Sentences with phrase «measuring gain scores»

Not exact matches

These indicators include «z scores for weight for height / length, body mass index for age, mid-upper arm circumference, rate of weight gain or loss and inadequate nutrient intake,» among other measures.

When comparable samples and measuring sticks are used, the improvement in test scores for black students from attending a small class based on the Tennessee STAR experiment is about 50 percent larger than the gain from switching to a private school based on the voucher experiments in New York City, Washington, D.C., and Dayton, Ohio.

The correlations between our summary measure of fluid cognitive ability and test - score gains in math and reading were 0.32 and 0.18, respectively.

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).

We measure FCAT performance using developmental - scale scores, which allow us to compare the test - score gains of all the students in our study, even though they took tests designed for different grade levels.

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).

By creating this framework where we were using test score gains to validate practice - based measures, we were at least creating a common base for discussion.

Learning gains are measured by comparing the average improvements in the test scores of pupils, represented by the statistical size of the effect.

In our study, the teachers with larger gains on low - cost state math tests also had students with larger gains on the Balanced Assessment in Mathematics, a more - expensive - to - score test designed to measure students» conceptual understanding of mathematics.

The use of gain scores also minimizes the incentives for classifying a nondisabled student as disabled, since such scores measure individual progress instead of lowering the achievement bar.

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

This statistical methodology introduced a new paradigm for predicting student academic progress and comparing the prediction to the contribution of individual teachers (or value added) as measured by student gain scores.

Contrast this information with what we know about the relationship between credentials and classroom effectiveness, as measured by student test - score gains.

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.

To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.

Attempt to measure the achievement gains that a school or teacher elicits by subtracting their latest test scores from the previous year's.

These are the states at the bottom of the heap when it comes to test - score gains as measured by CREDO and other sophisticated analyses.

Each year since 1997, North Carolina has recognized the 25 elementary and middle schools in the state with the highest scores on the «growth composite,» a measure reflecting the average gain in performance among students enrolled at a school.

Provided the movement of teachers in and out of a grade has not changed the makeup of students enrolled in that grade, this finding supports the conclusion that measured value - added of teachers is an unbiased predictor of future test - score gains, as there appears to be no other explanation for the resulting improvement in test scores.

In February 2012, the New York Times took the unusual step of publishing performance ratings for nearly 18,000 New York City teachers based on their students» test - score gains, commonly called value - added (VA) measures.

There are a range of tools that researchers could use here — value - added measures that distinguish between the level of a school's test scores and gains of students on test scores (gains probably are what parents care about, and levels are a noisy signal of gains), school climate surveys, teacher observation instruments, descriptions of curricula.

We developed a measure of how unusual the fluctuations in test scores are by ranking each classroom's average test - score gains against all other classrooms in that same subject, grade, and year.

The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores.

Research by Marty West and colleagues of no excuses charter schools in Boston found large gains in test scores but also significantly lowered student performance on noncognitive measures.

Even better, they were hoping that the combination of classroom observations, student surveys, and previous test score gains would be a much better predictor of future test score gains (or of future classroom observations) than any one of those measures alone.

Achievement can be measured quantitatively, and we have seen gains in state and national testing results such as the SAT and AP test scores.

If the project had produced what Gates was hoping, it would have found that classroom observations were strong, independent predictors of other measures of effective teaching, like student test score gains.

Unfortunately, the author of this blog fails to mention that the Gates study relies on score gains on standardized tests to compare to other measures in order to test for reliability.

They claim that value - added studies that measure gains from one point in time to the next fail to account for the fact that «two students can have pretest scores and similar schooling conditions during a grade and still emerge with different posttest scores influenced by different earlier schooling conditions.»

This suggests an alternative criterion by which to judge changes in student performance - namely, that achievement gains on test items that measure particular skills or understandings may be meaningful even if the student's overall test score does not fully generalize to other exams.

The idea is to measure the impact a teacher has on student learning by comparing new test scores to previous ones, and whether students met expected gains.

But here's my takeaway from the report, entitled «Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains:»

Many researchers are questioning whether test - score gains are a good measure of teacher effectiveness.

In a nutshell, she points out that the MET study asked whether actual observation of teaching, student surveys, or VAM test score measures did a better job of predicting future student test score growth, which «privileges» test scores by using it both as a variable being tested and as the outcome reflecting gains.

Not surprisingly, a composite teacher evaluation measure that mixes classroom observations and student survey results with test score gains is generally no better and sometimes much worse at predicting out of sample test score gains.

Educators have complained that the current method of measuring progress unfairly lumps the scores of students together, without taking into account gains by individual students.

They found students of compassionate or «high facilitative» teachers made «greater gains on academic achievement measures, including both math and reading scores, and present [ed] fewer disciplinary problems (McEwan 2002, 33 - 34).»

The expected gain model does not take other factors like attendance or poverty into account, and only measures the percentage of a teacher's students who meet or surpass their expected growth scores, which are based on beginning - of - year tests.

Instead, such models measure each student's improvement from one year to the next by following that student over time to obtain a gain score.

«The Gates Foundation's MET project (much but not all of which the AFT agrees with) has found that combining a range of measures — not placing inordinate weight on standardized test scores — yields the greatest reliability and predictive power of a teacher's gains with other students.

Those with fewer computers were seeing larger educational gains, as measured by PISA test score changes between 2009 and 2012.

Florida has a history of constantly moving cut scores while ignoring the more important measure of actual learning gains, a practice that deliberately throws schools in and out of A, B, C, D, or F status every year.

Florida's history of constantly moving cut scores vs. the more important measure of actual learning gains throws schools in and out of A, B, C, D, or F status every year.

From Chetty et al.'s research, we have estimates of the relationship between cognitive outcomes in kindergarten, measured as percentile test score gains, and dollar gains in adult earnings.

Florida's constantly moving cut scores vs. the more important measure of actual learning gains throws schools in and out of A, B, C, D, or F status every year rendering the grades meaningless

Gains are measured by how much students math scores rose between kindergarten and the end of first grade.

As teachers gain experience, their students are more likely to do better on other measures of success beyond test scores, such as school attendance.

Additionally, the statistically significant increase in scores for each of the 12 MLAs measured across disciplines indicate that teachers from both STEM and non-STEM disciplines are able to implement and teach the grant's PLB curriculum successfully, thus producing student gains between pre - and postassessments.

Performance, as defined by standardized test score gains, is something that can now be easily and accurately measured.

Value - added scores, which measure growth in student achievement over the previous year, showed better than anticipated gains for grades 3 through 8 in both subjects.