Sentences with phrase «know about the test scores»

«My members don't know about the test score part, and I think that will kill them.

Buyers may want to know about the test scores at the local schools or the city's plans to construct a new park.

Not exact matches

That is, there are no benchmark statistics against which to measure employees, so we don't know whether the score on a test is above or below or about average.

Interestingly, the committee's conclusion with respect to exit exams does not pick up on the full report's emphasis on the importance of the design features of incentive systems, which include warnings that tests aimed at ensuring minimum competency may lower expectations, and concerns about both the potential narrowing of the curriculum and the tendency for score inflation on a known test.

When we ask questions, and when we're genuinely curious about what students say, we are communicating an authentic desire to get to know who they are beyond their test scores and beyond what other teachers may share.

We should be considerably more humble about claiming to know which teachers, schools, and programs are good or bad based on an examination of their test scores.

This component makes up 50 and 75 percent of the overall evaluation scores in the districts we studied, and much less is known about observation - based measures of teacher performance than about value - added measures based on test scores.

Contrast this information with what we know about the relationship between credentials and classroom effectiveness, as measured by student test - score gains.

To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.

Everything I know about the slow growing, cumulative nature of language proficiency suggests it is all but impossible to test prep your way to a high score on a third to eighth grade reading test, especially the more challenging Common Core tests.

In my experience, it is not unusual for teachers to 1) not really know that much about the test scores they are attempting to explain, and 2) be civil toward me yet completely discount most of the questions I ask and the concerns I raise.

Just as we should be humble about using test scores to identify quality schools, we should be humble about knowing the ideal political or regulatory strategy.

For example, a grade of C + or a test score of 65 per cent often provides little or no useful information about what a student knows, understands and can do.

All of those times are important because they help me get to know more about my students rather than just their test scores.

Understanding the effect of private school choice on real - world success beyond test scores requires data on outcomes like college enrollment and graduation, and thanks to three recent Urban Institute studies, we know more about this than we did a year ago.

While no single test can show everything we need to know about how a student is performing in school, test scores along with information about a student's work in the classroom give families the information they need to know about a student's progress.

Everything you need to know about the ACT test, including registration, test prep, scores and more!

Beginning with the New York Times's front - page splash about an American Federation of Teachers (AFT) study in August of 2004 («Nation's Charter Schools Lagging Behind, U.S. Test Scores Reveal»), it seems that every study, no matter how problematic, has spawned a headline, simply because it talks about charters» effects on test scoTest Scores Reveal»), it seems that every study, no matter how problematic, has spawned a headline, simply because it talks about charters» effects on test sScores Reveal»), it seems that every study, no matter how problematic, has spawned a headline, simply because it talks about charters» effects on test scotest scoresscores.

* First, value - added rests on the shaky assumption that math and English test scores tell us what we need to know about student progress.

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.

On average, Finnish students do only about three hours of homework a week, yet in 2012 they scored sixth highest in the world in reading and 12th highest in math on the OECD's international test, known as PISA or Programme for International Student Assessment.

Knowing that a third - grader scored «Level 2» on the English Language Arts test may not be that meaningful to a parent, beyond other available evidence about what the child knows and can do.

If I totally lost my mind and any sense of why I actually became an English teacher, I could crank out students with great BS Tests scores who knew absolutely nothing about the literature, history and culture of their own country (or any other).

If you live in a state that emphasizes accountability, let your local representatives know that you care about more than test scores.

Adamowski's dissertation, which exists only in one copy, apparently, is about teacher compensation... you know, those princely salaries teachers get, unlike special masters (150 - 225K + + + plus pensions never earned and platinum health benefits) or superintendent / CEOs of urban districts (with no CT state certification) $ 230K + + plus bonuses for every decimal place attained by test score percentages once the «lowest performing» students are removed from the pool.

When your third grader just isn't up to par with reading comprehension (you know that he or she is struggling because of a lack of interest in books, poor test scores, and teacher input) what are you supposed to do about it?

In Reign of Error, Ravitch makes clear that, contrary to the statements being made about disastrous public school test scores and graduation rates, these figures are the highest they've ever been in history — and that dropout rates are at their lowest, this according to the National Assessment of Educational Progress, a no - stakes test for children of all races.

One teacher asked for more details about a complex algorithm the state will use to measure a teacher's effect on student test score growth known as value - added measurement.

It would be even better to reach a point where education is no longer quite such a game of numbers, where high - stakes testing is phased out and decisions about schools don't come down to a tension - filled annual release of test score data.

More affluent 3rd - graders may not know all these terms, but — as the PARCC test scores indicate — they're more likely to have heard enough of them to be able figure out what a passage is basically about.

(See: What You Need to Know About the International Test Scores).

In this case, the value - added score will simply be an extrapolation — a guess based on the analyst's belief about whether the relationship between prior background and future test score is linear or, in some known way, non-linear.

In this article we discuss what is known about how sensitive value - added scores are to the choice of test and what more needs to be known.

As we know, charter schools like to brag about their higher test scores, but traditionally use their recruitment process and «out migration» policies to push out less academically proficient students and, almost across the board, fail to take their fair share of non-English speaking students and students who require special education services.

A sizeable body of evidence has documented the effectiveness of Teach For America (TFA) corps members at raising the mathematics test scores of their students, though little is known about the program's impact at the school level.

When asked about Atlanta, noted school reform apostate Diane Ravitch pointed the finger at the federal No Child Left Behind law, saying that, when high - stakes incentives are attached to test scores, we are «virtually inviting» teachers to cheat.

Simply put, it is not all about standardized test scores anymore, and the school with the highest scores may no longer be the highest ranked school under the new system.

She intuitively understands that while recording her students» singing test scores on a «spreadsheet» might be «interesting,» the real value in administering these assessments is to know more about how her students» singing has changed «over the course of the year.»

Beyond what test - scores may reveal about content learning, students also learn lessons that each teacher transmits, embedded in the classroom environment — ways to process information, knowing when to ask questions, knowing how to sit and act attentive.

No matter how much you groan and moan until enough controversy is raised about the need for this test and it is discontinued, it is the score that will tell your college admissions officers where you fit within the requirements for entrance into their schools.

Knowing a little about Faulkner's writing, I surmised that the WritersDiet Test would give him a poor score, so I ran the test on a few passages from As I Lay DyTest would give him a poor score, so I ran the test on a few passages from As I Lay Dytest on a few passages from As I Lay Dying.

Children living in poverty have lower scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achievement.