Sentences with phrase «issue of test scores»

In the other two election years, the gap of a month or two between the release of scores and election day may have allowed the issue of test scores to fade from voters» minds.

Not exact matches

Many people believe part of the low test score issue is that kids can't learn if they aren't there and anecdotal evidence is reporting massive truancy.

«We have to deal with the issue of the effect of Common Core testing on teacher evaluations,» Cuomo said Tuesday at a news conference on the state budget, referring to the tougher curriculum standards adopted by the state that produced sharply lower scores on standardized tests in New York last year.

The issue goes beyond the standard problems of scores on state standardized tests.

In a rare show of unity on a controversial issue, leaders of both the State Senate and Assembly last week advocated a two - year moratorium that would decouple Common Core - aligned test scores with teacher evaluations and student - placement decisions.

Over the last several months, discussions of the Common Core State Standards have been eclipsed by the public's reaction to major issues which have arisen in their implementation — issues such as declining student test scores, and the role of such test scores in teacher evaluations, evaluations mandated if a state was to receive its share of federal money from the «Race to the Top» funds.

Then they estimated the relationship between people's neighborhood scores and their performance on cognitive tests over two years, factoring in issues like age, gender, education and wealth, that might influence people's cognitive scores independently of neighborhood characteristics.

Editor's note: The text, score, and pros and cons of this review have been updated to reflect additional testing of the latency issues during four - player local multiplayer.

Betty Peltier, of Southdown Elementary School in Houma, Louisiana, took issue with the phrase «raising test scores.»

As Thomas Kane and Douglas Staiger point out (see «Randomly Accountable,» in this issue), test scores bounce up and down from year - to - year for a variety of reasons that are unrelated to actual school performance.

This issue's research section offers a first - of - its - kind study examining the impact of instructor quality on student achievement in the higher education sector — finding that students taught by above - average instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, and earn more college credits.

It's remarkable that even [former U.S. Secretary of Education] Arne Duncan, who arguably did as much as any one person during the past decade to increase the pressure on educators to raise test scores, conceded that «testing issues today are sucking the oxygen out of the room in a lot of schools.»

In the Fall 2012 issue of Ed Next, Marcus Winters investigated claims that Bush - era test score gains were overstated.

These are just some of the questions that surround the issue of whether student test scores should be used to evaluate teacher performance.

Winters's analysis, «Florida Defeats the Skeptics: Test scores show real progress in the Sunshine State,» will appear in the Fall issue of Education Next and will be available at www.educationnext.org.

The chief issue confronting the panel was whether the scores of students taking the test under standard conditions and with accommodations are «comparable» — in other words, whether they have the same weight and meaning and predict freshman GPAs with the same degree of accuracy.

Measuring Up, the new book by Professor Dan Koretz, gets beneath the surface of educational testing by taking a deep look at key issues that affect students» scores.

He has a commanding grasp of the complex issues plaguing the educational system, and will avoid well - intended but simplistic principles like the idea that test scores can be the basis for accountability.

Published in the December issue of Psychological Science, thestudyevaluated two groups of 8th graders on such factors as grades, standardized - test scores, and IQ - test scores.

We can address this issue by comparing the prior test scores of charter school applicants in our data with the test scores of students in regular public schools in their neighborhoods (within three miles).

I was one of the two psychometricians on the panel that advised the College Board on the issue of whether the SAT scores of disabled students who take the test with accommodations should be «flagged» (see Miriam Kurtzig Freedman, «Disabling the SAT,» Feature, Fall 2003).

In another finding, expected by some to fuel the controversy that surrounds the issue of standardized testing, the test results showed that non-military white youths scored almost twice as high as black civilian youths, with Hispanic civilians scoring in between the levels of the other two groups.

The problem with framing the issue merely as a question of whether technology boosts test scores is that it fails to address the interaction between technology and the values learned in school.

A story and chart in the May 14, 2008, issue of Education Week about states that have curtailed bilingual education should have said that trends in student achievement identified by Daniel J. Losen of the Civil Rights Project at the University of California, Los Angeles, were based on test scores in reading of English - language learners in 4th grade, not 4th and 8th grades.

The high level of interest in local school test scores raises some interesting issues:

Attention to test scores in the value - added estimation raises issues of the narrowness of the tests, of the limited numbers of teachers in tested subjects and grades, of the accuracy of linking teachers and students, and of the measurement errors in the achievement tests.

08.22.2017 In response to the release of the third through eighth grade English Language Arts (ELA) and Math test scores, Kim Sweet, Executive Director, issued the following statement:

A study by Marty West and Guido Schwerdt that appeared in the Spring 2012 issue of Ed Next found that moving to a middle school causes a substantial drop in student test scores (relative to that of students who remain in K — 8 schools).

Peterson, a fan of Rhee's, takes issue with this report and a separate one that was more critical of Rhee's tenure, accusing the authors of mischaracterizing test score gains, going beyond their mission and making other errors.

[6] To deal with this selection issue, we make use of the within - school, across - grade variation in the volume of entering refugees to explore the effects on the educational outcomes of existing students including test scores, disciplinary incidents, and student mobility across schools.

A series of excellent papers by economists Thomas Kane, Douglas Staiger, and Dale Ballou (see «Randomly Accountable,» Education Next, Spring 2002, and «Sizing Up Value - Added Assessment,» this issue) scrutinize the error built into value - added test - score measures, many of which are used in state accountability systems.

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.

Because fewer students passed the test than passed the previous high school exam, the Maryland Board of Education is now considering whether to lower the score needed to pass the test or to issue two different diplomas, one for students who pass the PARCC exam and are ready for college and one for students who get a lower score on the test.

They also have a negative effect on their classroom peers, resulting in decreased test scores and increased disciplinary problems according to a new study by economists Scott Carrell of the University of California — Davisand Mark Hoekstra of the University of Pittsburgh, published in the summer issue of Education Next.

While not mentioned in the Times editorial, the appropriate use of student test scores is an issue in LAUSD because of the new teacher evaluation system that had seemingly been agreed to earlier this year but is now the subject of much dispute.

The issue of how much weight LAUSD will propose giving student test scores — left unspecified in the agreement — is emerging as a major concern...

Making an issue of using test scores to evaluate teachers means taking on powerful teacher unions, pitting a core Democratic interest group against a major goal of the Obama administration.

These findings led the researchers to call for further research on issues related to the specificity of the frameworks, effects on equity, inflated test scores, and the validity of the measures.

In one study soon to be published in an education policy textbook co-edited with Carol Mullen, Education Policy Perils: Tackling the Tough Issues, I report on a study in which I predicted the percentage of students in grade 5, at the district level, who scored proficient or above on New Jersey's former standardized tests, NJASK, in mathematics language arts for the 2010, 2011, and 2012 school years for the almost 400 school districts that met the sampling criteria to be included in the study.

At the same time, their silence gives tacit support to arguments by traditionalists that standardized testing should not be used in evaluating teachers or for systemic reform (even when, as seen this week from American Federation of Teachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to use test score data for their own purposes).

While negotiations between the union and district have stalled over the issue of how much weight to give student test scores, E4E - LA members found that teachers would support incorporating student growth data, but worry about focusing myopically on one high - stakes test.

After several years in which teachers» unions have been hammered on the issue of tenure, have lost collective bargaining rights in some states and have seen their evaluations increasingly tied to student scores, they have begun, with some success, to reassert themselves using a bread - and - butter issue: the annual tests given to elementary and middle school students in every state.

The controversial National Council on Teacher Quality (NCTQ)-- created by the conservative Thomas B. Fordham Institute and funded (in part) by the Bill & Melinda Gates Foundation as «part of a coalition for «a better orchestrated agenda» for accountability, choice, and using test scores to drive the evaluation of teachers» (see here; see also other instances of controversy here and here)-- recently issued yet another report about state's teacher evaluation systems titled: «Running in Place: How New Teacher Evaluations Fail to Live Up to Promises.»

Among other controversies and issues of contention noted in these articles (see again here, here, and here), one of note (highlighted here) is also that now, «even after seven years»... the state is still «unable to truly explain or provide the actual mathematical calculation or formula» used to link test scores with teacher ratings.

Still, beyond even the test scores issue, there continue to be adjustments to the current process, some of them contentious.

The debate erupted in August, when The Times published a database of the value - added scores of about 6,000 elementary school teachers based on seven years of testing data, prompting union protests and vows by the district to raise the issue during contract negotiations.

An analysis of 2017 test scores from Smarter Balanced member states found no technical issues with the assessment, Smarter Balanced announced today.

Therefore, a key issue in determining alignment is the degree to which assessment results lead to correct classification of test scores and, by extension, correct interpretations of student performance relative to learning objectives and standards.

How student test scores are used to evaluate teachers is at the heart of the unresolved issues causing Chicago's first strike in 25 years.

Back to the issue at hand, why should test score data, even crunched in a value - added way, be published in the paper alongside the names of individual teachers?