Sentences with phrase «of test score gains»

(In contrast to what Professor Farran says, these studies have provided evidence that these effects of test score gains are due to causal effects of the early education interventions, and are not due to unobserved child characteristics.)

By design, SGP models do not purport to provide causal estimates of teacher effectiveness (though this does not necessarily imply that they are less accurate measures); they are intended as a descriptive measure of what is — of test score gains relative to other students who scored similarly in the past.»

So the folks at Gates have been trying to scientifically validate a teacher evaluation system that involves a mix of test score gains, classroom observations, and student surveys so that they can overcome resistance to centrally imposed, mechanistic evaluation systems.

They also could have genuinely reassured teachers anxious about the use of test score gains in teacher evaluations.

For example, although there is evidence of test score gains, our committee cautioned against premature causal explanations or policy advice based on impressionistic evidence.

But the report shows that they are predictive of test score gains.

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.

Not exact matches

New York's school children made incremental progress in math scores but no gains in English tests in the second year of Common Core - related exams.

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.

The latest round of state standardized academic test scores showed gains both across New York State and locally.But rather than celebrate the largest bump since New York adopted new tests tied to the Common Core Learning Standards, education officials reported the increases with caution.

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.

The agreement allows the new evaluation system to proceed, but delays the impact of state test scores until teachers have gained experience with Common Core standards and tests.

De Blasio welcomed the gains but said pointedly that «a school is not the sum of its test scores.»

«In addition to gains in achievement test scores we also saw improvements in engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lab.

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.

But ever since becoming a federally funded turnaround school in 2010, these meetings have become cherished time for the teachers and, according to Nolan, one of the key reasons their elementary school — once one of the lowest achieving in Boston — has seen significant gains on test scores.

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.

The estimated gain from being offered a voucher is only half as large as the gain from switching to private school (in response to being offered a voucher), so the estimated impact of offering vouchers is no more than one - eighth as large as the black - white test score gap.

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 in person.

A less narrow concept of school quality (currently limited to short - term gains in test scores alone) is essential to refocus the movement on its ultimate object: setting children on a path for lives of self - sufficiency, upward mobility, and engaged citizenship.

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.

Each dot represents a school, and the diagonal line shows the overall relationship between test - score gains and fluid cognitive ability across the full sample of schools.

There is ample reason to believe that the test - score gains generated by these schools are meaningful, despite the lack of corresponding improvement in fluid cognition.

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.

The correlations between our summary measure of fluid cognitive ability and test - score gains in math and reading were 0.32 and 0.18, respectively.

Second, even in the absence of such behaviors, the correlation between test - score gains and improvements in long - term outcomes has not been conclusively established.

In the school with more teachers, the diffusion of responsibility for test - score gains across many teachers may erode the incentive that any individual teacher has to increase effort in the classroom.

Studies of early - childhood and school - age interventions often find long - term impacts on such outcomes as educational attainment, earnings, and criminal activity despite nonexistence or «fade - out» of test - score gains.

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.

«Some supporters of the Act contend that early gains in state test scores mean that the Act is being administered effectively and is succeeding, so no changes are needed.

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.

He is currently directing studies that will explore new methods for evaluating gains in scores on high - stakes tests and evaluate the use of value - added models in educational accountability systems.

The validity of score gains on high - stakes tests.

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.

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.

For example, the effect of a one - hour later start time on math scores is roughly 14 percent of the black - white test - score gap, 40 percent of the gap between those eligible and those not eligible for free or reduced - price lunch, and 85 percent of the gain associated with an additional year of parents» education.

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.

Jay accuses the foundation of failing to disclose the limited power of classroom observation scores in predicting future test score gains over and above what one would predict based on value - added scores alone.

Even she attributes much of the test - score gains in her two years to the district's ability to pick what she calls «low - hanging fruit.»

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.

In the Fall 2012 issue of Ed Next, Marcus Winters investigated claims that Bush - era test score gains were overstated.