Sentences with phrase «like student test scores»

Others criticized recent efforts to reform public education by using measures like student test scores to evaluate teachers.

The report cards include things you might expect like student test scores and test score changes, but also a laundry list of data from -LSB-...]

The report cards include things you might expect like student test scores and test score changes, but also a laundry list of data from graduation rates to school demographics.

About half of a teacher's evaluation is based on skills and knowledge, with the balance on outcomes like student test scores and graduation rates.

These reviews counted the number of library books and degrees held by teachers, among other inputs, rather than outputs like student test scores.

If the project had produced what Gates was hoping, it would have found that classroom observations were strong, independent predictors of other measures of effective teaching, like student test score gains.

Not exact matches

Farrell notes that colleges and universities tout the successes of their incoming students — test scores, academic achievement, acceptance rates, and the like — but rarely spend the same amount of energy sharing data about job placement and success rates of graduates.

A high school student's GPA, researchers have found, is a better predictor of her likelihood to graduate from college than her scores on standardized tests like the SAT and ACT.

Sports, like grades and test scores, become part of a student's competitive package that is offered to college admissions in hopes of making the cut.

And especially in this moment when we really care a lot about accountability in schools, there has been an increasing emphasis on finding measures — like a student's standardized test scores — to tell us if a teacher is a good teacher.

His proposals to determine the fate of teachers» pay and jobs and schools» funding and survival based on students» standardized test scores look like more pay - to - play politics in Albany.

Under the current teacher and principal evaluation system, students» growth scores — a state - produced calculation that quantifies students» year - to - year improvement on standardized tests while controlling for factors like poverty — make up 20 percent of evaluations for teachers whose courses culminate in the state tests.

But she said it sounds like the plan is being sold as a «matrix» when it's actually not much different than the current system, which is based on student test scores and observations.

While different states weigh and conduct the components differently, they, like New York, tie teacher performance only to student growth, not raw test scores, so as not to disadvantage teachers whose students hail from challenging socioeconomic backgrounds versus teachers in wealthy districts.

As our country continues to embrace high - stakes testing, and the conversation sometimes veers too far from children to test scores, let's all try to remember students like Anna.

Their system reflects Finnish ideals and builds on Finnish strengths, and their students score at the top of international tests like PISA (Program for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study).

I am sure that schools feel pressure to reach their adequate yearly progress (AYP) goals and administering constant practice tests may seem like the most assured way of raising scores, but so many of the most important needs of students are compromised as a result.

By cultivating strong school leadership, committing to ongoing professional development, and exploring innovative models like its tech - infused Future Schools, Singapore has become one of the top - scoring countries on the Programme for International Student Assessment (PISA) tests.

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

Instead of using proficiency rates to gauge achievement, Colorado will take an average of students» test scores, which sounds simple (like blocking and tackling) because it is simple — assuming you do it.

This objection also applies to several popular methods of standardizing raw test scores that fail to account sufficiently for differences in test items — methods like recentering and rescaling to convert scores to a bell - shaped curve, or converting to grade - level equivalents by comparing outcomes with the scores of same - grade students in a nationally representative sample.

Well, I've been making the argument for a while now that there is remarkably little evidence linking near - term changes in test scores to changes in later life outcomes for students, like graduating high school, enrolling in college, completing college, and earnings.

Accommodations like extended time, they believe, are necessary to equalize the testing experience for disabled and nondisabled students and thus make the scores of disabled students more valid.

After teachers like Joseph - Charles and Philkhana began applying the Rutgers techniques in the classroom, students showed more interest in math, and the math test scores at what were among the lowest - performing schools in the state began to soar.

Like you were working as hard as possible but then not getting the results, whether in the form of student engagement, test scores, and / or learning gains.

Since returning from teaching at Harvard University to start a charter school in his hometown, Lawrence P. Hernandez has become well - known for two things: coaxing top - flight test scores from his mostly low - income and Latino students, and fighting like a pit bull for the money to do it.

California Takes a Left Turn on State Exams Washington Post, 9/19/13» [Professor] Thomas Kane, a director of the Center for Education Policy Research at Harvard, said California's plan to give students field tests but withhold scores is like practicing basketball in the dark.

She says, «Whether they like to admit it or not, college prep schools often are greatly affected by AP exam scores, SAT test scores, and the number of students they can place in prestigious universities.»

Ask any high school student in a well - heeled suburban community around the United States the best strategy for applying to college, and chances are you'll hear something like this: apply to several schools, most with students whose grades and test scores are similar to your own.

Yet policies like the No Child Left Behind Act increasingly tie students» and schools» successes to a single year's standardized test scores.

And while neither may sound like a good match, the principal of Jefferson Elementary School in Berwyn, Illinois, is crediting a school - wide yoga program for improving school climate, test scores and student behavior.

Teachers felt that reforms like the Common Core and the incorporation of student test scores in teacher evaluations were being done to them, rather than with them, said Rich Ognibene, a former New York State Teacher of the Year who signed onto an open letter to Cuomo earlier this year protesting his leadership on education.

Like students in many urban schools, BPS students have lower test scores, lower high school graduation rates, and are less likely to go to college than students from nearby suburban districts.

Although the research is mixed on Catholic schools» influence on test scores, their students are more likely to graduate from high school, attend college, earn higher wages, and engage in pro-social behaviors like voting and volunteerism.

There was — and will continue to be — much to argue about, including test scores, graduation rates, and class sizes (see Diane Ravitch and / or Sol Stern at «related posts» below), but there is no doubt that Klein and Bloomberg have introduced some much needed common sense, business management practices, accountability, and, yes, a laser - like focus on student achievement, to a system that had become unmanageable and unproductive.

I can't prove it, but I strongly suspect that one of the reasons American kids do so well in life (starting entrepreneurial companies, embracing a spirit of optimism, creating wealth, etc.)-- even though they score poorly on international tests — is because of what they pick up from sports, theater, band, student council, and the like.

Having long criticized laws like the federal No Child Left Behind act and Indiana's Public Law 221 for relying too heavily on test scores, small groups of parents are planning to have their students «Opt Out» of statewide testing this spring.

States are required to use test scores and other academic measures to rate schools but can also include other components like student surveys.

Teenagers in Shanghai may score highest in the world on math tests, but what the Chinese really want is for their students to excel in ways that PISA doesn't measure: They want them to be more creative, like the Americans.

That number is small compared to the Atlanta and Philadelphia scandals, yet with more state policies — like teacher evaluations, merit pay, and takeovers of schools with poor ISTEP + scores — riding on students» scores on state tests, state officials, education experts, and parents told StateImpact Indiana they see these pressures to get results as incentives for teachers who can't hack it to bend the rules on state tests.

Other students, like Fisher (who is now a senior at Louisiana State University), are offered admission based on a mix of factors, including race, community service, leadership qualities, test scores, and work experience.

We know that the tests have caused the achievement gap to widen as the scores of economically disadvantaged students plummeted, and that parents are reporting that low - scoring children feel like failures.

The evidence we have from places like Milwaukee and Washington, D.C. suggests substantial turnover in voucher programs, with minority students and students with the lowest test scores leaving private schools.

This process has been meaningful to parents for decades, but it's been increasingly pushed aside as school districts like CPS give standardized test scores more and more power over students, teachers and schools.

«For schools like ours that do not qualify for additional funding based on test scores or student demographics, we depend on the parent community to step in to help raise additional funds for our students,» Peoples said.

Often they look for models in countries that score well on international achievement tests like Trends in International Mathematics and Science Study (TIMSS) or Programme for International Student Assessment (PISA) such as Finland, Singapore or South Korea.

She is especially critical of the reliance on student performance measures like test scores, the prime complaint of the NJEA.

Portfolio management guided solely by test scores would seriously harm students by unwittingly closing a bunch of successful schools, like those Booker, et al studied in Florida, while expanding and pouring more resources into ones with less impressive long - term results, like those studied by Angirst, et al, Dobbie and Fryer, and Tuttle, et al..

Conceptually, linking salaries to student outcomes seems like a logical way to improve teachers» efforts or to attract those teachers most likely to produce student test score gains.

But the concept has perhaps especially resonated with educators across the country: Earlier this year, school districts in the San Francisco area announced plans to begin testing students on grit and other forms of emotional intelligence; other schools have instituted things like Grit Week, in which students set goals for their scores on upcoming standardized tests.