Sentences with phrase «largely on test scores»

Our value is based largely on test scores and our overall scores are calculated using a combination of a rubric and an «Individual Value Added» formula....

Hardy accepts that her school, and her tenure as principal, will be evaluated largely on test scores.

Not exact matches

«Shanghai scored high on PISA in 2012, but this was largely due to the local government's emphasis on the test,» Xiong said.

While colleges struggle to find ways to measure 21st century skills, students continue to be judged largely based on GPA and standardized test scores — metrics that we know are often biased and flawed.

ALBANY — A drive to repeal New York's legal requirement basing teacher job ratings largely on students» state tests scores ignited debate Monday over the question of whether repeal could mean «double testing» for students.

UnlikeBerry, though, Wilkins and her colleagueshave advocated for a value - added approachthat relies largely on multiyear test scores tomeasure teacher effectiveness.

For example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability system.

Chief among these is the move to create prescriptive, top - down, statewide teacher - evaluation systems based largely on classroom - level test - score gains.

The largely poor and rural state of Mississippi suffers from the highest rate of childhood poverty in the country, along with some of the lowest scores on standardized tests.

Because using test scores as a way to gauge teacher effectiveness is new and largely untested, it is important that Oregon proceed in a thoughtful, measured way that continues to put most emphasis on how well teachers use research - proven methods of engaging and teaching all students, he said.

Under NCLB, schools are judged largely on the basis of test scores, and many schools have figured out that the system can be gamed simply by targeting groups of students with intensive test preparation.

According to Valerie Strauss in her Washington Post Answer Sheet blog, the study found that «the report, together with a number of other studies released in the past year, effectively serve as a warning to policymakers in states that are moving to implement laws, with support from the Obama administration, to make teacher and principal evaluation largely dependent on increases in students» standardized test scores.»

The State Board of Education last week unanimously approved a new accountability system for schools, replacing the Academic Performance Index, which assigned a single number to schools that was largely based on standardized test scores.

The reforms Rhee implemented — stringent teacher evaluations, a heavy emphasis on test scores, dismissals of ineffective teachers — have continued largely apace since Henderson took over, without the sturm und drang that accompanied Rhee's tenure.

And yet, measures of school quality — largely based on student standardized test scores — have long remained disappointingly narrow, unable to capture the full complexity of school quality.

The index, based largely on how well students score on standardized tests such as the Stanford 9, is part of a 3 - year - old carrot - and - stick program designed to make schools more accountable.

Yet even though the country's scores on international exams are above average, they have remained largely unchanged since the tests were first administered in 2000, and the percentage of students who were at least moderately proficient has decreased slightly in recent years.

Though Brizard touts improvements in graduation rates and test scores among his accomplishments in his 3 1/2 years, opinion is sharply divided on whether he has made a significant difference in the performance of the district's largely low - income black and Latino students....

But he directed much of his ire at the plan itself: Mandating that schools improve while holding the threat of closure over their heads, and at the same time trying to «bypass» district governance, creates the wrong atmosphere for schools to actually improve largely on the basis of test scores, he argued.

Fariña got rid of the simplistic Bloomberg - era school grading system based largely on standardized test scores, and she put into practice a more nuanced way to assess schools.

Atkinson says there are two reasons why tests are so important: The first is to judge how schools are doing (for the first time, schools this year were assigned A-F grades based largely on student test scores); the second is to figure what the students know to drive classroom instruction.

Teachers see states and districts implement policies that largely base their performance evaluations on student test scores.

high - performing middle schools there where enrollment is largely white, middle, or upper - class, to reserve 25 percent of their seats for students who score a 1 or a 2 on the state standardized tests, a step in the right direction that was greeted,

There's a stark difference between the city's overall opt out numbers and the state's, and it's certainly true that parents at some schools in wealthier neighborhoods, whose schools can count on high test scores (as they are largely correlated with socioeconomic status), may have more time, a bigger platform to speak up, and, above all, more access to accurate information about the tests, their impacts and the right to refuse them.

Late last year, President Obama signed the Every Student Succeeds Act, a bill that largely lets states devise their own ratings systems — a replacement to the No Child Left Behind Act, which, similar to API, relied primarily on test scores.

Low - income students generally score lower on rigorous tests, especially in subjects other than math, largely because they lack background knowledge and vocabulary when compared to their more affluent peers.

As a group, these largely Hispanic students have persistently scored significantly lower than their white peers on standardized tests like the National Assessment of Educational Progress (NAEP), known as the nation's report card, despite increased attention to this «achievement gap.»