Sentences with phrase «much test prep»

He said, memorably, that he didn't care how much test prep there was so long as scores go up.

There is widespread support for the annual assessment, but an overreaction to that assessment with too much test prep.

While we have general agreement on the importance of an annual test to measure whether students are learning to read and do math on grade level, we still often find too much test prep in our schools.

We also let people get away at the school level with doing way too much test prep.

For example, if there is too much test prep, ask that the principal monitor it and take steps to reduce it.

Not exact matches

Armed with little more than kosher salt and olive oil, I will pretty much roast any vegetable during my allocated TV show - prep - time then taste - test a handful of them straight from the pan before they hit the table.

- In an «off the bum» test of how much it could hold, it held about 1/4 cup of water after around 3 washes, and after it was fully prepped it was ever so close to 3/4 cup of water

- In an «off the bum» test of how much it could hold, it held about 1/4 cup of water after around 3 washes, and after it was fully prepped about ever so close to a full 1cup of water

New York State teachers say too much time is spent on test prep and some parents want their children to opt out.

UFT President Michael Mulgrew said, «The unimpressive recent results on the National Assessment of Educational Progress show that the test prep that has taken over much of the class time in our schools has not helped our kids learn.

I expected that test prep would displace some amount of instruction, but I didn't foresee just how much time testing and test prep would swallow or that filling students» time with interim tests and test prep would become the new normal.

And, while the current trend is to test students as much and as often as possible, educators need to work hard to resist the temptation to use the last few months of school as test prep.

• 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.

Maybe Not as Much as We Think (Education Week) Ph.D. candidate Cynthia Pollard cited as expert on test prep and teaching.

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.

Some parents claimed the math and English tests for grades 3 - 11 are unnecessarily confusing and said test prep steals away too much instructional time.

For a brief period, states were required to rank their teacher prep programs based in part on how much their graduates were boosting student test scores.

But at higher - income schools, where kids tended to do better on those tests, there wasn't as much focus on test prep.

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

About 89 percent of teachers who believed they spent an appropriate amount of time on test prep felt it was a «very good» or «good» use of time, while 68 percent of those who thought test prep took too much time said the activities were a «very good» or «good» use of time.

The survey of 400 teachers found that 57 percent thought they spent «too much time» on test prep, while 43 percent said test prep time was «about right» or «too little.»

Too much prepping distorts the value of the test.

Those who believed test prep time was about right spent half of it on activities they chose, while those who thought they spent too much time on test prep got to choose their own test prep activities about 31 percent of the time.

Educators repeatedly express concern that standardized tests focus too much on basic skills and not enough on deeper learning, and that testing, including test prep, takes too much time.

@usedgov: Where you have too many tests, or are spending too much time on test prep, that doesn't lead to good results.

A Milwaukee teacher very committed to social justice teaching recently told me that even she is having a hard time finding the time and space to incorporate meaningful and critical lessons into her teaching because so much of the time is spent on test prep.

Although many school districts are increasing the amount of sedentary test - prep time, much research suggests that activity is better for students.

Too much focus on testing and test prep, narrowing of the curriculum, stressed students, concerned parents, exasperated teachers --- taken together it makes for a combustible mix of anger and frustration that leads many to the regrettable but understandable conclusion that taking a standardized test designed to measure student learning is not in the interest of student learning.

She notes that in some cases, as much as 30 instructional days are lost to testing and test prep.

I doubt they spend much time on test prep and standardized testing, if at all.

Back in 2010, the plans for the new exams were introduced with much fanfare and many promises: The exams would end the era of dumbed - down multiple - choice tests and the weeks of mindless prepping that precede them.

Here the teachers» test - prep lessons earned much lower quality scores than their regular lessons.

Coleman admits in his essay, «there should be concerns raised over excessive testing and devoting too much classroom instruction to test prep.»

«In our own district, much of what happens can be quickly traced back to subtle, or sometimes not so subtle, test prep.

Some DC education activists, teachers, and parents are concerned that standardized testing and test prep are taking too much time away from instruction.

«The bad news — absolutely pervasive bad test prep... much of it is just gaming, and it's particularly pervasive in low - income schools.»

The tests take too much time away from real learning and replace it with test prep.

Because NYC schools risk receivership and even closure based on test scores, because state test scores are the variable used in awarding free SHSAT preparation, because the city publishes school - wide score averages in its own guidance materials for parents and because NYC School Reports literally center their definition of «great schools» on student test scores, test prep continues to feature prominently in city public school curriculum, beginning as early as kindergarten, no matter how much the mayor publicly claims to «de-emphasize» it.

-- The 2014 proposed rule, focused on increasing teacher prep program accountability, received thousands of comments — many of them negative — about how much it would ultimately cost states, whether it would stretch their data collection capacities and whether it relies too much on student test scores.

Test prep is very much part of the culture of NYC public schools, and if the mayor is truly unaware of this, he is startlingly out of touch with the reality on the ground the city's schools.

Too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices.

Compared to «content - rich» subjects like history and science, he says, reading doesn't lend itself as much to bad test prep.

The student growth trend rating of high, expected or low will be based on professional judgment and three years of data — student growth percentiles on state K - PREP tests (how much a class improves from one grade level to the next comparing students in the class to their academic peers statewide) or rigorous, locally determined student growth goals, developed collaboratively between the teacher and evaluator.

But I see my local schools being effected by what reformers have gotten done... too much time spent prepping for tests, ignoring the needs of above average and average students, rubric after stupid rubric, etc..

Thanks to this partnership and the functionality of digital reading, Inkling and Wolters Kluwer have been able to make high quality, fully search - enabled test prep content at a fraction of the typical cost for these materials; the typical price for these materials can be as much as 90 % less than traditional study materials.

Ordinarily, given that test prep material for the bar exam is a very comprehensive content that is written for a very niche - specific audience, materials to help students potentially prepare for the bar exam have been prohibitively expensive, costing as much as $ 1,000 and higher.