes» to include measures beyond test scores and to give schools credit for students well above and below the proficient level.

Ackerman's first superintendent position was in the Washington D.C. Public Schools from 1998 to 2000, where she made key changes to the system that included reworking the schools budget, revamping instruction resulting in boosted test scores, and reorganizing staff strSchools from 1998 to 2000, where she made key changes to the system that included reworking the schools budget, revamping instruction resulting in boosted test scores, and reorganizing staff strschools budget, revamping instruction resulting in boosted test scores, and reorganizing staff structure.

Longtime Chicago mayor Richard M. Daley had won control over the school system in 1995 and generally received accolades for rising scores on state tests; hard - charging superintendents, including Paul Vallas and Arne Duncan; tough accountability measures such as reduced social promotion; and a slew of new schools and shiny buildings.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

Last week, I argued that Hitt, McShane, and Wolf erred in including programs in their review of «school choice» studies that were only incidentally related to school choice or that have idiosyncratic designs that would lead one to expect a mismatch between test score gains and long - term impacts (early college high schools, selective enrollment high schools, and career and technical education initiatives).

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

The More than a Score coalition, which covers 16 teaching and early years» organisations including the NEU, the British Educational Research Association, the Association of Child Psychotherapists and parents» group Let Our Kids Be Kids, is also concerned about the idea of short tests in pupils» first few weeks at school.

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.

Virginia's Maggie Walker Governor's School eases «brain drain» angst by reporting each student's test scores to his or her «home school,» where they get included in the school's state reportSchool eases «brain drain» angst by reporting each student's test scores to his or her «home school,» where they get included in the school's state reportschool,» where they get included in the school's state reportschool's state report card.

We compare the test scores of students in each of the seven categories, taking into account differences in the students» socioeconomic characteristics, including parent schooling, self - reported household income, the number of non-school books in the home, and the quality of the peer groups (calculated by averaging family background and home resources for all students in the classroom).

This same disconnect between test scores and later life outcomes exists in several rigorously conducted studies of charter schools, including those of the Harlem Promise Academy, KIPP, High Tech High, SEED boarding charter schools, and no excuses charters in Texas.

Concerned that high - stakes testing was narrowing student assessment down to a few scores, teachers and administrators in one Illinois district developed a system to assess a range of skills — including critical thinking and social - emotional skills — they wanted students to master by the time they left school.

This forms the backdrop to the past half - century of what we now know as «standards - based reform,» which includes the crucial charter school concept of holding a school accountable for its results (measured, for better and worse, primarily by test scores).

(Dozens of selective high schools in New York City — not including the eight that rely entirely on test scores — follow a complex citywide dual - track choice - and - selection process akin to the «match» system by which medical residents get placed.)

Complementing student test scores are parent and teacher questionnaires, which include socioeconomic and environmental information on the students, their families, their peers, and their schools.

In fact, state - and district - level evaluation systems that incorporate test - score growth also typically report test - score levels and include them in schools» overall ratings.

West's data on Florida includes annual FCAT math and reading test scores as well as two behavioral outcomes: days absent and a measure of whether they dropped out of high school by grade 10.

The version we use takes into account student background characteristics and schooling environment factors, including students» socioeconomic status (SES), while simultaneously calculating school - average student test - score growth.

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).

Preliminary results from a two - year research engagement include: Newest teachers are more likely to be assigned to the least prepared students There is significant variation in Delaware teachers» impact on student test scores Teachers» impact on student test scores increases most in the first few years of teaching A significant share of new teachers leave teaching in Delaware within four years High poverty schools in Delaware have higher rates of teacher turnover...