Sentences with phrase «measured on achievement tests»

Renzulli: The most important thing we can do to raise expectations is to broaden our concept of «achievement» beyond the rather simplistic notion that it is only what is measured on achievement tests.

Not exact matches

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

We are concerned that the mayor errs too much on the side of testing to measure school and student achievement, but those tests do show that there has been substantial improvement.

Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based on multiple measures, including both student progress on achievement tests and the reviews of principals.

Students» self - reported emotions were measured by questionnaires, and their achievement was assessed by year - end grades and scores on a math achievement test.

Furthermore, these differences also correlated with one measure of academic achievement — performance on standardized tests.

«Over the past decade we've been able to identify a growing number of educational interventions that have managed to have notable impacts on students» academic achievement as measured by standardized tests,» West says.

A new report from the Royal Society on improving U.K. science and mathematics education contains a lengthy wish list: Upper - level students should take a lot more science and math; more college graduates with science degrees should go into teaching; current teachers should continually upgrade their skills and have a larger voice in the educational process; and the government should de-emphasize the high - stakes tests used to measure student achievement.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Results of the study indicate that LTTA students perform better on math computation and estimation (as measured by the Canadian Achievement Test, CAT · 3) compared to students in similar non-LTTA schools.

As a result, inequalities in access to a full, rich curriculum widened, while achievement dropped on measures assessing higher - order thinking skills, like the international PISA tests.

Coleman found that variation in school resources (as measured by per - pupil spending and student - to - teacher ratios) was unrelated to variation in student achievement on standardized tests.

The study assessed performance on standardized achievement tests as well as measures of various character strengths.

On the other hand, we did not meet our goal to shrink by a significant margin the achievement gap (as measured by state - level standardized tests) as was our hope.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

Importantly, the schools attended by students in our sample include both open - enrollment public schools operated by the local school district and five over-subscribed charter schools that have been shown to have large, positive impacts on student achievement as measured by state math and English language arts tests.

«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT achievement in their high school rating systems, and we heartily endorse all of these of these measures, especially those tied to achievement on AP / IB tests, which are precisely the sort of high - quality assessments that critics of dumbed - down standardized tests have long called for.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

Results from annual standardized tests can be useful for accountability purposes, but student progress must be measured on a far more frequent basis if the data are being used to inform instruction and improve achievement.

The achievement gap between middle - school students and K — 8 students is put in stark relief in Figure 1, which displays our estimates of the impact of attending a middle school on student achievement as measured by standardized tests in math and English Language Arts.

Mostly based on «value added,» a statistical measure of the contribution the teachers make to student achievement on standardized tests.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of 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.

We need to be assured that the scale on which we measure achievement is one of equal units: one student's five - point increase on an achievement test, from 15 to 20, must represent the same gain as another student's five - point increase from 25 to 30 (see Figure 1).

Michigan's high school achievement test, in place since 1978, could be on its way out to make way for a set of new tests that would measure students» college readiness.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

This is important to know because research has shown that teachers» aptitude, as measured by scores on standardized tests, significantly affects student achievement.

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.

But of the characteristics and attitudinal factors that were measured, «those that bear the highest relationship to pupil achievement are first, the teacher's score on the verbal skills test, and then his educational background — both his own level of education and that of his parents.»

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

Research by Fred M. Newmann and his colleagues on «intellectual works» (previously called «authentic achievement») showed how more real - world and complex performance assessment improves student achievement as measured by national and state tests.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

As an example of the limitation of this measure, note that the United States is coded as a country where teacher salaries can be adjusted for outstanding performance in teaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for increases in student achievement test scores.

The entire school reform movement is predicated on a hypothesis: Boosting student achievement, as measured by standardized tests, will enable greater prosperity, both for individuals and for the country as a whole.

Our primary outcome variable is student achievement as measured by performance on standardized tests.

While some critics have charged that changing to a four - day school week may have negative effects on student achievement, researchers at Colorado State University have completed a study indicating that the switch to a four - day schedule has «no effect» on achievement as measured by the Iowa Test of Basic Skills.

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.»

Performance measures based on the growth in student achievement over time, which are only possible with annual testing, provide a fairer, more accurate picture of schools» contribution to student learning.

These data provide us with information on achievement, as measured by the Iowa Tests of Basic Skills (ITBS), before students applied and, even more crucially, with post-application achievement data for students who remained in Chicago's regular public schools.

I'm going to focus on the final two posts, in which Greene argues that student achievement tests are poor proxies for school quality and that they're not correlated with other measures of quality.

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.

In 61 randomly selected schools, students were assigned to classes based on prior achievement as measured by test scores.

Debates about school choice policies often focus on their impacts on student achievement, typically as measured by standardized tests.

Performance metrics tied directly to student test - score growth are appealing because although schools and teachers differ dramatically in their effects on student achievement, researchers have had great difficulty linking these performance differences to characteristics that are easily observed and measured.

Utilizing data from the Measures for Effective Teaching project, we propose to test the impacts of ability grouping on observed teaching practice and student achievement gains.