Small
numbers of students tested mean MCAS score gains in award - winning schools may represent little more than good luck.
Not exact matches
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.
(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.)
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.
The segment covers many facets
of the issue, including tying the results to teacher evaluations, the growing
number of students boycotting the
tests, the history
of No Child Left Behind and the sometimes ridiculous and surreal scenes the
testing culture creates, like pep rallies with a dancing monkey
meant to pump kids up for the
test.
That
means the
number of eighth - grade
students who passed AzMERIT is actually higher than what's reported in the
test results.
This is a critical attribute
of effective assessment that is often overlooked, and is really the
number one reason traditional quizzes and
tests are not always the most effective
means of monitoring
student learning.
Below is a table
of the
students who failed one or more state
tests with the
number that passed by an alternate
means and the
number still not meeting state standards.
The emphasis on
numbers (grades and LSAT scores) at the exclusion
of testing for «resilience, grit, or mental toughness»
means that we are admitting
students that may not be suited to the profession.