Sentences with phrase «large test score gains»

The school, one of the first three charter schools to open in Indianapolis, has been earned praise for more than a decade for demonstrating large test score gains with disadvantaged students.

Rigorous evaluations of existing Boston charters show large test score gains.

These students perform better in third grade reading and math tests, have larger test score gains over time, have fewer absences and disciplinary incidents, are less likely to repeat grades, and are more likely to graduate from high school in four years.

Not exact matches

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.

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

The estimated gain from being offered a voucher is only half as large as the gain from switching to private school (in response to being offered a voucher), so the estimated impact of offering vouchers is no more than one - eighth as large as the black - white test score gap.

New York vouchers (Chingos and Peterson, 2013)-- modest test score gain, larger college enrollment improvement

When comparable samples and measuring sticks are used, the improvement in test scores for black students from attending a small class based on the Tennessee STAR experiment is about 50 percent larger than the gain from switching to a private school based on the voucher experiments in New York City, Washington, D.C., and Dayton, Ohio.

Despite making far larger test - score gains than students attending open - enrollment district schools, and despite the emphasis their schools place on cultivating non-cognitive skills, charter school students exhibit markedly lower average levels of self - control as measured by student self - reports (see Figure 2).

In our study, the teachers with larger gains on low - cost state math tests also had students with larger gains on the Balanced Assessment in Mathematics, a more - expensive - to - score test designed to measure students» conceptual understanding of mathematics.

But other states with large spending increments — New York, Wyoming, and West Virginia, for example — had only marginal test - score gains to show for all that additional expenditure.

A study of test scores from 2010 through 2014, by economists at the Massachusetts Institute of Technology and Duke University, found that Denver's charters produced «remarkably large gains in math,» large gains in writing, and smaller but statistically significant gains in reading, compared to DPS - operated schools.

Among African Americans, test - score gains were also larger in the states with genuine alternative certification.

This year, the state of California distributed $ 100 million to teachers in schools that started with test scores in the bottom half of schools in 1999 and achieved large gains in performance between 1999 and 2000.

It is possible that the disproportionately large gains in test - score performance in the states with genuine alternative certification were due to some other factor, possibly other education reforms those states were introducing at the same time they were widening the door to the teaching profession.

These effects are all larger than what would have been predicted based on the same students» test - score gains, leading the researchers to conclude that «high achieving charter schools alter more than cognitive ability.»

This argument begs the question about how large correlations should be to be considered as indicators of adult outcomes, and it also discounts recent research showing that test scores improvements related to effective teachers were correlated with gains in adult labor - market outcomes.

Each of these results is statistically significant at a very high level, meaning that we can be highly confident that the test - score gains made by schools facing the actuality or prospect of voucher competition were larger than the gains made by other public schools.

As hypothesized, actual voucher competition produced the largest improvements in test scores, while the prospect of facing voucher competition produced somewhat smaller gains.

These two indicators of cheating — unusually large increases followed by small gains or even declines in test scores the next year and unexpected patterns in students» answers — form the basis of our method for detecting evidence of suspected cheating.

The second type of classroom, which we used as a control group, consisted of classrooms with large test - score gains but no evidence of cheating in their answer strings, a sign of plain - old good teaching.

Research by Marty West and colleagues of no excuses charter schools in Boston found large gains in test scores but also significantly lowered student performance on noncognitive measures.

Such low scores indicate that the majority of students will have to make large gains in achievement before they are able to pass the test.

Conversely other types of charter and private schools in choice programs fail to improve test scores but yield large gains in later life outcomes.

We first subtracted from each student's test score performance the child's demonstrated knowledge the previous year.We then adjusted those one - year - gain scores to take into account a statistical property that artificially generates larger gains for initially low - performing students (and smaller gains for high performers).

In the meantime, the Bloomberg administration has some positive test scores under its belt already, including an impressive 9.9 percentage point gain for 4th graders on the state's most recent reading tests, the largest jump since the test was initiated in 1999.

Even if the resulting test - score gains are large, it is not clear that the schools are performing any better at the entire array of things we want them to do.

There are therefore several things to think about as we further explore the AEI study: long term outcomes do indeed matter a lot, especially for poor kids; if large test - score gains don't eventually translate into improved long term outcomes, it is a legitimate cause for concern; and we must stay open to the possibility that some programs could help kids immensely over the long haul, even if they don't immediately improve student achievement.

For example, Maryland, Massachusetts, and New Jersey posted large gains in student performance after boosting spending, but New York, Wyoming, and West Virginia had only marginal test - score gains to show from increased expenditures.

Had competition between private schools been maximising the quality of education each provided to its voucher students, we would not have observed such a large gain in test scores once schools knew their results would be made public.

We find that increases in private schooling produce considerably large gains in student test scores and living standards.

Naturally, schools with high test scores show the smallest academic gains, while schools with low test scores show the largest academic gains.

«In some cases, these charter schools have quite large effects, such that attending one for three years produce test - score gains that are equivalent to the size of the U.S. black - white achievement gap,» said Sarah Cohodes, an assistant professor of education and public policy at Columbia University in a publication from Princeton University and the Brookings Institute.

Those with fewer computers were seeing larger educational gains, as measured by PISA test score changes between 2009 and 2012.

The Boston test score gains for pre-K for middle - class sufficient are large enough to easily pass a benefit - cost test.

But the estimated future adult earnings gains based on percentile test score gains at kindergarten entrance are also large.

Following test scores from year to year in the same grade, the study finds that statewide improvements in standard Connecticut Mastery Test (CMT) scores reported by the Connecticut State Department of Education (SDE) between 2008 and 2009 — the period of the largest reported gains — were largely the result of the exclusion of students with disabilities from these standard test results, rather than overall improvements in performatest scores from year to year in the same grade, the study finds that statewide improvements in standard Connecticut Mastery Test (CMT) scores reported by the Connecticut State Department of Education (SDE) between 2008 and 2009 — the period of the largest reported gains — were largely the result of the exclusion of students with disabilities from these standard test results, rather than overall improvements in performaTest (CMT) scores reported by the Connecticut State Department of Education (SDE) between 2008 and 2009 — the period of the largest reported gains — were largely the result of the exclusion of students with disabilities from these standard test results, rather than overall improvements in performatest results, rather than overall improvements in performance.

The results have been promising: A study of statewide implementation of the 5Essentials across Illinois — a state that encompasses districts of diverse size and composition — found that strength on the five essential supports is positively related to higher test scores and larger gains over time in math and reading, positive changes in attendance rates, and improved graduation rates.

But all of them share the idea that teachers who are particularly successful will help their students make large learning gains, that these gains can be measured by students» performance on achievement tests, and that the value - added score isolates the teacher's contribution to these gains.

On some tests, low - achieving students can easily make comparatively large score gains simply because the test has a large number of easy items.

Second, the gains were larger for kids of color than for white students, suggesting that this could make a slight dent in longstanding test - score gaps.

Students in the District's traditional public schools scored higher than ever on the city's math and reading tests this year, also posting the largest single - year gain since 2008, according to test results released Tuesday.

Prior to 2013, when Common Core testing was introduced, New York students had posted much larger gains on the local state tests than on national tests, calling into question how valid test score gains were during the Bloomberg administration.

A randomized study in Chicago also found large gains in math test scores from implementing mandated, intensive tutoring.