Sentences with phrase «negative effects on student test»

The editorial goes on to cite as evidence the most recent «gold - standard» study by the National Bureau of Economic Research (NBER), which analyzed Louisiana's voucher program and found negative effects on student test scores.

Not exact matches

(Harrington, 2013) notes that NAPLAN testing and the My School website, which include results, have led to concerns that the tests could have a negative effect on students and schools.

Two recent experimental evaluations of the Louisiana Scholarship Program found negative effects of the program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data so far.

Multiple laboratory - style studies demonstrate the negative effects of laptop multitasking on test performance, including a 2013 study by Faria Sana, Tina Weston, and Nicholas J. Cepeda that found that test - score performance suffered not only if a student used a laptop during class, but also if he or she merely sat near a computer user.

While some critics have charged that changing to a four - day school week may have negative effects on student achievement, researchers at Colorado State University have completed a study indicating that the switch to a four - day schedule has «no effect» on achievement as measured by the Iowa Test of Basic Skills.

(The negative effect to which Darling - Hammond refers was probably what Summers and Wolfe noted as the «perversely» negative relationship between 6th grade teachers» scores on the NTE Core Battery, a test of pedagogy and basic skills, and their students» achievement.)

Many social science experiments show that reinforcing stereotypes before testing can have a negative effect on student performance — psychology vlogger Matt Mignogna explains more here.

That study, while reporting negative achievement effects for participants in Ohio's largest voucher program, also found that students remaining in public schools performed higher on tests, owing to program - induced competition.

To argue that she has been even moderately successful with her approach, we would have to ignore the legitimate concerns of local and national charter reformers who know the city well, and ignore the possibility that Detroit charters are taking advantage of loose oversight by cherry - picking students, and ignore the very low test score growth in Detroit compared with other cities on the urban NAEP, and ignore the policy alternatives that seem to work better (for example, closing low - performing charter schools), and ignore the very low scores to which Detroit charters are being compared, and ignore the negative effects of virtual schools, and ignore the negative effects of the only statewide voucher programs that provide the best comparisons with DeVos's national agenda.

Studies of these programs had shown large and negative effects on test scores by students who participate in them.

When I look within a three - mile radius, I find no evidence of spillover effects on test scores of students at district schools, positive or negative.

A special state test for disabled students and other accommodations can help mitigate the negative effect on a school's overall performance but not necessarily completely, according to James Wollack, an associate professor and expert in testing and evaluation at UW - Madison.

Based on scores in nationally standardized tests (fourth grade reading and math and eighth grade reading and math), greater union membership of educators tends to have a positive impact on student test scores while larger class sizes tend to have a negative effect.

In conversion charters, the type of school with the most advantaged student population, the effects on test score growth were negative and significant for all four cohorts.

Like students with test anxiety, the negative effect of little effort on tests is that the scores do not reflect the students» actual knowledge and skills.

The massive emphasis on new external, standardized exams, often with high stakes attached, has intensified the domination of summative tests over curriculum and instruction — even though the research examined by Black and William supports the conclusion that summative assessments tend to have a negative effect on student learning.

While the Gates call for a moratorium is oriented on increasing the possibility of realizing the positive potential of policies regarding the use of student test data for educator evaluation by providing more time to prepare educators for them, ASA on the other hand is concerned about the potential negative effects of such policies.

The ill effects of high - stakes testing - like narrowing learning environments to focus solely on reading, writing, and math, as well as the test - induced increase of high school dropouts — have had a disproportionately negative impact on low - income students and students of color.