Sentences with phrase «number of standardized tests students»

Parents and educators alike have increasingly lashed out against the high number of standardized tests students must take, the high stakes attached to those test results, and the narrowed curriculum that occurs when schools are held accountable for students» test results in only two or three subjects.

State lawmakers will hear a bill today that would cap the number of standardized tests students take at four per school year.

This might reduce the number of standardized tests students take, especially if they attend school in a district that has adopted numerous local tests on top of what the state requires.

Not exact matches

The right high school for your student goes well beyond statistics available about standardized testing results and the number of advanced or honors level courses offered.

At the same time, the 2010 national Common Core standards were being implemented, and the number of standardized tests that students were required to take multiplied.

They also pointed out how the education department has made recent adjustments to standardized testing, such as reducing the number of questions and testing time on state assessments for students in grades 3 through 8 this school year, and receiving a federal waiver to stop «double testing» in math for seventh and eighth graders through a combination of state and federal testing.

Educators on Long Island say the number of students and parents opting - out of taking standardized state tests this week is growing.

The measure also comes as school districts across the state on Tuesday reported high numbers of students choosing to opt out of the current round of English Language Arts standardized tests that will run for the next two weeks.

A dozen public schools across the state, including two on Long Island, risk losing their chance to win coveted national «Blue Ribbon» awards for academic excellence because of the drop in the number of students who took standardized Common Core tests this spring.

«This past week, several schools had a record number of students opt out of the state's standardized test for English.

While most of the roundtable meeting was private, officials met with media and during the briefing revealed that four of the districts had significant numbers of students who opted out of standardized testing.

«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.

However, evidence presented in the report sheds doubt these large test score increases: according to an Education Writers Association study, when neighborhood schools were restored, the superintendent in Oklahoma City reduced the number of low - achievers taking the standardized tests by increasing the number of students retained (or «flunked») and implementing transition grades (in which students repeat all or part of the previous grade).

The relevance of including students with disabilities in assessment and accountability has been demonstrated by the increase in the number of students with disabilities in many states who took and passed the standardized tests and an increase in graduation rates in recent years.

What isn't represented in that statistic, says doctoral student Maria Martiniello, is that — for English - language learners — success on the math section of a standardized test may have little to do with numbers and more to do with words.

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.

Ackerman pointed to the district's support for the growing numbers of students selecting charter schools and to rising test scores by district students on the state's standardized tests.

For instance, a report from the Benjamin Center for Public Policy Initiatives estimated that New York State students spend about 2 percent of instructional time taking standardized tests, though that number has been criticized for being too low.

Their report, Update: Ending Social Promotion, states that the number of students who pass the Iowa Test of Basic Skills (ITBS), the standardized test the city's schools use, has increaTest of Basic Skills (ITBS), the standardized test the city's schools use, has increatest the city's schools use, has increased.

When ELL students are not isolated in these low - achieving schools, their gap in test score results is considerably narrower, according to a Pew Hispanic Center analysis of newly available standardized testing data for public schools in the five states with the largest numbers of ELL students.

In one year, he helped generate a 40 % drop in the number of students scoring below proficiency on a standardized math test by doubling the time all kids spent in math class and creating new, more accessible curricula that included using photography to teach calculation skills.

The number of students in alternative schools showed moderate increases contemporaneous with new national mandates regarding standardized testing and graduation rates.

The new standardized test data show that in each of the five states examined in this report about 90 % of the ELL students who took the state assessment test were educated in public schools that had at least a minimum threshold number of ELL students.

While observers will judge Bloomberg and Klein's tenure using standardized test scores — and even they agree those scores are important measures — Klein has made no secret of the fact that he wishes his team's work to be marked in the end by significant upticks in both the graduation rate and the numbers of students who pass basic tests in order to qualify for a Regents diploma.

But when New York State began requiring students to pass the standardized Regents tests in order to graduate from high school, Beacon was forced to reduce the number of projects and cut the time for assessing them.

According to Valerie Strauss in her Washington Post Answer Sheet blog, the study found that «the report, together with a number of other studies released in the past year, effectively serve as a warning to policymakers in states that are moving to implement laws, with support from the Obama administration, to make teacher and principal evaluation largely dependent on increases in students» standardized test scores.»

He points out that large numbers of students will score both above and below the cutoff of a standardized test.

The number of students scoring «proficient» in reading dipped after state education officials unrolled new Common Core - aligned standardized tests last year.

Making judgments about student learning and school quality based on a body of work — a select number of pieces of student work from a number of assessments within a given discipline, provides a much richer and more accurate picture of student learning than a single, disconnected standardized test.

In Florida, the teachers» union has lobbied to limit the use of standardized tests, and the governor last week signed a bill that limits the number of hours students can spend taking them.

Finally, standardized test scores are strongly correlated with students» demographic characteristics, which means they tend to tell us more about the number of economically advantaged students in any particular school than what they are learning.

Georgia Gov. Nathan Deal (R) signed legislation in early May that both reduced the number of standardized tests that students are subjected to and lowered the importance of «student growth» for the evaluation of teachers.

The voucher schools do have to administer a national standardized test, but it doesn't matter which one and the school is not required to report those results to the state unless it has a certain number of voucher students.

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.

However, other factors at the secondary level such as higher number of students and growing prevalence of standardized tests for secondary students could strengthen the value - added measure at the secondary level.

Market - oriented education reform refers to a series of initiatives that include educator evaluations based in large part on student standardized test scores, the closure of schools that are considered failing or underenrolled, and an increase in the number of charter schools, many of which are operated by for - profit companies.

In 2011 People for Education released a report, Reading for Joy, finding that the number of students in Grades Three and Six standardized testing in Ontario who reported that they enjoyed reading was on the decline.

States and districts mostly have opted to look at student growth, as opposed to raw test scores, because raw scores can disadvantage teachers with large numbers of low - income, limited - English or special needs students, who tend to score lower on standardized tests.

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.

Although your students» number 2 pencils may dull during the course of the school year from marking all the standardized tests they must take, we hope these Web sites will sharpen your use of assessment as an instructional tool.

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.

It aims to roll back the number of standardized tests kids take and eliminate the high stakes for students and teachers alike.

The students are more than aware of this and you would not believe the number of students who tell me that they just filled in whatever mostly because they are sick and tired of standardized testing (exit exams, PSAT, SAT, ACT, Benchmark tests, etc.) and they know this one does nothing to them.

At least 165,000 children, or one of every six eligible students, sat out at least one of the two standardized tests this year, more than double and possibly triple the number who did so in 2014, according to an analysis by The New York Times.

On the surface at least, President Obama and Republican challenger Mitt Romney see eye to eye on a number of key education issues: Both politicians place great store in standardized testing to evaluate teacher performance and student progress, and both generally back former President George W. Bush's No Child Left Behind program.

That accountability said if your students didn't meet certain targets on standardized tests, you had to to take a number of harsh measures or lose your federal funding.

But actions speak louder than words and there will be good number of successful students unable to graduate from high school because they are simply not good at taking standardized tests!

Most important, if I had the power, I would ratchet up the number and difficulty of standardized tests that students had to take, in order that I could then point to the predictably pitiful results.

Coleman argues that if the number of students taking the required standardized tests drops below 95 percent, the government can cut funding to schools, and that will be most damaging to students of color.

More than half of districts use a number of outcome measures, including student end - of - year math grades, the percent of students advancing to the next level of math courses, student performance in state standardized tests, and teacher feedback on student outcomes (Figure 8).