Sentences with phrase «much higher test scores»

Other schools with similar poverty levels but better attendance rates posted much higher test scores.

Not exact matches

Connecticut owes much of its improvement to a big jump in its Education ranking, climbing to No. 3 from No. 18, due largely to better high school test scores.

A recent religious test showed that agnostics and atheists scored much higher on knowledge of the Bible than Christians did and had more education on average.

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And in each one, the situation is the same — there's one neighborhood where poverty is concentrated, where crime rates are higher and test scores are lower and good jobs are pretty much nonexistent.

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.»

I used to teach high school biology, but now I'm a private science tutor because I hated how much the administration focused on test scores and test - taking skills over fostering love of science and learning.

Proponents of this approach note that Massachusetts, which has the highest student scores in the nation, leaves to local districts the decision on how much weight to give test scores.

Billy Easton, Executive Director of the Alliance for Quality Education, points out that test scores dropped much more dramatically in schools with high rates of poverty where school funding is significantly lower.

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».

According to the researchers, people with long - term low physical activity, as well as people with long - term high television viewing, scored much worse on the tests compared to those who were more active and watched less television.

Because these low - scoring students are either exempted from taking the standardized test, or re-take the same grade - level test two years in a row, the districts test scores appear much higher overall than they actually are.

A composite measure on teacher effectiveness drawing on all three of those measures, and tested through a random - assignment experiment, closely predicted how much a high - performing group of teachers would successfully boost their students» standardized - test scores, concludes the series of new papers, part of the massive Measures of Effective Teaching study launched more than three years ago.

As we've seen in New York, which is a few years ahead of the curve when it comes to making its tests much harder, a higher cut score will make achievement gaps look much bigger, and the achievement of most high - poverty schools look much worse.

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.

Minority students with the same test scores tend to be much more successful in college if they attended interracial high schools.»

The standards are still very much alive; cut scores are dramatically higher than ever; school - level comparability is largely a lost cause; and the quality of what matters the most — the tests and the classroom instruction — remains mostly unknown at present.

Rather than having regular check - ups on student progress, with relatively low stakes on those results, we'd have much higher stakes attached to a smaller number of test scores.

HFA scores on standardized tests are as much as four times higher than those of other Detroit schools, and 86 percent of the most recent graduated students were accepted at four - year universities.

This is enormously risky and, frankly, hubristic, since nobody yet has any idea whether these standards will be solid, whether the tests supposed to be aligned with them will be up to the challenge, or whether the «passing scores» on those tests will be high or low, much less how this entire apparatus will be sustained over the long haul.

And, according to international comparative tests (PISA — Programme for International Student Assessment, PIRLS — Progress in International Reading Literacy Study, and TIMMS — Trends in International Mathematics and Science Study), «children with at least two years of preschool achieve much higher scores at age 15 than those who attend no preschool or only one year».

But, he says, even though King Middle School and Casco Bay High School score above the state average on standardized tests, there's no way to know how much of that success is due to the laptops, the expeditionary learning, the collaboration among teachers, or something else entirely.

«Students who have highly effective teachers three years in a row score as much as 50 percentile points higher on achievement tests than those who have ineffective teachers for three years in a row.»

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.

In the year 2000, American kids scored much higher than kids in Poland on tests of reasoning, math, and reading comprehension.

High school students in a half - dozen states are scoring much worse in reading on one version of the Stanford Achievement Test - 9th Edition than students in earlier grades.

As the authors of the meta - analysis point out, there are many known, malleable predictors of achievement test scores that have much higher associations with achievement than measures of grit, e.g., study skills, test anxiety, and learning strategies.

Getting into a charter school doubled the likelihood of enrolling in Advanced Placement classes (the effects are much bigger for math and science than for English) and also doubled the chances that a student will score high enough on standardized tests to be eligible for state - financed college scholarships.

Education: Too Much Focus on Testing (Seattle Times) Mentions Daniel Koretz's book, The Testing Charade, which explains why high - stakes policies such as graduation tests lead to score inflation.

Urban charter schools have an incredible track record of increasing student achievement, while increasing school funding by as much as 10 % yields very modest test score effects, and these effects come at a very high cost.

«They ended up attending high schools that were higher - performing, with higher attendance, better test scores, better graduation rates, and did much better than students we compared them to,» he says.

Earlier this month, the DOE was patting itself on the back and calling its test prep initiative a success — even though it enrolled 200 fewer students than initially intended, and not a single one of those students has yet to take the Specialized High - School Admissions Test (SHSAT), much less score highly enough to be offered a seat at one of the city's top performing schotest prep initiative a success — even though it enrolled 200 fewer students than initially intended, and not a single one of those students has yet to take the Specialized High - School Admissions Test (SHSAT), much less score highly enough to be offered a seat at one of the city's top performing schoTest (SHSAT), much less score highly enough to be offered a seat at one of the city's top performing schools.

At higher income schools, where most kids scored proficient on the state tests, there wasn't as much focus on test prep.

Schools have few incentives to score high on the NAEP, leaving little chance that much «cheating» or «teaching to the test» goes on.

The more affluent one does not spend much on its schools but posts high test scores on the state assessment.

That's perhaps a clue that even if you could magically get low - income children in other countries to do as much homework as their high - income peers, as the OECD researchers are suggesting, you might not raise their PISA test scores very much.

For us, being recognized as the highest performing charter school in CT means so much more than above average test scores and achievement results.

While negotiations between the union and district have stalled over the issue of how much weight to give student test scores, E4E - LA members found that teachers would support incorporating student growth data, but worry about focusing myopically on one high - stakes test.

Still, there would not be compelling evidence that national standards produce optimal outcomes; economic growth, as well as personal fulfillment, could very well require an education focused on much more than just high test scores.

At best, the improving state test score evidence, which is specious at best, tells us that the new tests have prompted extended instruction targeted to the test and that higher scores indicate substantial test preparation and not much else.

Likewise, the average student from a low - income family scores much lower on such tests than students from higher - income families.

Chavez was not identified as a low - performing school by the state because of higher test scores, but students didn't appear to show as much improvement as other schools.

Major sticking points included evaluating how much weight should be given to scores attained from language arts and math tests on the state's Assessment of Skills and Knowledge for fourth through eighth grades, and the High School Proficiency Assessment.

States where tracking isn't practiced as much had fewer students hitting a passing score of 3 or higher on AP tests.

Teachers in states that mandate the use of high - stakes test scores for teacher evaluations reported: 1) More negative feelings about testing 2) Much lower job satisfaction, and 3) Much higher percentage thought of leaving the profession due to testing.

As Professor Reardon noted, schools do not «produce much of the disparity in test scores between high - and low - income students.»

Some of the highest scoring nations on the digital tests don't use computers very much at school.

That raises another problem: Since the vouchers often go to students from the lowest - performing public schools, some arrive as much as two and three years behind grade level, Catholic school principals say, threatening to drag down those high average test scores and success rates.

That report found significant benefits, particularly for high school students: After school participation was associated with higher test scores, and led to much higher rates of grade level progression for students in grades nine to 12.

Stickney sees a strong connection between how much girls read and their higher scores on standardized reading tests.