Sentences with phrase «narrow focus on test scores»

The new federal law also broadens the narrow focus on test scores of the previous version of the law, No Child Left Behind, by requiring states to create a school accountability system that includes at least one nonacademic indicator.

Such a narrow focus on test scores would be a step backwards for a system that has made significant progress over the last several years and would fall short of providing the professional feedback and support educators want and deserve.

But a 2013 review of HCZ by Danielle Hanson at the conservative Heritage Foundation was more sympathetic to HCZ, noting that Brookings» narrow focus on test scores in one Promise Academy misses the zone's mission to «reweave the social fabric of Harlem.»

Before passage of ESSA in 2015, Ladd said «there was no way schools alone could succeed and help children flourish as long as we had this narrow focus on test scores.»

But teaching social - emotional skills is often seen as a way to move away from a narrow focus on test scores, and to consider instead the whole child.

Teaching social - emotional skills was also seen as a way to move schools away from a narrow focus on test scores and to consider instead the whole child, writes Kate Zernike in the New York Times.

Not exact matches

As schools narrow their focus on improving performance on math and reading standardized tests, they have greater difficulty justifying taking students out of the classroom for experiences that are not related to improving those test scores.

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

The narrow focus on math and reading may goose math and reading test scores in the short term but at the expense of the longer - term and broader goals of education.

Beyond Standardized Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to master.

A decade ago, the No Child Left Behind Act ushered in an era of federally driven educational accountability focused on narrowing the chasms between the test scores and graduation rates of students of different incomes and races.

For years, critics have complained that the law's focus on test scores offers far too narrow a picture for judging school quality.

And the narrow focus on math and reading test scores is a big reason why educators, parents and students across the country became frustrated with the federal No Child Left Behind program.

Most states don't have robust alternative measurements for educational success beyond No Child Left Behind's narrow focus on math and reading test scores.

For the past several years the narrow focus has been on test scores.

It required schools to publish their scores on state tests not just as averages, but broken down by students» race, sex and other groups, a rule that most educators agree has focused attention on narrowing achievement gaps.

It's well known that NCLB's narrow focus on reading and math test scores meant that too many students, especially poor students, ended up with little in their school day other than preparation to take tests in math and reading.

«Because of their historically low scores, urban schools feel the strongest pressure to focus on narrow test preparation rather than on real educational quality.»

Tying teacher evals to student test scores on a narrow focus standardized test is a dumb idea and putting it off for a year won't make it any better.

The irony is that if we want our kids to be truly successful (happy, healthy, fulfilled, and prepared for life outside of school), we need to challenge the narrow conception of success as solely related to grades, test scores, and educational credentials, and we must focus on these other critical components.

Furthermore, attaching these stakes to test scores will result in further intensifying the focus on test preparation that is responsible for the narrowing of our curriculum.

By excluding the use of student scores on statewide mastery examinations in teacher evaluations curriculum emphasis can return to a well - rounded experience instead of the narrow focus of artificial achievement in the form of test preparation.

But the intense focus on test scores has left many parents concerned about narrowing curriculum and what they call a classroom concentration on testing well instead of learning.

(Koretz also argues that the focus on test prep in such schools has led to more score inflation there, making the achievement gap appear narrower than it really is.)

In some of these programs like Relay, candidates are awarded degrees based on their ability to raise their students» standardized test scores, which perpetuates the idea that test scores are the most important measure of learning, and encourages a narrowing of the curriculum to focus on tested content.

If instruction narrows to focus on the limited sample covered by the test, scores become inflated and misleading.

so to only look at test scores is too narrow of a focus to stand on its own merit as a single parameter for selecting a new home.