Sentences with phrase «of focusing on test scores»

Instead of focusing on test scores, many respondents said that counselors should be able to focus on helping individual students explore career paths and develop individual plans of study.

But adding play back into kindergarten after years of focusing on test scores is not always easy for teachers and principals, says Eva Phillips, the district's Ready Schools coordinator, who has helped Oates spearhead the effort.

Not exact matches

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

I couldn't help but see in him a personification of education these days — our focus on test - scores, assessment, standards, ranking and comparison, as well as a correlating misunderstanding of the importance of play (at one point in the film, a boy confronts this adult: «But they are toys!

But focusing so much on standardized test scores is the opposite of how members of most professions are evaluated.»

I used to teach high school biology, but now I'm a private science tutor because I hated how much the administration focused on test scores and test - taking skills over fostering love of science and learning.

Parents should, of course, help kids reduce the sources of stress — not over-scheduling them or excessively focusing on grades and test scores — but they can also dramatically reframe stress, away from avoiding it at all costs to trying to manage the bad and leverage the good.

If you find your child's teacher is the one focusing too much on grades and academics, try asking questions that address the parts of your child that can't be measured by test scores and homework, such as character and friendships.

In schools that are focused on achieving high scores on the state tests, she said, the curriculum becomes geared towards test day at the expense of deeper learning.

Critics have accused its schools of excessive discipline and an inordinate focus on test scores.

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.

«He's putting so much focus on test scores that are going to be detrimental to our school because the overwhelming majority of our kids don't speak English at home and don't perform as well on standardized tests,» she said.

Of their high scoring, de Blasio said, «That's because of a heavy focus on test prep, which is just not the philosophy of this administration and of DOE, nor do I think it's what the vast majority of parents want to see for their kids,» de Blasio saiOf their high scoring, de Blasio said, «That's because of a heavy focus on test prep, which is just not the philosophy of this administration and of DOE, nor do I think it's what the vast majority of parents want to see for their kids,» de Blasio saiof a heavy focus on test prep, which is just not the philosophy of this administration and of DOE, nor do I think it's what the vast majority of parents want to see for their kids,» de Blasio saiof this administration and of DOE, nor do I think it's what the vast majority of parents want to see for their kids,» de Blasio saiof DOE, nor do I think it's what the vast majority of parents want to see for their kids,» de Blasio saiof parents want to see for their kids,» de Blasio said.

Some appear to be turned off by reports of Success suspension rates far higher than district schools» and the extreme focus on performing well on test scores.

His team is also expected to continue focusing heavily on test scores as a performance measure, one of the more controversial aspects of his education reforms.

Objections focused on numerous parts of the plan, including the reliance on standardized test scores and other measures that teachers believe are unfair and unworkable.

While some children were able to focus their eyes and adjust for their farsightedness, others who were not able to do this and struggled to see close - up had lower scores on tests of visual attention, visual perception and visual - motor integration (eye - hand coordination or copying skills).

«It is increasingly important to look at long - run outcomes of educational policies, including impacts on educational attainment and labor market outcomes, rather than just focus on test scores.

Children exposed to higher levels of PCBs in the womb, score lower on focus and concentration tests

I think we're focusing quite heavily in this study on exam results because previous studies have found the link between test scores or exam results and the gross domestic product of an economy or the vitality of a country's society.

It would seem that the ongoing discussions about «teacher effectiveness» and the creation of evaluation systems focused on measuring a teacher's capacity (increasingly based on test scores) often do very little to actually develop that capacity.

To illustrate the un-reliability of test score changes, I'm going to focus on rigorously identified research on school choice programs where we have later life outcomes.

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

Schools were assigned an overall rating based on the pass rate of the lowest - scoring subgroup - test combination (e.g., math for whites), giving some schools strong incentives to focus on particular students and subjects.

Evaluations of school - reform measures typically focus on the outcomes that are most easily quantified, namely, test scores, as a proxy for long - term societal benefit.

Author Bio: Deming's work is broadly in the economics of education, with a focus on the impact of policies and interventions on outcomes other than test scores.

U.S. Secretary of Education Arne Duncan has released broad principles for renewing the Elementary and Secondary Education Act that seek to address perennial complaints that the law's current version — the No Child Left Behind Act — is inflexible and focuses too narrowly on student test scores to get a picture of a school's achievement.

These lessons focus primarily on the transparency of the systems, but this is just one of several principles that states should attend to (which I have offered previously): Accountability systems should actually measure school effectiveness, not just test scores.

We address this limitation by focusing on the effect of school spending on such long - run outcomes as educational attainment and earnings rather than on test scores.

Since the Texas state test was a test of basic skills, and the accountability metric is based on pass rates, schools had strong incentives to focus on helping lower - scoring students.

Alfie Kohn on Rewards and Punishment Former teacher Alfie Kohn is an outspoken critic of the focus on grades and test scores.

These «value - added» measures are subject to some of the same problems, but by focusing on what students learn over the course of the year, they are a significant improvement over a simple average test score (or, worse yet, the percentage of students that score above an arbitrary «proficiency» threshold).

At a time when the national conversation is focused on lagging upward mobility, it is no surprise that many educators point to poverty as the explanation for mediocre test scores among U.S. students compared to those of students in other countries.

«Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.»

Some of the criticism of NCLB in its latter days focused on the core failings of test - based accountability — in particular, the extent to which the pressure to raise scores had come to dominate schooling.

Koretz's research focuses on educational assessment and policy, particularly high - stakes testing and its effect on schools, as well as the validity of the score gains.

For example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability system.

The legitimacy of test score increases in District of Columbia Public Schools (DCPS), in particular those at Crosby S. Noyes Education Campus, are the focus of the latest installment in USA Today's «Testing the System,» a multi-part series exploring the extent and causes of cheating — by teachers, principals and schools — on standardized tests.

«Some schools struggle to bring people together because of limited time and a focus more often on raising test scores than building relationships with parents and families,» she says.

To assess the latter, let's focus on the eight states where Amrein and Berliner concluded that 4th - grade math scores decreased following the introduction of high - stakes testing.

Writing for Chalkbeat, Dylan Peers McCoy describes how one of the nation's largest school voucher programs has changed the private schools that participate, leading them to focus more intensely on student test scores.

In more affluent schools, parents are likely to oppose measures that increase the focus on standardized test scores at the cost of student satisfaction.

Finally, although the lion's share of teacher - quality research since the Coleman Report has focused on the connections between teacher quality and student test scores, new evidence is shining a light on the extent to which teachers affect other long - term non-test student outcomes as well.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmFocus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmfocus on character development).

But it is precisely the focus on teacher evaluation — and whether it is connected to student test scores — that is at the center of the most hotly contested education policy debates.

Murray's earlier books — Losing Ground in 1984, on welfare policy, and The Bell Curve (with Richard Herrnstein) in 1994, on the significance of differences in intelligence as measured by intelligence tests — aroused controversy, because, implicitly or explicitly, they focused attention on black Americans, who play a disproportionate role in welfare policy, and as a group score lower than whites on IQ tests.

As schools narrow their focus on improving performance on math and reading standardized tests, they have greater difficulty justifying taking students out of the classroom for experiences that are not related to improving those test scores.

Deming's research focuses on the economics of education, particularly the impact of education policies on long - term outcomes as opposed to test scores.

«Focusing too much on test scores can reinforce the identity of the discarded child,» Ungar explains.

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.