Sentences with phrase «low student achievement test»

Under the proposed rules, teacher colleges will be motivated to steer their graduates away from school districts and schools that report low student achievement test scores, i.e., those serving poor and minority children and new learners of English.

Not exact matches

Stricter achievement tests showed the city's black and Hispanic students scored lower than whites and Asians.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

For instance, data may show that the students who pass through one teacher's class consistently score lower on state achievement tests than the students in another teacher's class.

What they saw was sobering but not surprising: Despite attempts to close achievement gaps between students of color, immigrant students, and low - income students and their more affluent white peers, wide disparities persisted in student performance on state tests, graduation rates, school attendance, and college - going rates.

President Barack Obama has often noted in speeches the enthusiasm of Korean parents for their children's education, the high quality of Korean teachers, the number of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international academic - achievement tests, and low rates of school dropouts and juvenile delinquency.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

Who is most likely to be willing to abandon control over their admissions, accept tiny voucher amounts as payment in full for serving the lowest achieving students, and be willing to take the state achievement tests?

Hanushek writes that the NRC's average estimated impact of test - based accountability at 0.08 of standard deviations of student achievement «may well be too low.»

Students who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievemenStudents who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievemenstudents in K - 8 elementary schools, middle school students also score lower on achievemenstudents also score lower on achievement tests.

While the achievement gap between white students and their low - income, minority counterparts on tests has received a great deal of attention, the gap in high - school graduation rates is even more critical.

When states set the bar too low — by setting a low cut - score to demonstrate proficiency on a state test — it conveys a false sense of student achievement to kids, parents and teachers This website will help parents see how their states are doing and what they can do to get involved.

Recalling that black students have the lowest scores on both the reading and math tests, one can see that these results can be interpreted as the effects of peer achievement.

While many North Carolina school administrators and teachers are winning praise and cash for meeting or exceeding performance expectations on state tests, others are starting the school year scrambling to respond to their students» low achievement.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

Teachers» average student - achievement gains based on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as classroom observations and student surveys.

As compared to students in K - 8 elementary schools, middle school students also score lower on achievement tests.

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.

A study released earlier this month by Mathematica finds that students attending charter high schools in Florida scored lower on achievement tests than students in traditional public schools, but years later, the charter students were more likely to have attended at least two years of college and also had higher earnings.

Students who use the voucher to enroll in private schools end up with much lower math achievement than they would have otherwise, losing as much as 13 percentile points on the state standardized test after two years.

• Deming examines Texas's test - based accountability system and show that for students at low - performing schools, it led to increased achievement, college attendance, degree attainment, and income earning.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

What is clear, however, is that both Catholic schools and voucher programs for low - income families show stronger effects on students» educational attainment than on their achievement as measured by standardized tests.

For too many policymakers, student achievement is defined solely by test scores in reading and math, which has led in turn to the disappearance of the arts, particularly in low - performing schools.

The other study (Perkes 1967) produced mixed results: students whose teachers took more subject - matter coursework reported higher scores on an achievement test, but lower scores on the STEP, a test of higher - order thinking.

Achievement gains accrue even to the most disadvantaged students: students who had been in a substantially separate classroom in BPS and students who had the lowest test scores among special education students.

The obvious question this raises is whether Success Academy's achievement is a result of tested students becoming an increasingly select group as they advance grades and low achievers leave.

The legislation also, as Layton reported, «require states to intervene with «evidence - based» programs in schools where student test scores are in the lowest 5 percent, where achievement gaps are greatest, and in high schools where fewer than two - thirds of students graduate on time.»

Who is most likely to be willing to abandon control over their admissions, accept tiny voucher amounts as payment in full for serving the lowest achieving students, and is willing to take the state achievement tests?

Because so many students are not meeting expectations, the board will have to decide whether to allow a lower level of achievement to serve as a «passing grade» in the coming years, when the tests become a graduation requirement.

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.

Schools that report low achievement for English - language learners also report low test scores for white and African - American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.

While no group of students scored particularly well, the PARCC test results released Tuesday highlighted wide disparities in achievement, including low levels of performance for special education students, minorities and the poor.

Teachers in low - performing schools faced substantial pressure to raise test scores, and all teachers faced the challenge of improving the achievement of their lowest - performing students.

The other good long term news is that Black and Hispanic students, who usually have much lower test scores than white students, are making greater long - term progress than whites — shrinking the achievement gap between whites and the other two groups.

Using test score data from the National Assessment of Educational Progress, we also find that reforms cause gradual increases in the relative achievement of students in low - income school districts, consistent with the goal of improving educational opportunity for these students.

And a report from the Southern Regional Education Board, which supports increasing the number of middle students taking Algebra I, found that among students in the lowest quartile on achievement tests, those enrolled in higher - level mathematics had a slightly higher failure rate than those enrolled in lower - level mathematics (Cooney & Bottoms, 2009, p. 2).»

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 website offers an overview of performance and detailed information on a range of indicators of school climate and conditions, success in preparing students for college and career opportunities and achievement on standardized tests — all broken down by a dozen student groups, including low - income students, English learners, students with disabilities and other racial and ethnic groups, to highlight disparities in achievement.

In cases where achievement is weighted heavily, as with the current formula, schools with high numbers of students who perform as above on state tests have lower school performance grades of C, D, or F. By simply shifting the formula to 50 - 50, many of those C schools would earn a B, and D schools would move to C, and so on.

So the actual achievement gap will widen between the students in the affluent communities and the students in the cities with their increased test prep due to the low 2015 SBAC scores.

«Meanwhile,» he wrote, «student achievement remains low» for all student subgroups, compared with the performance of students in other states on national tests.

Reform efforts in this state are paying off in higher test scores and lowering the achievement gap between minority and white students.

Approximately nine months ago she was asked to resign her teaching position by the district's interim superintendent — Dr. Michael Rivera — due to her students» low test scores for the 2013 - 2014 school year, and despite her students exceeding expectations on other indicators of learning and achievement.

They further found that higher turnover was associated with lower student performance on reading and math achievement tests, apparently because turnover takes a toll on the overall climate of the school.42 «It is far from a trivial problem,» the researchers say.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

Some schools thought of as high or low performers in the past based on test scores could have ratings that show the opposite because of other factors being used in the ratings, including test score growth over time, readiness for graduation and progress on closing achievement gaps between student groups.

With teachers facing accountability pressure tied to their students» achievement, they may even be reluctant to leave their classrooms, fearing that any time away from students will decrease time on task and lower test scores.