Sentences with phrase «low student scores on standardized tests»

A poor rating coupled with low student scores on standardized tests is often the foundation for defining a bad teacher.

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Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

Cuomo maintains that too many teachers are getting great evaluations despite students scoring low on standardized tests.

Haney and others have concluded that this policy change artificially drove up 4th - grade test scores, because it removed from the cohort of students tested those who were retained in 3rd grade, the very students most likely to score the lowest on standardized tests.

The Fairfax County (Virginia) Public Schools turned to more frequent assessments in part because officials reportedly noted that in some schools minority students were scoring lower on standardized tests than non-minority students.

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.

The Singapore texts and methods were so effective in College Gardens that the scores of students there on the math computation portion of the standardized Comprehensive Tests of Basic Skills (CTBS) rose from the 50th and 60th percentiles to the low 90s in the first 4 years they were used.

Although the school still ranks as «low achieving,» students have made progress on standardized test scores, according to O'Blines.

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.

Researchers found that students of low - performing teachers who'd been randomly selected to join a partnership scored 12 points higher, on average, on standardized tests than students of low - performing teachers who didn't join a partnership.

In 1995, according to Dayton Public School Superintendent, James Williams, Allen Elementary ranked first in the district on standardized test scores; student absenteeism was the lowest in the district; 87 percent of the students regularly submitted homework; and only 8 students were suspended for bad behavior.

In the face of these powerful forces, MI theory has served as a reminder to educators to focus on the strengths and weaknesses of the individual child and has also offered conceptual support for educators seeking to prevent individual students from being stigmatized by a low score on one of these standardized tests.

These patterns are consistent with the findings of a 1997 study by Dominic Brewer and Dan Goldhaber, which found that more in - class problem solving for American 10th - grade students in math is related to lower test scores on a standardized test.

A study by Jonah Rockoff and Benjamin Lockwood found that students in New York City attending standalone middle schools score lower on standardized tests than students of the same age who attend K - 8 schools.

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.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

The recent ubiquity of standardized test scores has provided new data on just how poorly some schools are performing — particularly schools filled with lower - income and minority students, whose parents make up an important Democratic voting base.

The studies examined schools that scored well on standardized or criterion - referenced tests while serving students from inner - city areas or neighborhoods with low socioeconomic status.

Some states made the standardized tests so easy or set passing scores so low that virtually all students were rated proficient even as they scored much lower on federal exams and showed up for college requiring remedial help.

A 2011 study of the effects of teacher turnover on the performance over five years of more than 600,000 fourth - and fifth - graders in New York City found that students who experienced higher teacher turnover scored lower in math and English on standardized tests — and this was «particularly strong in schools with more low - performing and black students.»

It also showed that students who are chronically absent in the second and third grades record lower scores on standardized tests.

Students typically score lower on standardized tests at the end of summer than they do on the same tests at the beginning of the summer.

ELL students and students with disabilities tend to score lower on standardized tests, therefore charter schools look higher performing when they do not have either subgroup.

States and districts mostly have opted to look at student growth, as opposed to raw test scores, because raw scores can disadvantage teachers with large numbers of low - income, limited - English or special needs students, who tend to score lower on standardized tests.

In 2010, the Environmental Protection Agency found that that students who attend schools in poor condition score 11 percent lower on standardized tests than students who attend schools in good condition.

Impairment to language acquisition because of excessive noise during classroom instruction also can lead to deficits in reading skills according to a study by Evans, G. W. and Maxwell, L. First - and second - grade students exposed to chronic noise scored lower on standardized reading tests taken in quiet conditions.

Recent studies of voucher programs in Louisiana and Ohio found that students in taxpayer - supported private schools consistently score lower on standardized tests than demographically similar students in the public schools.

The middle school, which serves students in grades 6 — 8, had low scores on standardized achievement tests, an alarming level of bad behavior, and dwindling enrollment.

In a curious choice, the «Odds» list is based on how well a school's low - income students score on standardized tests but does not take into account how many low - income students it has.

His son, who usually did well in school, had scored too low on a standardized test to qualify for the district's program for gifted students.

Black or Hispanic students similarly score lower on standardized tests, on average, than white or Asian students.

California test scores dip slightly but L.A. Unified holds steady California students scored slightly lower in math and English on standardized tests this year, the first dip since 2004, in what education officials Thursday blamed in part on brutal budget cuts over the last several years.

These students may fall behind in class and score lower on standardized tests.

Most efforts to lift struggling schools focus on students with the lowest scores on standardized tests, as well as students who are «on the bubble» — not college - bound students who presumably are meeting grade - level expectations.

«While some charter high schools with a large percentage of low - income students score high on MCAS [Massachusetts standardized tests], these schools rank much lower on the SATs.

A majority (59 %) also say they are very concerned that students in lower - income areas are less likely than other students to be ready for college when they finish high school, and half (51 %) say they are very concerned that English Learners score lower on standardized tests than other students.

According to a study by the Council of Great City Schools, students that attend school in deteriorating buildings score between 5 to 11 percentile points lower on standardized achievement tests than students in modern, maintained buildings.

Recent research in Maryland, Illinois, and at the National Center for Education Statistics, has shown that standardized tests create a significant technology gap for students in high - poverty schools — students receive lower scores on computer - based tests than they would using pencil and paper.

In fact, the man who tried to quadruple the number of standardized tests in order to «train» student on how to increase their CMT test scores managed to come up with a system that actually appears to have lowered academic achievement as measured by the fraudulent CMT Testing system.

The letter grade is based 80 percent on the school's achievement score (which uses various data including student performance on end - of - grade and end - of - course standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performiLow - performing districts» are those with over 50 percent of their schools identified as low - performilow - performing.

With California officials warning that scores on Smarter Balanced tests will likely be lower than those on previous standardized assessments, many teachers want to know how they can better prepare students.

Those at - risk students in the lowest quartile on standardized test scores and English Language Learners showed the greatest improvement.

Schools deemed low - performing based on standardized test scores and student grade point averages will enter the EAS.

In addition to being 21 percentage points more likely to graduate high school, students from low - income families scored slightly higher on standardized tests.

Boston district schools educate substantial numbers of students with much more severe disabilities who require more support and resources to educate and are far more likely to score low on standardized tests.

Last year she focused her MTS work on her students» reading comprehension after identifying their low scores on the state standardized test.

Over a decade of research shows that an over emphasis on high - stakes standardized tests narrows curriculum, creates social and emotional stress for students and families, drives committed teachers out of the profession, and turns schools into test - prep factories with principals forced to comply as overseers — especially in low - scoring schools.

By refusing to admit students who would score lower on standardized tests, Connecticut's charter schools, and most charter schools across the country, artificially create the impression that they do significantly better.

The first looks only at the lowest - performing students, focusing all resources on getting these students to score above «proficient» on standardized tests so that the school will be in compliance with NCLB.

As a group, these mostly Hispanic students have long scored significantly lower than their white peers on standardized tests like the National Assessment of Educational Progress, known as the nation's report card.