Sentences with phrase «on student test scores as»

He's transformed the way educators are evaluated, putting much more emphasis on student test scores as a measure of effective teaching.

Back on June 3, 2011, she wrote a letter to President Obama, detailing her concerns about the emphasis on student test scores as a prominent part of educator evaluation.

To help teachers successfully fulfill their role in this endeavor, effective teacher supervision and evaluation systems that inform teacher professional development and improve instruction are essential; however, disagreement over what those systems should measure remains, and some researchers caution against relying on student test scores as a valid metric (Baker et al, 2010)

The changes placed greater emphasis on student test scores as a component of evaluations and established financial penalties for any school districts that did not comply.

Not exact matches

Jackson had access to each student's scores on the statewide standardized test, and he used that as a rough measure of their cognitive ability.

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

Cuomo has sought a two - year moratorium on using test scores in students» grades, but wanted to use the testing as part of the job evaluations of teachers and principals.

But her stance on Common Core could factor into Rosa's relationship with state Education Commissioner MaryEllen Elia, who has supported the move toward higher standards, as well as the use of student test scores in teacher evaluations.

The evaluation system pushed by Cuomo as part of this 2010 re-election campaign devotes half of a teacher's evaluation on their students» performance on standardized test scores that teacher unions argue is a poor measure of a teacher's ability.

The law, which bases as much as 50 percent of teachers» job ratings on student test scores, was strengthened during a time when more rigorous standardized exams, based on the national Common Core academic standards, were being introduced into classrooms.

As predicted by state education officials, scores on the first English and math tests given statewide to elementary school students under tougher new learning standards are not very good.

But she said it sounds like the plan is being sold as a «matrix» when it's actually not much different than the current system, which is based on student test scores and observations.

Opt - out activists have said the number will continue to grow, citing reasons such as the perceived «over-testing» of students using exams that are not age and grade appropriate, as well as the use of test scores on teacher evaluations.

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

As part of the 2015 state budget lawmakers voted to create the new teacher evaluation system that places a greater emphasis on student test scores when evaluating the job performance of teachers and principals.

It gave former Mayor Bloomberg outsize power over the system, and helped make sure that teachers, parents and advocates had to fight at meetings, on the streets and in the courts to block his efforts to close schools and establish standardized test scores as the only measure of students and teachers.

The scores of New York City students increased slightly in both math and English language arts on the latest state tests, released on Aug. 14, as students became more familiar with the Common Core Learning Standards and their teachers worked hard with what materials and training they eventually got.

The research also finds that black students are 54 percent less likely than white students to be identified as eligible for gifted - education services after adjusting for the students» previous scores on standardized tests, demographic factors, and school and teacher characteristics.

On the respective scales utilized to test anxiety and depression, 41 percent of graduate students scored as having moderate to severe anxiety while 39 percent scored in the moderate to severe depression range.

«Students» scores on a test of civic knowledge significantly improved after playing iCivics for the sample as a whole,» LeCompte said.

In one study of 1,651 high school students from three states, reading ability was just as important to students» science - class grades and scores on state - level science tests as the amount of science knowledge they had.

Students who didn't score well on the image test tended to receive lower math scores, even after factors, such as IQ levels, were taken into account.

Using student - level data from two states, Harvard Professor Martin West and I found that 40 to 60 percent of schools serving mostly low - income or underrepresented minority students would fall into the bottom 15 percent of schools statewide based on their average test scores, but only 15 to 25 percent of these same schools would be classified as low performing based on their test - score growth.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test - scores are a very imperfect proxy for those impacts.

And the evidence on the importance of teacher academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as measured by SAT or licensure test scores, or the competitiveness of the college from which teachers graduate.

As the state notes of its system, «A central tenet of AchieveNJ is that educators are never evaluated on a single factor or test score alone, but on multiple measures of both effective practice and student learning.»

But, as numerous studies have shown, having a master's degree is generally not correlated with measures of teacher effectiveness, based on student test scores.

The contractor then extracts information on each student's demographic characteristics, enrollment, test scores, and certification for and participation in various programs such as free and reduced - price lunch, special education, and English - language services.

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

Tenth - grade earth science students who engaged in PBL earned higher scores on an achievement test as compared to students who received traditional instruction (Chang, 2001).

A comparison to three classes with students from the same schools showed that students participating in the gardening project had higher science test scores, as measured by pretest and posttest scores on a science test developed for the program.

The exciting aspect of this is that it has the potential to increase the reading levels of our neediest students, and could have an impact on our test scores as well,» he told Education World.

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.

Still, it may be that test - score results will never convince parents that their kids need to step it up, at least until schools stop handing out As and Bs to students who aren't on track for success.

Many of the schools chosen by the students were «better» on traditional indicators, such as student test scores and teacher characteristics.

As test - preparation materials leap off the printed page and onto the Web, an increasing number of states and districts are turning to online test - prep programs to help raise student scores on high - stakes assessments, Advanced Placement tests, and college - entrance exams.

The original act held schools accountable to minimum percentages of proficient students, as measured by scores on standardized tests, with the threat of sanctions, including school closure, if they failed.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

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.

We analyzed the test - score improvements made between each student's first 3rd - grade year and the following year on both the state's own accountability exam and the Stanford - 9, a nationally normed exam administered at the same time as the FCAT but not used for accountability purposes.

As noted above, one of the benefits of the analysis presented here is that it relies on student performance on NAEP, which should be relatively immune from such test - score «inflation» since it is not used as a high - stakes test under NCLB or any other accountability systeAs noted above, one of the benefits of the analysis presented here is that it relies on student performance on NAEP, which should be relatively immune from such test - score «inflation» since it is not used as a high - stakes test under NCLB or any other accountability systeas a high - stakes test under NCLB or any other accountability system.

This effect is similar in size to those found in evaluations of primary - school inputs» impacts on postsecondary outcomes, such as being assigned to a teacher who is particularly effective in raising student test scores.

We found no evidence, however, that the teachers to whom students in the G&T program were assigned were any more effective, as measured by their impact on student test scores.

In response to the criticism that teacher impacts on student test scores are inconsistent over time, the authors show that «although VA measures fluctuate across years, they are sufficiently stable» that selecting teachers even based on a few years of data would have substantial impacts on student outcomes, such as earnings.

Restricting the study to those students for whom baseline test scores are available affords a check on whether the lottery worked as intended and whether any problems arose downstream.

«I also have the option of giving bonus money to students who do something exceptional, such as getting a perfect score on a spelling test,» Finn explained.

These annual volumes make assertions about empirical facts («students» scores on the state tests used for NCLB are rising»; or «lack of capacity is a serious problem that could undermine the success of NCLB») and provide policy recommendations («some requirements of NCLB are overly stringent, unworkable, or unrealistic»; «the need for funding will grow, not shrink, as more schools are affected by the law's accountability requirements»).

As critics contend, the state's aggregate test - score improvements on the 4th - grade FCAT reading exam — and likely on the NAEP exam as well — are inflated by the change in the number of students who were retained in 3rd grade in accordance with the state's new test - based promotion policAs critics contend, the state's aggregate test - score improvements on the 4th - grade FCAT reading exam — and likely on the NAEP exam as well — are inflated by the change in the number of students who were retained in 3rd grade in accordance with the state's new test - based promotion policas well — are inflated by the change in the number of students who were retained in 3rd grade in accordance with the state's new test - based promotion policy.

Fewer absences therefore may also explain why later - starting students have higher test scores: students who have an early start time miss more school and could perform worse on standardized tests as a result.