Schools with a history of
low test scores spend concentrated time on test prep; schools with traditionally high test scores do not spend time on test prep.
Not exact matches
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.
Research shows the younger a child begins
spending time in front of the screen, the
lower they
score on language
tests, despite being taught language on educational videos or television.
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.
The authors of the funding study report that the school finance reforms they studied actually did not reduce socio - economic and racial gaps in
test scores because
low - income and minority students are not very concentrated in the districts that enjoyed
spending increases.
The less affluent one
spends more on its schools but posts
low test scores on the state assessment.
But now, just a year later, Pryor is saying that although he knew the shift to the Common Core was taking place and despite the fact that shifting to the common core would lead to
lower test scores on the Connecticut Mastery Test, he still spent $ 25 million or more conducting the 2013 Connecticut Mastery Test and never once suggested that teacher evaluation plans would need to take into account the news that at drop in scores was not a reflection of a teacher's performa
test scores on the Connecticut Mastery
Test, he still spent $ 25 million or more conducting the 2013 Connecticut Mastery Test and never once suggested that teacher evaluation plans would need to take into account the news that at drop in scores was not a reflection of a teacher's performa
Test, he still
spent $ 25 million or more conducting the 2013 Connecticut Mastery
Test and never once suggested that teacher evaluation plans would need to take into account the news that at drop in scores was not a reflection of a teacher's performa
Test and never once suggested that teacher evaluation plans would need to take into account the news that at drop in
scores was not a reflection of a teacher's performance.
What happens to student
test scores when super-high-achieving college graduates
spend a couple of years teaching in
low - income schools?
By contrast, OUSD
spends more per pupil, has far
lower test scores and college acceptance rates, more dangerous classrooms, and is steadily losing students as a result.