Sentences with phrase «on state proficiency tests»

Yet when charter school students out - performed traditional school students on state proficiency tests, de Blasio attributed the disparity to «test prep.»

In contrast, a middle school in a small, high - poverty district in one of our southern states also failed to meet AYP targets (the district had a history of adequate, albeit not high performance, across its schools on state proficiency tests).

Accomplishments Statement: Dramatically increased pass rate of eighth - grade students from 67 percent to a record high of 93 percent on state proficiency testing.

Not exact matches

Success also outlined its academic goals for all its students in its application, as mandated by SUNY application requirements: the network is aiming for 75 percent proficiency rates for second - year students in both math and English on state tests.

What students are expected to know in order to reach proficiency levels on exams in some states may be as much as four grade levels below the standards set in other states, according to a study by the American Institutes for Research that uses international testing data to gauge states against a common measuring stick.

As expected, proficiency levels dropped sharply from the previous year, when the state used an older test based on earlier standards.

Mean scale scores on state reading and math tests, median growth percentage, four - and seven - year graduation rates, progress in achieving English - language proficiency

States were required to bring all students to the «proficient level» on state tests by the 2013 - 14 school year, although each state got to decide, individually, just what «proficiency» should look like, and which tests to use.

The U.S. Department of Education so far has granted conditional waivers to 26 states from mandates such as the 2013 - 14 deadline for bringing all students to proficiency on state tests and the NCLB law's teacher - quality requirements.

Rick Hess and Paul Peterson, for example, have compared state cut scores for proficiency on their state tests to results on the U.S. Department of Education's National Assessment of Educational Progress (NAEP) to show that the level of achievement required to be declared proficient in many states has been dropping over the last decade.

The reporters provide the reader with a host of mostly misleading state - provided test - score data, because the State of New York mis - constructed the proficiency scales on its statewide tests, thereby rendering interpretation of scores over time virtually impossstate - provided test - score data, because the State of New York mis - constructed the proficiency scales on its statewide tests, thereby rendering interpretation of scores over time virtually impossState of New York mis - constructed the proficiency scales on its statewide tests, thereby rendering interpretation of scores over time virtually impossible.

Furthermore, over most of the past decade, the standards for student proficiency that Massachusetts has set on the MCAS exam have far exceeded those established by most other state testing programs.

But if percentages of students identified as proficient are higher on a state's own tests than on NAEP tests, then it may be concluded that the state has set its proficiency bar lower than the NAEP standard.

But if for any given state the percentages proficient on the state tests are much higher than those reported for the state by NAEP, then we conclude that the state has set its proficiency standards much lower than the international bar that CCSS is encouraging.

While the No Child Left Behind Act has a detailed formula for bringing students to proficiency on state reading and mathematics tests by the 2013 - 14 school year, it's much less precise on states» goals for English - language learners.

The stated goal of the PARCC exam is to measure whether students are on track to succeed in college, while the MCAS test aims to measure students» proficiency relative to statewide curriculum standards.

Since No Child Left Behind (NCLB), states have relied primarily on end - of - year tests to measure grade - level proficiency.

When states set the bar too low — by setting a low cut - score to demonstrate proficiency on a state test — it conveys a false sense of student achievement to kids, parents and teachers This website will help parents see how their states are doing and what they can do to get involved.

The overall grade for each state was determined by comparing the difference with the standard deviation from the average for all states for all four years on the tests for which the state reported proficiency percentages.

The scores used to determine whether students demonstrated proficiency on the test were set too low, resulting in unexpectedly high passing rates for the state's elementary and middle school students.

The gap in basic proficiency on state tests between participating private schools and public schools statewide, for example, has closed from 27 percentage points in 2013 to 18 points in 2015.

To help address this challenge, the President called on states to require all new teachers of math and science to pass challenging tests of math or science knowledge and teaching proficiency.

On Top of the News States Fail to Raise Bar in Reading, Math Tests Wall Street Journal 8/11/11 Behind the Headline Few States Set World - Class Standards Education Next Summer 2008 A new NCES report finds that, while some states have raised their standards for proficiency in math and reading, most states still fall -LSStates Fail to Raise Bar in Reading, Math Tests Wall Street Journal 8/11/11 Behind the Headline Few States Set World - Class Standards Education Next Summer 2008 A new NCES report finds that, while some states have raised their standards for proficiency in math and reading, most states still fall -LSStates Set World - Class Standards Education Next Summer 2008 A new NCES report finds that, while some states have raised their standards for proficiency in math and reading, most states still fall -LSstates have raised their standards for proficiency in math and reading, most states still fall -LSstates still fall -LSB-...]

Secretary of Education Margaret Spellings, for instance, conditioned waivers in her «growth model» pilot on state plans to ensure student growth to proficiency on state tests within three years.

If our district is as successful as we believe it to be, why is there a growing percentage of students that do not demonstrate proficiency on state - level standardized tests?

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.

And on the Massachusetts Comprehensive Assessment System (MCAS)- the state's standardized test, first administered in the spring of 1998 - Worcester public school students in different grade levels were 8 to 20 percentage points less likely to score at or above proficiency than were students statewide.

The lowest performing of the ten brought 75 percent of its students to proficiency or above on last year's state reading test.

This is evident in the federal law's requirement that each state's accountability system generate a report card for each school and district indicating the proportion of students meeting proficiency standards on state tests of math and reading.

• The average difference between the proportion of students achieving proficiency on NAEP and state tests decreased from 30 percentage points to 10 percentage points nationwide, which the authors describe as «a dramatic improvement over the previous two - year period (2011 - 13), in which the difference dropped only from 35 to 30 percent.»

Under the leadership of then governor Jeb Bush, the state decided that 3rd graders who did not demonstrate basic reading proficiency on state tests should be held back and receive intensive remediation.

The percentage of students scoring at or above grade level on the state's proficiency tests has risen from 56 percent to nearly 75 percent in just six years.

In order to assess basic knowledge and skills, we look at whether the child's performance on standardized math and reading tests meet or exceed the state - defined proficiency level.

For example, will there be a «common» definition of proficiency (i.e., a uniform «cut - score,» the point on the test - score scale that separates «proficient» pupils from their need - more - work classmates) attached to the «common» assessment or will each participating state be free to set its own?

For example, the act requires states to reach 100 percent proficiency on state academic tests by 2014.

That was back when NCLB was placing pressure on schools to get low - performing students over a modest «proficiency» bar — even while tacitly encouraging them to ignore the educational needs of their high - achievers, who were likely to pass state tests regardless of what their schools did for them.

In 2001, California established five performance levels on its state test and defined «proficiency» as the level of achievement necessary to enter a university.

A drop in proficiency rates on the new tests could mean that students are still getting used to the new test format, or that schools are still adjusting to teaching new material, or it could mean that states set higher cut points on the new tests than on their old ones.

On the Virginia Standards of Learning state test, sixth - grade students have increased proficiency by 16 percent since 2007.

student test data on the elementary and middle level English language arts and mathematics assessments in the New York State Testing Program, the Regents competency tests, all Regents examinations, the second language proficiency examinations as defined in this Part; (ii) student enrollment by grade;

Seven out of the state's 15 top - scoring schools on math proficiency tests this year were Success Academy charter schools — the same network targeted by Mayor de Blasio earlier this year in a fight over classroom space.

On state tests, New York under Bloomberg gradually reduced the student proficiency gap between the city and the rest of the state in both English language arts (ELA) and math.

More than half of the Washoe County public schools had been labeled «in need of improvement» for failing to get enough students to proficiency on the state standardized tests required by the No Child Left Behind Law.

On recent New York State tests, students in city charter schools, serving a population of more than 90 percent African - American and Latino students, exceeded district - wide proficiency rates in math by 13 percentage points and by 5 percent in English.

A simple regression of the average grades citizens assign to local schools in each state on NAEP and state proficiency rates simultaneously confirms that average grades (1) are strongly correlated with NAEP proficiency rates and (2) after controlling for NAEP proficiency rates, have no relationship whatsoever with proficiency rates on state tests.

On Top of the News Another State Redefines «Proficiency» on Common Core Tests, Inflating Performance Washington Post 10/12/On Top of the News Another State Redefines «Proficiency» on Common Core Tests, Inflating Performance Washington Post 10/12/on Common Core Tests, Inflating Performance Washington Post 10/12/15

Figure 1a: Relationship between the Average Grades Assigned to Local Public Schools and Proficiency Rates on State Tests

In Massachusetts, on the other hand, roughly the same share of 8th graders achieved proficiency on the state test (52 percent) as did so on the NAEP (51 percent).

So in total: The Department will be hands - off about the test systems states choose; the consortia will sink or swim based on their ability to create products states want; states may chose to go in different directions, making comparing results difficult; but the Department will use its peer - review process to ensure state systems are aligned with standards and set the proficiency bar high.

As is well known, the federal No Child Left Behind Act of 2002 (NCLB) required states to test students annually in grades 3 - 8 (and once in high school), to report the share of students in each school performing at a proficient level in math and reading, and to intervene in schools not on track to achieve universal student proficiency by 2014.