Sentences with phrase «just on test scores»

The R2 estimate is 0.13, whereas basing the predictions just on test scores gives an R2 estimate of 0.01.

With states now appropriately crafting accountability frameworks that focus not just on test scores but on multiple measures, we also will hear less heated rhetoric about the consequences of poor results.

Not exact matches

After prototyping a moisture - wicking, formfitting alternative — made of fabric for women's undergarments — and testing it on ex-teammates, Plank set up shop in his grandmother's basement and, just before he went broke, scored his first big sale, to Georgia Tech.

'' [Besides] saving time, there's no real incentive to cheat on these tests because typically it's just to get a certification of «hours» for internal compliance training, so your score doesn't matter, and if you don't pass, you can take it again.

The fact that I scored 100 % on the little online multiple - guess sub-sample of the test is not a testament to my intelligence, just my general knowledge of religions.

«I ask our coaches to go in and visit with classroom teachers about the youngster's presence in the classroom — not just how he does on test scores, but his presence.

We also know people who aren't necessarily going to score high on IQ tests but have all of these other skills — and they're not just window dressing, they're important in getting tasks done.

The proposal to clamp a four - year hold on using student «growth» scores on Common Core tests in evaluating teachers was advanced just last Thursday by an advisory task force appointed by Gov. Andrew M. Cuomo.

The lawmakers, concerned with a backlash not just from the teachers but in some cases from vocal parent - constituents, appear to have followed the union's lead: The moratorium, which has been a major legislative priority of New York State United Teachers, would essentially hold harmless teachers, principals and students from low test scores on Common Core - aligned exams for two years.

Of their high scoring, de Blasio said, «That's because of a heavy focus on test prep, which is just not the philosophy of this administration and of DOE, nor do I think it's what the vast majority of parents want to see for their kids,» de Blasio said.

Just about the same percentage of voters say teacher tenure should not be based on test scores either.

De Blasio spokesman Dan Levitan wouldn't comment on the possibility of running against Donovan, but cited a record the mayor will run on next year that includes, «crime just hit another all - time low, jobs are at record highs, the city is building and preserving affordable housing at a record pace, while graduation rates and test scores continue to improve.»

«It is increasingly important to look at long - run outcomes of educational policies, including impacts on educational attainment and labor market outcomes, rather than just focus on test scores.

None of the subjects had full - blown PTSD at the time of the test; the highest score on the symptom scale, 39, was just below the cutoff for a PTSD diagnosis.

In one study of 1,651 high school students from three states, reading ability was just as important to students» science - class grades and scores on state - level science tests as the amount of science knowledge they had.

For example, in the study on summer school, Matsudaira compared students whose test scores were just above the level that made them eligible for summer school with those who were just below it to see if the extra schooling improved students» test scores.

«Schools and learning need a movement to change not just the way we teach, but also how we think about teaching and learning,» Yamashiro says, noting that education needs to be valued in American society and focused on not only test scores and economic success, but also on the whole child and finding joy in learning.

As a result, English language learners may score in the 80th percentile on a word reading test, but in just the 19th percentile on a test of reading comprehension.

These lessons focus primarily on the transparency of the systems, but this is just one of several principles that states should attend to (which I have offered previously): Accountability systems should actually measure school effectiveness, not just test scores.

Then Senator Barack Obama said, «Cities like Denver have already proven that by working with teachers, this can work, that we can find new ways to increase pay that are developed with teachers, not imposed on them and not just based on an arbitrary test score.»

It never occurred to me that teachers would be «evaluated» based on the scores achieved by other teachers» students or that districts would have to scramble to find any tests they could just so that they could claim to be evaluating teachers, even those teaching physical education or the arts, based on scores on standardized tests.

«No serious reformer says accountability should just be based on test scores.

Two recent experimental evaluations of the Louisiana Scholarship Program found negative effects of the program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data so far.

The curricular changes, piloted with his own students in 2002, helped the percentage of students scoring «below basic» on the Stanford 9 test to fall from approximately 80 percent to just 40 percent in one year.

We also need to continue explorations of data of all types (not just test scores), building on, for example, important research that's helping us develop early warning indicators to prevent students from dropping out.

Two experimental studies of the Charlotte privately - funded scholarship program, here and here, reported clear positive effects on student test scores but were limited to just a single year after random assignment.

The curricular changes, piloted with his own students in 2002, helped the percentage of students scoring «below basic» on the Stanford 9 test to fall from approximately 80 percent to just 40 percent in one year, according to the National Teacher of the Year office.

And the situation is even worse because most regulators making decisions about what choice schools should be opened, expanded, or closed are not relying on rigorously identified gains in test scores — they just look primarily at the levels of test scores and call those with low scores bad.

Just as we found no evidence in the 2002 and 2004 elections that a large block of voters held incumbents accountable for poor test scores, we failed to find any indication that incumbents in 2002 and 2004 based their decisions about running for reelection on student learning trends.

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

Merseth says the aim isn't just to create a charter that must meets state guidelines and scores well on standardized tests but also to focus on the qualitative, social, moral, and emotional questions facing school design.

The percentage of students scoring at or above grade level on the state's proficiency tests has risen from 56 percent to nearly 75 percent in just six years.

But now the CFR study says that teachers who are unusually good at helping students score high on standardized tests today aren't just unusually good at helping students score high on standardized tests tomorrow.

Finally — and many would say most importantly — Her Majesty's inspectors (based in a free - standing agency) constantly visit schools, appraising their performance on multiple indicators (not just test scores), giving them detailed feedback on what they need to do differently, and making all of that public.

[6] Several studies estimated the causal effect of being assigned to remediation on future college outcomes by comparing students just above and below test score cutoffs for remedial placement.

The Beaverton School District did just that four years ago when it started Summa Options, a program of advanced curriculum for students who score in the 99 percentile on standardized reading and math tests or a test of cognitive ability.

Luke Reynolds (recommended by Adam Steiner - @steineredtech) thinks students are «more than just test scores,» and hence focuses less on the test and more on overall classwork.

I think good teachers reflect on their practices — and not just test scores.

To sum up, our evidence confirms that the students of high - VA teachers benefit not just by scoring higher on math and reading tests at the end of the school year, but also through improved outcomes later in life.

Just as the education - reform movement is starting to figure out how to use test - score data in a more sophisticated way, the Obama administration and its allies in the civil - rights community want to take us back to the Stone Age on the use of school - discipline data.

Just last week, the annual conference of the Association for Education Finance and Policy featured new research on topics such as the importance of charter organization type, the characteristics of charter schools associated with effectiveness, charter student outcomes beyond standardized test scores.

Michael, DQC has long advocated on the 10 Essential Elements of a state data system... state test scores are just one of ten elements!

Several California districts hire teachers who have just a bachelor's degree and a passing score on a minimum skills test that is set at the 10th grade level.

The achievement effects of choice programs after just one or two years may well turn out to be misleading indicators of the longer - term effects on test scores and attainment.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

In California, 75 % of white third - grade students who attend public schools without the minimum threshold number of ELL students perform at or above the proficient level on the state's mathematics assessment test, whereas just 67 % of the white California third - graders who attend schools with the minimum threshold number of ELL students score at or above the proficient level.

Thirty - eight percent of Skyline students scored 3 or higher on AP tests in math, English and science last year, while just one Castlemont student out of 38 who took tests in those subjects scored 3 or higher.

Less than half of adults (42 %) say performance on standardized tests is a highly important indicator of school quality — that includes just 13 % who call test scores extremely important.

Over 850 colleges do not require test scores, Schaeffer notes, and they seem to do just fine relying on classes taken and grades earned, along with other elements of an application portfolio.

Just how much are we sure we want to make those reviews hinge on test scores?