Sentences with phrase «more about your test scores»

Find out more about your test scores and how they relate to ACT College and Career Readiness Standards.

Learn more about test score fluctuation and managing Quantile measures from different tests.

Not exact matches

And she found that it's incredibly predictive, that people are pretty honest about their grit levels and that those who say, «Yes, I really stick with tasks,» are much more likely to succeed, even in tasks that involve a lot of what we think of as IQ: She gave the test to students who were in the National Spelling Bee and the kids with the highest grit scores were more likely to persist to the later rounds; she gave it to freshmen at the University of Pennsylvania and grit helped them persist in college; she even gave it to cadets at West Point and it predicted who was going to survive this initiation called «Beast Barracks.»

Their thoughts about their daughters» maths ability were much more tied to actual maths achievements, such as test scores.

They generated daily activity profiles for 14, 894 university students, and found only 40 per cent of them had body clocks Read more about Early starts for night owls could affect test scores - Scimex

It's fine to talk about more technology in our classrooms, smaller class sizes, new teaching and learning strategies, teacher training, and higher test scores, but few of these discussions get us to the heart of the matter — the roots of our current system.

Even poorly educated parents may have much more information about quality than analysts and regulators sitting in their offices looking at spreadsheets of test scores.

«If they're worried about their test scores and want a way to get them higher, they need to give kids more arts, not less,» says Tom Horne, Arizona's state superintendent of public instruction.

We should be considerably more humble about claiming to know which teachers, schools, and programs are good or bad based on an examination of their test scores.

In challenging the use of value - added models as part of evaluation systems, the teachers» unions cite concerns about the volatility of test scores in the systems, the fact that some teachers have far more students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction in unproductive ways, such as via «test prep.»

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

«Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.»

Parents are happy about the higher test scores, but they have more to say about Landry's projects.

Some teachers provided more information than others, but the essentials of the student's productivity and accomplishments that week — including information about homework completion, test and project scores, major upcoming assignments, and classroom behavior — were related with consistent clarity.

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»).

Koretz uses this precept to frame the discussion of test - based accountability efforts as well as more in - depth discussion in later chapters about some of the more pernicious corruptions of test - based accountability: artificial test - score inflation, undesirable types of test preparation, and outright cheating.

The researcher wrote: «When students were given choices, they reported feeling more interested in their homework, felt more confident about their homework and they scored higher on their unit tests.»

Our parents care way more about that than PARCC or NAEP or any other test score.

To Florida's list of reforms, more about which here, I'd add one more: States should ensure that test score reports actually reach parents.

Recent studies have found that students in schools with about 100 students per grade generally score higher on tests, pass more courses, and are more likely to stay in school, graduate, and go on to college.

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.

Everything I know about the slow growing, cumulative nature of language proficiency suggests it is all but impossible to test prep your way to a high score on a third to eighth grade reading test, especially the more challenging Common Core tests.

The More than a Score coalition, which covers 16 teaching and early years» organisations including the NEU, the British Educational Research Association, the Association of Child Psychotherapists and parents» group Let Our Kids Be Kids, is also concerned about the idea of short tests in pupils» first few weeks at school.

In short, regardless of whether we're looking at teachers or schools, voters seem to be more skeptical about using state test scores as compared to other policy options.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

All of those times are important because they help me get to know more about my students rather than just their test scores.

However, while both California [xviii] and national [xix] voters are very enthusiastic about annual testing (with two - thirds or more of both parties» voters supporting this position), they are more leery about the role of test scores in accountability, with just 36 percent indicating this is very important.

They understand you,» she says, adding that at Icahn, «they care more about the students than the students» test scores.»

Understanding the effect of private school choice on real - world success beyond test scores requires data on outcomes like college enrollment and graduation, and thanks to three recent Urban Institute studies, we know more about this than we did a year ago.

If teachers were to spend 10 percent more time lecturing, this would be associated with a rise in test scores comparable to about 1 or two months of additional learning in a year.

Consequently, test scores often indicate much more about demography than about schools.

On the way to the contest, students learned more about healthful eating, lost weight, and improved their test scores.

-- those kinds of conversations around data can lead to much more productive work than the ones that are focused on «[let's use] data to think about how we're going to improve test scores».

Particularly intriguing was the discussion about using methods other than test scores to determine whether students are succeeding, said... read more

(If you want to learn more about the debate surrounding test scores and teacher evaluation, check out ARW's 2010 documentary Testing Teachers).

But the more this degree attainment is divorced from knowledge attainment (and test scores), the weaker this effect might become over time (unless employers really just care about conscientiousness, which may very well be the case).

Everything you need to know about the ACT test, including registration, test prep, scores and more!

Because the single - year test - score increases raise as many questions as they answer about what is really happening in the schools, the administration is also boasting higher attendance rates in their new small high schools, a sign, they say, that students are more engaged in their schooling.

When, however, my colleagues and I analyzed longitudinal data that adjusted for the grades and test scores of students in 8th grade, we found that students at schools with minimum - competency exams with C - grades in 8th grade, while not more likely to drop out, were about 7 percentage points less likely to get a high - school diploma or a General Education Diploma (GED) within six years.

You'd think the respondents would be more concerned about that, given their very negative take on Washington's efforts to improve teacher evaluation — with 81 % strongly believing that federal policy should not «support teacher evaluation systems that rely significantly on» student test scores.

School systems can and should do much more to draw upon the knowledge and expertise of these staff members, and now that the national conversation about school improvement has begun to expand beyond its narrow fixation on test - score gains in reading and math, policy makers may be ready to take a fresh look at their work.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

Teachers and administrators alike had been anxiously waiting for more details about the evaluations since Gov. Chris Christie signed a new tenure law that permits them to be evaluated, at least in part based on their students» test scores and other measurements of achievement.

But they may also provide more specific guidance about what is expected of the teachers in the classroom if new experiments with other measures are adopted — including tests that gauge teachers» mastery of their subjects, surveys that ask students about the learning environments in their classes and digital videos of teachers» lessons, scored by experts.

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).

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)...

About a third of English learners scored proficient or above on the state tests in fourth grade last year, more than double the percentage who were proficient in 2003.

So is propagating myths about Harlem Success — that it only succeeds because it has smaller class sizes; or that its children's test scores are so high because it gets more money.

If you live in a state that emphasizes accountability, let your local representatives know that you care about more than test scores.

About 80 % or more of students scored at or below grade level on their 8th grade math and reading tests.