Sentences with phrase «numbers of student test scores»

And there's the difficulty of drawing the right conclusions about teacher performance from very small numbers of student test scores, an especially tough challenge in elementary schools, where teachers typically work with a single classroom of students every day.

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Some real - life changes, however, are being made in a number of schools around the country that focus on the critical - thinking skills of one student at a time instead of the collective test scores of a class, or a whole school, or a state.

Test scores for third through eighth graders were released Wednesday and they show a dramatic drop in the number of New York state students who are considered proficient in math and English.

Opt - out activists have said the number will continue to grow, citing reasons such as the perceived «over-testing» of students using exams that are not age and grade appropriate, as well as the use of test scores on teacher evaluations.

In January, arguing to increase the weight of test scores, Mr. Cuomo cited the small number of teachers who were rated ineffective, noting that at the same time only about a third of students were reading or doing math at grade level, as measured by state tests.

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).

As test - preparation materials leap off the printed page and onto the Web, an increasing number of states and districts are turning to online test - prep programs to help raise student scores on high - stakes assessments, Advanced Placement tests, and college - entrance exams.

By good I mean that they score comparatively well on state tests, have a goodly number of students who receive passing scores on Advanced Placement tests, send a majority of graduates off to college, and enjoy the support of their respective communities.

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.

A study by Joshua Goodman that was published in Education Next found that the number of snow days in a given year do not have an impact on student test scores.

(Almost all the African - American students came from schools with average test scores below the district mean; the few that did not had almost identical average impacts, but the number of available observations was too small to recover precise estimates.)

The small number of common items makes the test developers nervous about the resulting student - level scores.

But gains in precision obtained by increasing the number of students observed will be offset by losses associated with failing to control for baseline test scores.

As critics contend, the state's aggregate test - score improvements on the 4th - grade FCAT reading exam — and likely on the NAEP exam as well — are inflated by the change in the number of students who were retained in 3rd grade in accordance with the state's new test - based promotion policy.

He contends that it is «abundantly clear» that Florida's aggregate test - score improvements are a mirage caused by changes in the students enrolled in the 4th grade after the state began holding back a large number of 3rd - grade students in 2004 (all school years are reported by the year in which they ended).

Figures 1a, 1b, and 1c compare the average number of absences, the share of students who were suspended, and the average test - score gains between fourth and eighth grade of students who ranked in the bottom - and top - quartile on each skill.

We're looking at the teachers that students have in 4th through 8th grade and two different measures: end of the 8th - grade test score and at the number of advanced math courses students take in high school.

The NCLB accountability system divides schools into those in which a sufficient number of students score at the proficient level or above on state tests to meet Adequate Yearly Progress (AYP) benchmarks («make AYP») and those that fail to make AYP.

Rather than having regular check - ups on student progress, with relatively low stakes on those results, we'd have much higher stakes attached to a smaller number of test scores.

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.

«Success» in implementing standards - based reforms under this model is defined not in terms of test scores in a limited number of subject areas, but broadly, in terms of providing all students a sound basic education on a sustained basis.

Using student data to assess teachers raises a number of thorny objections, as unions and individual teachers balk at using student test scores alone to drive decisions on teacher effectiveness.

We find also that an increase in the number of children from troubled families reduces peer student math and reading test scores and increases peer disciplinary infractions and suspensions.

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.

Even as the numbers and diversity of students taking college admissions tests are rising, average scores on the tests are increasing.

A 2008 study of graduation patterns in Chicago Public Schools, for example, found that the number of days students were absent in eighth grade was eight times more predictive of freshman year course failure than eighth grade test scores.

California is investing $ 800 million dollars in a program that lowers the number of students in the state's K - 3 classrooms — and will hopefully raise students» sinking test scores.

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.

We compare the test scores of students in each of the seven categories, taking into account differences in the students» socioeconomic characteristics, including parent schooling, self - reported household income, the number of non-school books in the home, and the quality of the peer groups (calculated by averaging family background and home resources for all students in the classroom).

She says, «Whether they like to admit it or not, college prep schools often are greatly affected by AP exam scores, SAT test scores, and the number of students they can place in prestigious universities.»

In 1999, when their scores counted, the number of special education students taking the test dropped to 47.2 percent.

For example, the Gates Foundation's small school reforms were widely panned as a flop in early reviews relying on student test scores, but a number of later rigorous studies showed (sometimes substantial) positive effects on outcomes such as graduation and college enrollment.

The low test scores and the number of students who were not prepared for high school urged us to research and connect with the two local elementary schools.

Delaware Department of Education Deputy Officer Donna Mitchell will share insights into how the program contributed to a 16 — 20 % increase in the number of students who scored «proficient» on state tests.

However, Miami - Dade is among school districts that have bucked that trend, achieving higher - than - average graduation rates among its Latino students and seeing large numbers of them scoring well on Advanced Placement tests.

I suspect the pilot may get more attention for reducing the number of tests students take and for spreading them out over the school year, so that students are assessed immediately following a unit's completion, leading to a cumulative score.

In California, 75 % of white third - grade students who attend public schools without the minimum threshold number of ELL students perform at or above the proficient level on the state's mathematics assessment test, whereas just 67 % of the white California third - graders who attend schools with the minimum threshold number of ELL students score at or above the proficient level.

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.

These reviews counted the number of library books and degrees held by teachers, among other inputs, rather than outputs like student test scores.

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.

But it tested the bare minimum number of students required and their scores were just high enough for the school to avoid an «unsatisfactory» rating.

3 The number of valid scores includes count of students who were enrolled and responded to enough questions on both the Performance Task and the Computer Adaptive portions of the test to generate a score.

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.

Thus, a charter sector with a large number of new schools filled with students who have transferred in from other schools can create an «optical illusion» in a snapshot test score comparison.

However, one amendment - which restricted eligibility to those students who score «unsatisfactory» as opposed to merely «partially proficient» on the Colorado state test - effectively cut the number of eligible students in half.

Reducing the number of students in a classroom is a popular strategy for raising test scores, and it's one that has some evidence of success.

In «The Common Core Takes Hold,» Robert Rothman of the Alliance for Excellent Education acknowledges a number of McShane's concerns: states» shrinking budgets will likely impact the funding necessary for implementation; there is little to no quality monitoring of the new resources that are being created; the new assessments — and the technology required to implement them — are hugely expensive; the public at large is poorly informed and their support for the standards is waning; and a significant drop in student test scores following implementation of Common Core - aligned assessments is a real concern.

A small number of students with missing test scores or other data were also excluded.

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.