Sentences with phrase «number of achievement tests»

Not exact matches

When discussing student performance on achievement tests, Barton notes that private or religious schools account for a disproportionately high number of National Merit Scholars and says that is because «one school utilizes religions principles and one does not.»

«Over the past decade we've been able to identify a growing number of educational interventions that have managed to have notable impacts on students» academic achievement as measured by standardized tests,» West says.

For schools in the bottom quartile of the number of teachers with tested students, that is, schools with approximately 10 or fewer such teachers in elementary and K — 8 schools and five or fewer in middle schools, school - wide merit pay did lead to improved student achievement.

President Barack Obama has often noted in speeches the enthusiasm of Korean parents for their children's education, the high quality of Korean teachers, the number of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international academic - achievement tests, and low rates of school dropouts and juvenile delinquency.

University of Washington researchers use state test scores, rates of free and reduced lunch, and the number of AP classes that students enroll in to determine the general level of school achievement for comparison.

Consistent with the Wisconsin evidence, parallel studies in Colorado and Maryland found that weather - related differences in the number of days students had spent in school when they were tested had noticeable effects on their achievement.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

The goal is literally to double or triple education results — to increase from 30 percent the number of students who perform proficiently on tests of academic achievement to 60 and then 90 percent.

NCLB, while broadening awareness of the achievement gap, simultaneously narrowed the purpose of our nation's schools, boiling the whole endeavor down to the incremental movement of testing numbers as an attempt to say something about student literacy and numeracy.

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.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.

Although African American and Hispanic students had fairly similar scores on the baseline achievement test, students in these groups differed in a number of respects.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

Attention to test scores in the value - added estimation raises issues of the narrowness of the tests, of the limited numbers of teachers in tested subjects and grades, of the accuracy of linking teachers and students, and of the measurement errors in the achievement tests.

Their intimate knowledge of the technical difficulties involved in measuring student achievement makes a number of these testing experts some of the most vocal (and persuasive) opponents of testing.

Contemporary accountability policies have created the added expectation that districts will differentiate support to schools on the basis of achievement results from state testing programs and other accountability measures, with particular attention to be given to schools where large numbers of students are not meeting standards of proficiency.

There are also achievement tests, which offer a standard score, that is a score based on a mean of 100, and a standard deviation of some number, commonly 15 or 16, to match the Wechsler or Stanford Binet, respectively.

And a report from the Southern Regional Education Board, which supports increasing the number of middle students taking Algebra I, found that among students in the lowest quartile on achievement tests, those enrolled in higher - level mathematics had a slightly higher failure rate than those enrolled in lower - level mathematics (Cooney & Bottoms, 2009, p. 2).»

As we've heard from a number of parents and educators, some are hesitant to have test scores from the early years of PARCC factor, even minimally, into measurements of student achievement and teacher evaluations.

In cases where achievement is weighted heavily, as with the current formula, schools with high numbers of students who perform as above on state tests have lower school performance grades of C, D, or F. By simply shifting the formula to 50 - 50, many of those C schools would earn a B, and D schools would move to C, and so on.

Phone call # 4: The mother of a highly gifted girl who does algebra in her head «for fun» and consistently scores four years above grade level on tests of mathematics achievement called to ask me how she could convince the classroom teacher and the gifted coordinator that her young daughter did not need to keep adding and subtracting one - and two - digit numbers with the rest of the third grade class.

Achievement tests are useful but they are not nearly strong enough predictors of later life outcomes to empower a portfolio manager to close a significant number of schools because he or she «knows» that those schools are «bad.»

The state of California has implemented a number measures to close one of the largest and most persistent achievement gaps in the nation, Recently released scores for the National Assessment of Educational Progress, a nationwide test for fourth - and eighth - graders in math and reading given every two years, show that California's students are still performing below the... Continue reading California: Moving the Needle on the Achiachievement gaps in the nation, Recently released scores for the National Assessment of Educational Progress, a nationwide test for fourth - and eighth - graders in math and reading given every two years, show that California's students are still performing below the... Continue reading California: Moving the Needle on the AchievementAchievement Gap

The tendency to casually focus on student achievement, especially given the testing system's heavy emphasis on reading and math, allows a large number of employees to either be excused from results - driven accountability or be held accountable for activities over which they have no control.

Leonie did some quick research and discovered that there were blog posts and even web sites complaining about the pineapple story, which had been used on a number of state tests including the Illinois Standards Achievement Tests (Itests including the Illinois Standards Achievement Tests (ITests (ISAT).

But Sonja Santelises, vice president for K - 12 policy and practice at The Education Trust, a Washington, D.C. - based nonprofit that works to close achievement gaps, sees a danger in large numbers of children with disabilities opting out of state tests.

A dozen of those states use those tests to measure achievement, the same number as last year, but a big jump from years ago, when only a handful used college - admissions tests for that purpose.

State board President Michael Kirst and other members have made it clear that they intend to replace the API, which calculates a three - digit number based primarily on a school's or district's standardized test scores, with a new system in which test scores would be just one of many measures of student achievement and school performance.

Unfortunately, the growth in the number of non-teachers has not translated into student achievement as test scores have largely remained flat during this time period.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

States differ in the amount budgeted for education, often with little to no apparent correlation between number of dollars spent and graduation rates or scores on achievement tests.

When asked what should determine teacher pay, 86 percent said a teacher's education and training should be either the most important or an important factor, followed by 77 percent who said their students» achievement and progress on a range of measures including standardized tests, classroom observations and parent feedback; 77 percent said whether the teacher is at a low - performing school where students need the most help; 64 percent who said students» achievement and progress on standardized tests; and 57 percent who said seniority in the number of years of classroom teaching experience.

A growing number of state teacher evaluation systems are focused exclusively on using tests to measure student growth or achievement.

Lack of progress and growing opposition to high - stakes testing have led a growing number of educators and policy advocates to conclude that education policies and the strategies used to help underperforming schools and to promote student achievement must change.

In reading and math, the number of PATHS lessons taught was a significant predictor of achievement, with students who received more lessons becoming more likely to achieve basic proficiency on the tests.

In the past five years, the district has seen steady increases in both achievement and growth rates for students with disabilities and ELLs on state tests, and a steady decline in the number of «unsatisfactory» schools on state report cards.

The goal is to test the following: If an urban district, and its principal training programs, provide a large number of talented aspiring principals with the right pre-service training and on - the - job support, the result will be a pipeline of principals able to improve teacher quality and student achievement, especially in schools with the greatest needs.

In fact, the man who tried to quadruple the number of standardized tests in order to «train» student on how to increase their CMT test scores managed to come up with a system that actually appears to have lowered academic achievement as measured by the fraudulent CMT Testing system.

PURE supports the annual limitation on the number of standardized academic achievement tests given to students as proposed in SB 2156.

As a recent issue brief on the achievement gap from the Educational Testing Service points out, schools having high numbers of minority students tend to have larger classes of 25 students or more, and the class size gap between high - minority schools and low - minority schools actually worsened between 2000 - 2004.

For example, a larger number of students from disadvantaged communities can take Advanced Placement courses if they have demonstrated proficient levels of achievement on a test that accurately and fairly measures their academic ability.

Two options were explored for reaching parents with the program: Chapter I pilot schools (schools which qualify for federal funds based on economic and achievement criteria, e.g. those which serve a high number of free or reduced - price lunches and also have a large number of children under - achieving on group tests), and adult education programs.