Sentences with phrase «of student test score gains»

The study found that Boston charter schools have strong positive effects of student test score gains.

If I were running a school I'd probably want to evaluate teachers using a mixture of student test score gains, classroom observations, and feedback from parents, students, and other staff.

But the magnitude of student test score gains would count for about one - fifth of the rating, Saxton said.

Not exact matches

A four - year moratorium on use of student scores on Common Core state tests to evaluate job performances by teachers and principals gained quick and overwhelming preliminary approval Monday from the state Board of Regents.

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

The scores of last year's MCAS tests given to Springfield school students rose across the board at a higher rate than the gain recorded by school districts statewide, and the dropout rate has fallen more than any other school system in the state.

They scale the gain in black students» scores by the standard deviation of test scores computed for a select sample of students, and observe that the gain in their scores due to attending private school is «roughly one - third of the test - score gap between blacks and whites nationwide.»

And some observers have speculated that the exceptional gains observed in Florida could be explained by a change in rules regarding the test scores of high - mobility students who move in and out of schools and districts often.

If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample of low - income black students is used - the gains in test scores after two years of attending a small class (average of 16 students) as opposed to a regular - size class (average of 23 students) is 9.1 national percentile ranks in reading and 9.8 ranks in math.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

Students of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course inStudents of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course instudents taught by teachers who had taken the same course in person.

Finally, while exam - school students have considerably higher fluid cognitive skills (as would be expected of students who gain admission via test scores and grades), attending one of these locally renowned schools in the company of other bright students confers no systematic advantage.

While these schools succeed in generating test - score gains for students of all cognitive abilities, it is still the case that students with strong fluid cognitive skills learn more.

A compelling way to see this is to look at the relationship across schools between the average test - score gain students make between the 4th and 8th grade and our summary measure of their students» fluid cognitive ability at the end of that period (see Figure 2).

Another idea for entrepreneurs: build a web site where students or their parents can enter their test scores themselves, and provide a prediction for the types of colleges where they are likely to gain acceptance.

In addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school years.

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

This statistically significant difference of -0.23 standard deviations is in the opposite direction of that expected, based on the student - level relationships between self - control and test - score gains displayed above.

Each student's score also is analyzed in terms of year - to - year gains and compared to test norms.

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.

We measure FCAT performance using developmental - scale scores, which allow us to compare the test - score gains of all the students in our study, even though they took tests designed for different grade levels.

Despite making far larger test - score gains than students attending open - enrollment district schools, and despite the emphasis their schools place on cultivating non-cognitive skills, charter school students exhibit markedly lower average levels of self - control as measured by student self - reports (see Figure 2).

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.

Specifically, I separated out the effects on test - score gains of a student's race and ethnicity, as well as accounted for the influence of a student's peers, by evaluating the influence of demographic characteristics of the student body, including average income level and percentage of minority students.

By looking at the individual test scores of each student in Florida, Winters is able to identify gains in performance at the 3rd grade level that were not influenced by the «anti-social promotion» policy.

Waldfogel noted that trends in black - white test scores over the last 30 years indicate that we may be entering a period of steady gains among black students in America.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

Thus we use a method that in effect compares the test - score gains of individual students in charter schools with the test - score gains made by the same students when they were in traditional public schools.

This allows for the use of statistical models to estimate the total contribution — that attributable to both observable and unobserved teacher attributes — of teachers toward student test - score gains (often referred to as «value added»).

Thirty - seven percent of the students for whom we observe test - score gains at least once in both sectors attended a traditional public school after they were in a charter school, while the same is true of only 30 percent of all students in charter schools.

Moreover, the gain - score results generated from the annual testing program would provide valuable feedback to educators regarding which LD students are responding favorably to interventions tailored to the special needs of LD students and which are not (and therefore may not really be LD).

In our study, the teachers with larger gains on low - cost state math tests also had students with larger gains on the Balanced Assessment in Mathematics, a more - expensive - to - score test designed to measure students» conceptual understanding of mathematics.

Students in the middle of the prior test - score distribution also experience substantial gains of roughly 0.10 to 0.12 standard deviations in math and 0.08 to 0.10 standard deviations in English.

In the end, our analysis of charter school effectiveness is based on the experiences of only those students for whom we observe annual gains (whether positive or negative) in test scores at least once in a charter school and at least once in a traditional public school.

Since the Colorado Growth Model compares students only to those who had similar test scores in the past, a student can show «high growth» by gaining five months of learning a year if the comparison group is only gaining four months.

The council's Beating the Odds VI report, a city - by - city analysis of student performance, recently revealed that urban students» scores on state assessments in reading and math as well as on the more rigorous federal test — the National Assessment of Educational Progress (NAEP)-- are rising, with urban students making the most gains in mathematics.

Like you were working as hard as possible but then not getting the results, whether in the form of student engagement, test scores, and / or learning gains.

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

A study by researchers at the National Center on Performance Incentives at Vanderbilt finds that teachers who were offered rewards of up to $ 15,000 if their students met goals for test - score gains did not outperform teachers who were not offered the bonuses.

Despite the vast majority of randomized control trials (RCTs) of private school choice showing significant, positive test score effects for at least some subgroups of students, some of those gains have been modest and other effects have been null for at least some subgroups.

But after its passage into law, white, black and Hispanic students all made gains and the widening of the white - minority test score gap was reversed.

Students of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course inStudents of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course instudents taught by teachers who had taken the same course in person.

Furthermore, the gains are approximately equivalent to a third of the black - white gap in test scores among students in the experiment.

Only 48.6 percent of New York City students read above the national average, but students have made gains over the past decade, according to standardized test scores.

Notably, more low - income students gained access to government aid under gratuidad because the program does not require students to meet a test - score cutoff, unlike the system of grants and loans it partially replaced.

Second, Rick thinks there is an inconsistency in my suspicion that test - prep and manipulation are largely responsible for test score improvements by Milwaukee choice schools after they were required to take high - stakes tests, while I interpret research from Florida as showing schools made exceptional test score gains when faced with the prospect of having vouchers offered to their students if scores did not improve.

What explains the positive impacts of private schools on the amount of schooling students complete, even in the absence of test - score gains?

As in the case of the Washington, D.C., program, however, the students did not experience test - score gains as a result of the program.

She also wrongly asserts that students from the Calvary Christian school would need to score in the top 4 percent of the SAT II (now called SAT Subject Tests) to gain admittance based on test scores.