Sentences with phrase «made student test scores»

This competitive grants program required states to hold teachers accountable in a way that made student test scores a «significant factor» in personnel decisions.

In addition, Greuel reiterated her support for the parent trigger law and endorsed LAUSD's new teacher evaluation system, which makes student test scores as much as 30 percent of a teacher's evaluation.

Although the lawsuit would be technically filed against L.A. Unified, its underlying target is the teachers union, which has fought efforts to make student test scores any part of evaluations.

In Tennessee, Gov. Phil Bredesen, also a Democrat, pushed the Legislature to pass laws allowing more charter schools and making student test scores 50 percent of annual teacher evaluations.

As for making student test scores a big part of that process, he says «it's a tough situation because performance on a standardized test can really just reflect that year's mix of kids, or the luck of the draw.

Not exact matches

Almost half of Canadian students (45 %) who wrote the test in 2000 achieved top scores in reading, but in 2009 only 40 % made similar grades.

Comparing national test scores, Catholic schools in general (as with most private schools) perform better in both reading and math than public schools although the advantage is stronger in reading than in Math though the difference in Math was still statistically significant; however, this could be due to the self selecting nature of the students in Catholic schools where the parents have made the decision to value education to the extent of paying for it.

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.

Officials say changes Illinois has made in how it categorizes student performance — called cut scores - on standardized tests mean parents and community members must look beyond the report to evaluate how well the...

There are too many problems with standardized tests — how they are constructed, the baggage students bring into the testing room from their regular lives, etc. — to make any serious decisions based on their score of a single test.

From there, they will make curriculum recommendations for you based on your student's test scores.

«The Common Core Task Force Report has 21 common sense recommendations we've been seeking for several years including reducing the amount of testing and testing anxiety, making sure curriculum and exams are age appropriate and not placing such a heavy emphasis on teacher evaluations and student performance on the standardized test scores.»

Education policy should focus on making sure that every student makes great progress, rather than accountability for test scores or teacher performance pay.

Some real - life changes, however, are being made in a number of schools around the country that focus on the critical - thinking skills of one student at a time instead of the collective test scores of a class, or a whole school, or a state.

Hofstra University is joining the growing ranks of campuses across the country that are making the SAT and ACT optional rather than requiring students to submit scores from those admissions tests when they apply.

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.

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.

Fariña, meanwhile, also panned Cuomo's proposals to make student scores on state tests account for 50 percent of a teacher's rating and to bring in outside experts to observe the teachers.

The changes made to the state's tests have made it difficult to compare student performance on the assessments over time — a fact that has not stopped the de Blasio administration from publicly celebrating rising scores.

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.

«The data points shouldn't be test scores but parent engagement, the amount of [student] suspensions, and the improvements made at struggling schools.»

It gave former Mayor Bloomberg outsize power over the system, and helped make sure that teachers, parents and advocates had to fight at meetings, on the streets and in the courts to block his efforts to close schools and establish standardized test scores as the only measure of students and teachers.

Yet as the years passed, test scores made it clear that students deft at creating Venn diagrams had trouble with simple addition and multiplication, never mind long division.

Although white students comprised 55 % of the representative sample of 122,000 middle school students who took portions of the test, they make up 76 % of those scoring above 176.

He makes a convincing case for incorporating valuable but less easily measured attributes into our view of intelligence, such as the persistence that can propel driven students to higher test scores than their less committed peers and the creativity demonstrated by individuals more in tune with intuition than intellect.

For example, in the study on summer school, Matsudaira compared students whose test scores were just above the level that made them eligible for summer school with those who were just below it to see if the extra schooling improved students» test scores.

Not surprisingly, the more teachers believed they could make a difference, the better both black and white students scored on achievement tests.

Doctoral student Helen Malone has been researching time and learning and says that because this is so new, «there's no rigorous data yet, but what they are finding is that kids are making significant gains on standardized test scores.»

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

One study [PDF] documenting schools that made this shift found that 60 % of students were able to get at least eight hours of sleep and that both attendance rates and standardized tests scores went up.

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 inStudents 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 instudents taught by teachers who had taken the same course in person.

Arising at a time when the disparity of test scores, college attendance, and graduation rates between wealthy and poor students is reaching an unprecedented level, this volume urges that the problem of educational inequality be addressed and that changes be made within the educational system.

«Using student test scores to sanction teachers and schools makes it more likely they will adjust their behaviour to protect themselves, which may mean leaving the weakest learners behind,» explains Manos Antoninis, Director of the GEM Report.

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

A compelling way to see this is to look at the relationship across schools between the average test - score gain students make between the 4th and 8th grade and our summary measure of their students» fluid cognitive ability at the end of that period (see Figure 2).

Adding a student test score made blacks less likely to be identified; Hispanics and Asians remained less likely to be identified as well.

Districts with schools that had persistently failed to make «adequate yearly progress» in their test - score performance were required to offer the students in those schools options ranging from a seat in a higher - performing public school to free tutoring services.

We analyzed the test - score improvements made between each student's first 3rd - grade year and the following year on both the state's own accountability exam and the Stanford - 9, a nationally normed exam administered at the same time as the FCAT but not used for accountability purposes.

• Each year of attendance at an oversubscribed charter school increased the math test scores of students in the sample by 13 percent of a standard deviation, a roughly 50 percent increase over the progress typical students make in a school year, but had no impact on their fluid cognitive skills.

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

Yet there are surprisingly few studies that make this link explicitly, and none that ask whether schools that respond to accountability pressure by increasing students» test scores also make those students more likely to attend and complete college, to earn more as adults, or to benefit in the long - run in other important ways.

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

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»).

Despite making far larger test - score gains than students attending open - enrollment district schools, and despite the emphasis their schools place on cultivating non-cognitive skills, charter school students exhibit markedly lower average levels of self - control as measured by student self - reports (see Figure 2).

For example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability system.

Moreover, if an income gap made America unique, you would expect the percentage of American students performing well below proficiency in math to be much higher than the percentage of low performers in countries with average test scores similar to the United States.

• 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.

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.

The average school and classroom designs haven't changed in decades, but some architects maintain that a few renovations could make classrooms more student - centered and lead improvements in test scores.

Central High did not make the Adequate Yearly Progress standard under the federal No Child Left Behind Act, and less than 20 percent of its students score «proficient» on state standardized math tests.