Sentences with phrase «made about the test scores»

He made it all about your test scores.

Center staff have recently led and / or participated in psychometric and research work for the PARCC consortium and states using PARCC content (i.e., Louisiana, Massachusetts) such as conducting analyses and advising on issues related to comparability of test scores across test forms with varying proportions of PARCC content, different administration modes, and other conditions that may impact the comparability claims that can be made about the test scores.

Not exact matches

Girls, for example, now make up about half of the enrollment in high - school science and math classes and are scoring almost identically to their male classmates on standardized tests.

Leadership in both houses of the state Legislature support a two - year moratorium on using Common Core - aligned test scores to evaluate teachers and principals or to make decisions about student placement or promotion, a plan supported by teachers» unions.

While P.S. 130 has strong test scores, TriBeCa parents were concerned about the school's stricter rules, including a requirement that students must wear uniforms, and parents also worried their children would have trouble making friends because 70 percent of incoming kindergarteners at P.S. 130 do not speak English as a primary language.

A percentage score achieved in a properly validated test makes for much clearer thinking about personal characteristics than terms such as «satisfactory», «sufficient», or «high - flyer».

Thus no system should rely solely on the snapshot of a single year's test scores in making decisions about incentives or consequences.

Students of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course in person.

In 1998, Florida scored about one grade level below the national average on the 4th - grade NAEP reading test, but it was scoring above that average by 2003, and made further gains in subsequent years (see Figure 1).

The small number of common items makes the test developers nervous about the resulting student - level scores.

With all the media chatter about test scores, merit pay, failing schools, and teacher quality, it's sometimes easy for those outside the school system to forget that it's people — just everyday people with a calling for education — who make up that system.

These annual volumes make assertions about empirical facts («students» scores on the state tests used for NCLB are rising»; or «lack of capacity is a serious problem that could undermine the success of NCLB») and provide policy recommendations («some requirements of NCLB are overly stringent, unworkable, or unrealistic»; «the need for funding will grow, not shrink, as more schools are affected by the law's accountability requirements»).

So now, here we are, barely ten years into this huge reform, with our little platoon of teachers and administrators and parents fighting feverishly on the front, beginning to make some progress on test scores and feel some confidence about improving our kids» academic opportunities — and I look up from my trench and, instead of seeing the school house door thrown open with garlands of WELCOME signs, I see teachers back to cheering from the windows as the reform generals scurry away, white flags in hand.

It provides teachers with a convenient way to use a laptop or a smartphone to give students immediate props for good behavior or to flag them for misbehaving, and makes it a whole lot easier for teachers and parents to communicate about the kind of critical behavioral and character stuff that can get short shrift given today's fascination with test scores.

Now, this is all within a pretty limited context of thinking about teacher performance in terms of value - added on student test scores, and that could be missing a lot about what makes a teacher great.

In a profession that already feels under siege, the decision in most states — encouraged by the U.S. Department of Education — to press ahead with using student test scores as a significant component of a teacher's evaluation «just fuels the perception that we care more about weeding out weak teachers than giving the vast majority of teachers the time and support they need to make a successful transition to Common Core,» says Schwartz.

And the situation is even worse because most regulators making decisions about what choice schools should be opened, expanded, or closed are not relying on rigorously identified gains in test scores — they just look primarily at the levels of test scores and call those with low scores bad.

This component makes up 50 and 75 percent of the overall evaluation scores in the districts we studied, and much less is known about observation - based measures of teacher performance than about value - added measures based on test scores.

If regulators are unable to predict which schools will be good (assuming, falsely, that test score gains are a reliable indicator of good schools), how are they supposed to «protect» parents from making bad choices about schools?

By a 10 - 2 vote, the Senate education committee approved a bill last week that would not only change the state tests students take, but also erase several years» worth of judgments about school effectiveness that have been made based on the test scores.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

Students of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course in person.

Can they not take a lesson from America's experience with the uses of test - score data in making judgments about educators and schools?

Deasy said the Gates report has «strengthened» his inclination toward counting test scores for about 30 % of the evaluation, with observations making up the greatest share.

That is, rather than relying exclusively on test scores to judge schools, BBA calls for the creation of an inspectorate, similar to that used in other countries with high - performing education systems, that is comprised of experienced educators, policymakers and scholars, to evaluate schools and make recommendations about how they might be improved.

Earlier this year, Mike Petrilli wrote for EdNext about the test score reports parents receive showing how their children have done on Common Core - aligned tests and at efforts to make these reports easier to understand.

However, as I have written elsewhere, the weaknesses with the PISA test design, within - country sampling methods, test question design, and score calculations call into question the meaningfulness of the results and rankings, and any inferences made from them about the quality of a country's education system.

But our work with making decisions about learners must remain far more humane then making decisions about learners based on a set of cold, calculated scores (and it doesn't matter if those data come from the grades in our gradebooks or external test scores).

That said, the NACAC study revealed that about a third of selective colleges stated that a small increase in standardized test scores could make a difference in their admission decision.

Thursday's LA Times editorial about the use of student achievement data in teacher evaluations around the country (Bill Gates» warning on test scores) makes some valuable points about the dangers of rushed, half - baked teacher evaluation schemes that count test scores as more than half of a teacher's evaluation (as is being done in some states and districts)...

Moreover, the two premises represent a tautology — student test score growth is the most important measure, and we have to choose other teacher evaluation measures based on their correlation with student test score growth because student test score growth is the most important measure... This point, by the way, has already been made about the Gates study, as well as about seniority - based layoffs and about test - based policies in general.

I was asked about current trends in U.S. education, and Finnish educators were astonished by the idea that our governments intend to evaluate teachers by their students» test scores; that made no sense to them.

Their avowed goals include less testing, an end to high - stakes uses of tests (that is, making decisions about students, educators, or schools solely or primarily on test scores), and implementation of other, educationally sound assessment practices.

No important academic decision about a student, a teacher, an administrator, a school or a district should be made solely on one type of evidence, such as standardized test scores.

Policymakers and the public must immediately engage in an open and transparent community decision - making process about the best ways to use test scores and to develop accountability systems that fully support a broader, more accurate definition of college, career, and citizenship readiness that ensures equity and access for all students.

In Reign of Error, Ravitch makes clear that, contrary to the statements being made about disastrous public school test scores and graduation rates, these figures are the highest they've ever been in history — and that dropout rates are at their lowest, this according to the National Assessment of Educational Progress, a no - stakes test for children of all races.

The varied perspectives and in - depth stories we heard about what made schools work affirmed an essential truth shaping MCIEA's school quality measures work: school quality is more complex and human than any test score or algorithm can capture.

The ACT test scores provide information about progress toward college readiness and are widely used by colleges in making decisions about admission.

To determine the efficacy of the use of data from student test scores, particularly in the form of Value - Added Measures (VAMs), to evaluate and to make key personnel decisions about classroom teachers.

By sending parents a summary of the planned assessments, reminding them of testing dates during the school year, and sharing information about how to interpret score reports, schools can help parents make sense of the new assessments and build better communication and parent - school partnerships.

Testing experts agree that using a single test score to make important decisions about individual students (such as promotion, retention or access to a particular program (e.g., gifted and talented programs] is indefensible.

The lesson of the NRC - NAEd report is that even though value - added methodologies offer a number of advantages over other approaches that consider test - score data in a vacuum, policymakers need to move carefully in adopting any approach — value - added or otherwise — in making important decisions about individual teachers.

It builds a foundation of trust and respect that will make talking about test scores more productive.

«Using standardized test scores to make high stakes decisions about teachers, and therefore schools, is very problematic,» Caputo - Pearl said.

And yet, the researchers argue that using test scores to make high - stakes decisions about teachers» jobs is actually a more accurate method than previous systems, which often depended on cursory classroom observations, pass rates on licensure tests, and degrees earned.

Although educators warn that test scores can never tell the whole story about a school, it is notable that economically disadvantaged students at Lockwood made even more progress on the 2014 exams than students who were not.

A study released yesterday by Mathematica Policy Research (and sponsored by the U.S. Department of Education) titled «Teachers with High «Value Added» Can Boost Test Scores in Low - Performing Schools» implies that, yet again, value - added estimates are the key statistical indicators we as a nation should be using, above all else, to make pragmatic and policy decisions about America's public school teachers.

A valedictorian shares the speech she delivered to her graduating class about why her test scores don't make her any smarter than the rest of her peers and why you should contact a state legislator to oppose turning students into a score.

Many schools use student scores on standardized tests for making decisions in terms of grouping and class placement as well as other generalizations about the student.

It makes the public gullible when they hear phony claims about miracle schools, where everyone graduates and everyone gets high test scores, and everyone goes to a four - year college.