Sentences with phrase «increases standardized test scores»

The results indicate that a one - hour delay in start time increases standardized test scores on both math and reading tests by roughly 3 percentile points.

Now at the end of the first year of the study, Margolis has already observed how pressure to increase standardized test scores at the largely Latino school has edged «extras» like computer programming out of the curriculum.

Improving access to college test preparation resources and training programs designed to increase standardized test scores.

Commit to embracing arts and arts integration as a long - term (3 + years) strategy to: decrease the achievement gap, increase standardized test scores, and improve school culture and academic improvement simultaneously.

We have become conditioned to concentrate on «improvement» (that is, increasing standardized test scores).

Presentations include: analyzing student - teacher perception to improve school culture and climate; dropping everything to write to increase standardized test scores; using hip - hop to engage students in the writing process; advising math, literacy and test prep boot camp to address fundamental skills; transforming culture through continuity, expectations, and organization; promoting courageous dialogues about the perceptions of race; and discovering bills and taxes through real - life applications.

After their e2L implementation, Kostoryz and South Park both saw increased attendance, decreased discipline referrals, and increased standardized test scores by 3 % — 20 % for all subjects.

Mr. Bruni tossed 27 words about respecting teachers into the mix while calling on them to «partner» with people like Mr. Klein who want to diminish their workplace protections and offer pay for increasing standardized test scores while completely ignoring issues like persistent and rising poverty.

Used innovative and differentiated teaching methods to produce effective learning experiences and increased standardized test scores in Language Arts.

or «What can this teacher do to increased our standardized test scores?»

Not exact matches

From 1960 to 1988 standardized test scores fell significantly, teenage suicide and homicide rates more than doubled and obesity increased by 50 percent.

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

And especially in this moment when we really care a lot about accountability in schools, there has been an increasing emphasis on finding measures — like a student's standardized test scores — to tell us if a teacher is a good teacher.

Julia Bauscher, who is president of a national advocacy group called the School Nutrition Association, says administrators are under intense pressure to increase instruction time and boost standardized test scores.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

The latest numbers from the Department of Education show standardized test scores increased in every school district under her watch.

The latest round of state standardized academic test scores showed gains both across New York State and locally.But rather than celebrate the largest bump since New York adopted new tests tied to the Common Core Learning Standards, education officials reported the increases with caution.

Best known for documenting the eponymous Flynn effect — the tendency for standardized intelligence testing scores to increase over many decades across the world — Flynn is the right man for the job.

Although the participation of Blacks, Hispanics, and Native Americans in advanced high school mathematics classes increased between 1982 and 1994, their scores in standardized mathematics tests were still lower than those of other students, and the discrepancy did not diminish between 1990 and 1996 (NCES, 1996).

Students score higher on standardized tests, engage in healthier behaviors at home, increase their community involvement, and report more engagement in the classroom.

However, evidence presented in the report sheds doubt these large test score increases: according to an Education Writers Association study, when neighborhood schools were restored, the superintendent in Oklahoma City reduced the number of low - achievers taking the standardized tests by increasing the number of students retained (or «flunked») and implementing transition grades (in which students repeat all or part of the previous grade).

Dan Koretz, Reporters Roundtable on High Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.»

With every bubble of knowledge that students darken using their # 2 pencils, our nation increases its infatuation with measuring teachers» performance through students» standardized test scores.

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.

The legitimacy of test score increases in District of Columbia Public Schools (DCPS), in particular those at Crosby S. Noyes Education Campus, are the focus of the latest installment in USA Today's «Testing the System,» a multi-part series exploring the extent and causes of cheating — by teachers, principals and schools — on standardized tests.

Since NCLB, there has been increased pressure on such programs to prove their relevance in education by quickly improving students» grades and standardized test scores.

This may reflect a parental preference for their children to enjoy school, or it might reflect parental preferences for teachers who emphasize academic facets that increase student satisfaction but are not captured by standardized test scores, such as critical thinking or curiosity.

In more affluent schools, parents are likely to oppose measures that increase the focus on standardized test scores at the cost of student satisfaction.

Sacks also challenges the supposed objectivity of standardized tests and shows how repeated administration of very similar tests produces test - score increases that may have little to do with real changes in achievement.

,» published by the Consortium on Chicago School Research, students whose teachers routinely gave «authentic intellectual assignments» increased their scores on the Iowa Test of Basic Skills (a widely used standardized test) by 20 percent more than the average increase in scores nationaTest of Basic Skills (a widely used standardized test) by 20 percent more than the average increase in scores nationatest) by 20 percent more than the average increase in scores nationally.

It's pretty clear that the ability of a school or teacher to increase students» standardized test scores is associated with long - run outcomes.

Researchers Daniel M. Koretz and Mark Berends drew from two nationally representative surveys of students to see whether increases in mathematics grades between 1982 and 1992 bore any relationship to changes in standardized - test scores over the same period.

They reported that standardized test scores increased in 78 percent of the schools, but they failed to indicate whether the increase in each school was statistically significant.

Finally, the only study to have estimated the effect of charter school attendance on students» job prospects, although based on nonexperimental methods, finds that attending a Florida charter school increased students» earnings as adults despite having no impact on their standardized test scores.

Taylor was formerly labeled as one of the worst schools in the state, but is now recognized for its «Continuous Improvement,» with increased attendance, standardized test scores, and parent involvement, as well as decreased behavioral incidents.

Students participating in arts - integrated lessons show increased language and math scores on standardized tests and improved engagement, motivation, and sense of community (Smithrim and Upitis, 2005).

Before we get too immersed in the details of precisely why standardized - test scores have increased or decreased in a specific school or within a district, several overarching and critically important points should be understood concerning the basic underpinnings of all such assessment tools.

In general, studies indicated that high - stakes standardized basic skills tests led to: a) a narrowing of the curriculum, b) an overemphasis on basic skills and test - like instructional methods, c) a reduction in effective instructional time and an increase in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990).

According to Valerie Strauss in her Washington Post Answer Sheet blog, the study found that «the report, together with a number of other studies released in the past year, effectively serve as a warning to policymakers in states that are moving to implement laws, with support from the Obama administration, to make teacher and principal evaluation largely dependent on increases in students» standardized test scores.»

That said, the NACAC study revealed that about a third of selective colleges stated that a small increase in standardized test scores could make a difference in their admission decision.

The specific focus on mathematics meant the work was relevant to all... This elementary school showed a substantially greater increase in standardized test scores than other district schools over the period of their school - wide lesson study in mathematics.

The No Child Left Behind Act was still around the corner, but a growing education reform movement, which insisted that holding schools more accountable for student test scores would increase performance, had already pushed many states to expand standardized testing.

The analysis looked at the first two years of a four - year program, which has multiple steps, including increased teacher development, and an incentive payment scheme in which teachers are paid more when their students do better on standardized test scores.

A 2012 study found that middle school students who started class an hour later than usual saw their standardized test scores increase over 2 percentile points in math on average.

MARYLAND»S plunge in scores on standardized tests for elementary and middle school students has unsettled a state that, as a national leader in education, had become accustomed to yearly increases in student performance.

But since then, the high - stakes testing movement has blown up: with increasing frequency, student scores on standardized exams are tied to teacher, school, and district evaluations, upon which rewards and punishments are meted out.

The truth is that NCLB has failed to prevent millions from falling behind, and has had very little impact on closing the achievement gap; instead, its main effect has been to instigate ever - increasing emphasis on standardized test scores and superficial, formulaic essay writing.

The New York teachers union, an arm of the American Federation of Teachers, strongly opposed Cuomo's initial proposal to increase the weight of standardized test scores to 50 percent of a teacher's evaluation, stating that assuming a direct correlation among test scores, the effort of teachers, and success of children ignores all of the other factors that go into learning.

But given the disparities that exist — particularly in potential teachers» performance on standardized tests — it is still important to be cautious about increasing cut scores for various entry points into the profession.