Sentences with phrase «on every standardized test such»

He hit the ceiling on every standardized test such as the ACT and IQ tests.

Hartford is just the latest in a series of school districts across the country where school administrators have doctored test results to make it appear that their students are doing better on standardized tests such as the Connecticut Mastery Test.

The index, based largely on how well students score on standardized tests such as the Stanford 9, is part of a 3 - year - old carrot - and - stick program designed to make schools more accountable.

That being said, DoDEA students have a strong record of academic performance, particularly on standardized tests such as college entrance exams and the National Assessment of Educational Progress.

Additionally, testing for accommodations on Standardized Tests such as the SAT, ACT and GRE is also offered.

Not exact matches

However, the N.Y.U. researchers knew that in recent years, trainers working with athletes in sports such as boxing and mixed martial arts, where concussions are common, had begun supplementing the Standardized Assessment with a simple vision exam, known as the King - Devick test, during which someone reads slightly jumbled lines of numbers printed on three cards as quickly as possible.

Once attached to a player's helmet (a hockey version is available now, versions for football, lacrosse, and ski and snowboard helmets will be introduced in 2012) The ShockboxTM sensor measures the G - Force of a hit to the helmet from any direction, and then sends the data wirelessly via Bluetooth to the athletic trainer, coach or parent's smart phone to alert them when the athlete suffers a traumatic head impact that may be concussive so they can be removed from the game or practice for evaluation on the sideline using standard concussion assessment tools, such as the Standardized Assessment of Concussion, Sports Concussion Assessment Tool (SCAT2) or King - Devick test.

As Dr. Leverenz told MomsTEAM after publication of the first Purdue study, the limitation of screening tools currently being used to assess neurocognitive function on the sports sideline, such as the Standardized Assessment of Concussion (SAC)[21] and the Sports Concussion Assessment Tool 3 (SCAT3)[22], is that they test verbal memory, not the visual memory which he and the Purdue researchers found impaired in the functionally, but not clinically impaired, players who experienced at least short - term neurologic trauma from RHI.

«The Common Core Task Force Report has 21 common sense recommendations we've been seeking for several years including reducing the amount of testing and testing anxiety, making sure curriculum and exams are age appropriate and not placing such a heavy emphasis on teacher evaluations and student performance on the standardized test scores.»

They also pointed out how the education department has made recent adjustments to standardized testing, such as reducing the number of questions and testing time on state assessments for students in grades 3 through 8 this school year, and receiving a federal waiver to stop «double testing» in math for seventh and eighth graders through a combination of state and federal testing.

Angry teachers held a mock grand jury Tuesday night and indicted Governor Cuomo for such things as depriving students of enough school aid to meet the State Constitution and forcing standardized tests on students.

Cuomo took an aggressive position during his budget and policy address Wednesday, threatening to withhold a significant funding increase for schools if lawmakers don't approve his controversial reform proposals, such as an amendment to the state's teacher - evaluation system that would increase the ratings» reliance on standardized testing.

One commonly used definition of a «good» school is one that has high academic outcomes in absolute terms - its students don't drop out, frequently go to college, frequently go to selective colleges if they do go to college, frequently find decent jobs if they don't go to college, perform well on standardized tests, take more advanced classes such as advanced placement, international baccalaureate, honors and college classes, etc..

The «growth score» is a state - produced calculation quantifying students» year - to - year improvement on standardized tests while controlling factors such as poverty.

Magee has become central to the statewide effort to battle reforms such as standardized testing, teacher evaluations based on test scores and penalties for schools that do not meet certain standards.

It has caused good schools to be labeled as failing and puts undue pressure on students and teachers to focus on passing standardized tests instead of engaging in other subjects such as the sciences, history, art, or music.

Scores on standardized tests of academic areas such as reading, spelling, and math were analyzed.

In the conventional approach to measuring IQ, a person is given a standardized test, such as the Wechsler Adult Intelligence Scale, and their score on the test is assumed to reflect their level of intelligence (with some amount of random error).

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

CASEL reports: «A landmark review found that students who receive SEL instruction had more positive attitudes about school and improved an average of 11 percentile points on standardized achievement tests compared to students who did not receive such instruction.»

Since NCLB, there has been increased pressure on such programs to prove their relevance in education by quickly improving students» grades and standardized test scores.

Classroom instruction in these charters frequently appeared to honor the acquisition of basic, fundamental skills exactly the topics and items commonly found on standardized tests — over more cognitively engaging tasks such as arguing, defending, supporting, valuing, or evaluating.

In 1996, only three states had promotion policies based on standardized tests; in 1999, 13 states had such policies, according to Making Standards Matter 1999: Executive Summary, an annual report by the AFT.

Students can receive college credit for such courses if they score high enough on standardized tests.

Add to this the push for standardized testing, standardized knowledge, and standardized texts and teacher proof text books and it becomes clear that such books are also an attack on the autonomy and creativity of teachers.

In poorly performing schools, there are usually more challenges to contend with, such as demoralized staff (which often leads to high turnover), increasing pressures from district staff to meet adequate yearly progress targets on standardized tests, and physical environments that are poorly maintained and often unsafe.

Would the proponents of school accountability policies such as standardized testing come out on top, or would the findings support the opinions of the critics?

Published in the December issue of Psychological Science, thestudyevaluated two groups of 8th graders on such factors as grades, standardized - test scores, and IQ - test scores.

The maldef petition, presented to the American College Testing Program, the College Board, and the Educational Testing Service, contends that standardized tests are poor predictors of college performance for minority students and that many institutions rely too heavily on such examinations.

The authors also investigate whether high - value - added teachers have benefited by being assigned students who would have made greater gains on standardized tests for unobserved reasons (such as family factors that can not be gleaned even from tax returns).

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Just last week, the annual conference of the Association for Education Finance and Policy featured new research on topics such as the importance of charter organization type, the characteristics of charter schools associated with effectiveness, charter student outcomes beyond standardized test scores.

Report cards would rate programs by their outcomes, such as graduates» impacts on student performance on standardized tests, rather than program characteristics like curriculum and faculty credentials.

In high - poverty areas where progress has been made in closing achievement gaps, such as in Union City, N.J., and Clarke County, Ga., it wasn't a focus on standardized testing that worked.

Research and present information to your class on other important issues in education today, such as school violence, busing, vouchers, charter schools, technology, standardized testing and affirmative action.

Advocates say that schools should be rewarded financially for performing well on standardized tests, and that providing such incentives will motivate school leaders and teachers to teach effectively and raise student performance.

Schools such as Wilbur shine under the current measure of academic success — the all - important Academic Performance Index — based on students» achievement level on standardized tests.

Such provisions may have the most impact on single - site, community - focused charters, which might be concentrating on priorities other than standardized test scores and whose test results might therefore lag, at least in the first few years of operation.

Specifically, we predicted the percentage of students at the district and school levels who score proficient or above on their state's mandated standardized tests, without using any school - specific information such as length of school day, teacher mobility, computer - to - student ratio, etc..

Later this month, The Times will publish a database of more than 6,000 elementary school teachers ranked by their ability to improve students» scores on standardized tests, marking the first time such information had been released publicly.

Faced with these challenges, the administration has relaxed its aggressive timetables for states to begin evaluating all teachers based on objective measures of student learning, such as standardized test scores.

Mini-lessons in this book are laser - focused on skills that students need from the Algebra 1 TEKS that support their work both in Algebraic Reasoning and, if necessary, to prepare for standardized tests such as the Algebra 1 EOC or college entrance exams that require Algebra 1 content.

No standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on - line curricula.

The agreement proposes to evaluate a teacher's effect on students» learning in part with an unusual mix of individual and school - wide data from such sources as state standardized tests, high school exit exams and district assessments, along with rates of high school graduation, attendance and suspensions.

Assessment information used in accountability must focus on those areas deemed most important, not only those areas that are easiest to measure with inexpensive tools, such as standardized tests, though such tools have a place in the accountability process.

For example, policies specifically geared towards equity, such as the No Child Left Behind Act (NCLB), have created a narrowed curriculum, because reaching equity is reaching proficiency on state standardized tests.

The plan still includes tracking performance on annual standardized tests in grade 3 - 8 and in specific high school courses, measuring how well non-native English speakers are learning the language, and breaking down student performance by subgroups such as ethnicity, economic status, and students with disabilities.

In contrast the equity orientation acknowledges the different needs of individuals and how they all require specific support to be able to reach a goal, such as achieving proficiency on standardized tests, or in the case of the cartoon watching a baseball game.

No important academic decision about a student, a teacher, an administrator, a school or a district should be made solely on one type of evidence, such as standardized test scores.

Such risk factors, however, complicate the interpretation of large - scale standardized test scores and their related value - added estimates, as VAMs rely solely on large - scale standardized test scores to yield their growth estimates.