Sentences with phrase «individual student test scores»

22 Importantly, these studies looked at individual student test scores, whereas two other studies that are often cited for their criticisms of the Chilean voucher system were based only on school - level or community - level averages.23

Individual student test scores were mailed out in March.

This is why, in our modeling efforts, we do massive multivariate, longitudinal analyses in order to exploit the covariance structure of student data over grades and subjects to dampen the errors of measurement in individual student test scores.

The agreement includes the use of individual student test scores as a part of the review process — a measurement that has been championed...

Not exact matches

A total of 12 individuals and teams chosen from six regional competitions competed for the top prizes; combined with awards to students who score well on advanced placement tests and their teachers, the total Siemens pot comes to nearly $ 1 million.

He makes a convincing case for incorporating valuable but less easily measured attributes into our view of intelligence, such as the persistence that can propel driven students to higher test scores than their less committed peers and the creativity demonstrated by individuals more in tune with intuition than intellect.

The New York Times reported that the study is the largest to address the controversial «value - added ratings,» which measure the impact individual teachers have on student test scores.

And 29 states track individual students» college - readiness test scores.

Test - retest reliability over short periods of time is the preeminent psychometric question for report card items because the data are not useful if scores that teachers generate for individual students on individual items are unstable during a period of time in which it is unlikely that the student has changed.

For our investigation, we used individual test - score information on the Florida state assessments in math and reading that are available for as many as 500,000 Florida public - school student observations in grades four through eight for the eight years 2002 to 2009.

By looking at the individual test scores of each student in Florida, Winters is able to identify gains in performance at the 3rd grade level that were not influenced by the «anti-social promotion» policy.

The Los Angeles Times has obtained seven years worth of test scores for individual students and used them to calculate «value added» scores for over 6,000 teachers.

One must have data on school type (charter or public) and test scores of individual students prior to high school, individual - level high school attendance records and exit information, and college attendance after high school.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

Thus, critics argue that VAMs can not «isolate» an individual teacher's effect on student test scores.

Randy told me that his student test scores have significantly improved, but more importantly, his students are getting more individual time with him where he can differentiate for each learner.

Thus we use a method that in effect compares the test - score gains of individual students in charter schools with the test - score gains made by the same students when they were in traditional public schools.

Using student data to assess teachers raises a number of thorny objections, as unions and individual teachers balk at using student test scores alone to drive decisions on teacher effectiveness.

The database contains individual - level information on test scores and background characteristics for all students in grades 3 through 8 in the state's public schools, charter and traditional.

Moreover, Simone says, the test scores don't truly reflect her students» abilities and are too vague to help her pinpoint individual needs.

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.

The fact is that we use standardized tests because they are relatively inexpensive to administer and score, not because they tell us a great deal about the capacities of individual students.

Increasingly, states and school districts use measures based on growth in individual students» test scores to evaluate which schools are performing well and how effectively educators are teaching.

Specifically, we measure the relationship between Catholic - induced private school competition in a country and the PISA test scores of individual students in math, reading, and science.

Many educators feel that this method, combined with teacher narrative, better reflects student progress because it makes allowances for individual differences in learning rate and style, emphasizes real learning over test scores, and minimizes subjective considerations.

Also, there is much information to be gained from having individual conversations with students who have these contradictions between their standardized test scores and their classroom grades and performance.

In the face of these powerful forces, MI theory has served as a reminder to educators to focus on the strengths and weaknesses of the individual child and has also offered conceptual support for educators seeking to prevent individual students from being stigmatized by a low score on one of these standardized tests.

Norm - referenced tests are assessments where individual scores are compared to average scores of other students who have taken the same test.

They tried to isolate how much any individual teacher adds or detracts by comparing how the students scored on end - of - year tests to how similar students did with other teachers, controlling for a host of such things as test scores in the prior year, gender, suspensions, English language knowledge, and class size.

A: For subjects tested by the state standardized assessment, New Jersey measures growth for an individual student by comparing a student's growth to the growth made by that student's academic peers (students from around the state with similar score histories).

He said there is no benefit for a school to hold back testing a student because individual student and school scores on NAEP are never reported to the public.

Obama's emphasis on evaluating individual teachers by students» test scores has set off a frenzied effort by states to rewrite their laws in hopes of snaring some of the federal billions.

Controlling for individual fixedeffects, I compare the test scores of students selected to attend a participating private school with those of unsuccessful applicants and other students from the Milwaukee public schools.

We certainly look at test scores — especially individual student progress over time, a.k.a. «value added.»

The imprecision of statistical models that estimate year - to - year changes in student test scores to evaluate the quality of individual schools and teachers is sufficiently large that accountability systems frequently sanction success and reward failure.

To assess the spillover effect of charter schools on students at district schools, I analyze how individual students» test scores, attendance, and grade progression change in response to exposure to a charter school.

Our data set enabled us to examine the test - score gains of individual students from grade to grade across three school years.

As explained in a guest blog this year by by FairTest's Lisa Guisbond, these measures use student standardized test scores to track the growth of individual students as they progress through the grades and see how much «value» a teacher has added.

Having multiple years of test scores for the same student allowed us to estimate the annual progress of individual students by controlling for their previous year's TAAS score.

These include home, school and student factors that influence student learning gains and that matter more than the individual teacher in explaining changes in test scores.

All Indiana schools will now earn state letter grade ratings based not only on changes in the school's passage rates on state tests, but on «growth» in individual students» test scores from year to year.

U.S. Secretary of Education Arne Duncan said Monday that parents have a right to know if their children's teachers are effective, endorsing the public release of information about how well individual teachers fare at raising their students» test scores.

The Times used the approach to analyze seven years of test scores in math and English to estimate the impact individual elementary school teachers had on their students.

Value - added measures use test scores to track the growth of individual students as they progress through the grades and see how much «value» a teacher has added.

Yet the level of mass hysteria that would rise up over teacher evaluations and the use of student test scores was extremely high relative to the probability of anything happening to an individual.

The information to be collected about individual students may include name, address, grades, test scores, detailed disciplinary and health records, race, ethnicity, economic status, disabilities & other highly sensitive personal and family details.

Individual student scores on the California Standards Test for Mathematics were also collected.

Understand test scores on individual student performance.

Standardized test scores were never intended to be measures of success for individual students (Marsh & Willis, 2007; Schneider, Egan, Julian, 2013).

In this system student test scores affect others beyond the individual test - taker.