Sentences with phrase «on student test scores while»

Based on scores in nationally standardized tests (fourth grade reading and math and eighth grade reading and math), greater union membership of educators tends to have a positive impact on student test scores while larger class sizes tend to have a negative effect.

Eighty percent of the calculation of the letter grades is based on student test scores while only 20 percent is based on much the scores improve from year to year.

Not exact matches

While colleges struggle to find ways to measure 21st century skills, students continue to be judged largely based on GPA and standardized test scores — metrics that we know are often biased and flawed.

While Syracuse School Superintendent Jaime Alicea is encouraged by the modest improvement in student English and math test scores, he said ``... there are still far too many students who are not scoring proficient on these exams.»

Most academic studies find that teachers account for between 1 percent and 14 percent of variability in student test scores, while Cuomo wants to base 50 percent of teacher evaluations on test scores.

Under the current teacher and principal evaluation system, students» growth scores — a state - produced calculation that quantifies students» year - to - year improvement on standardized tests while controlling for factors like poverty — make up 20 percent of evaluations for teachers whose courses culminate in the state tests.

While unions have said they worry that teachers could be unfairly judged based on their students» test results, the scoring for students and teachers is quite different — students get an objective standardized test score, while teachers are evaluated under multipart programs that are developed by local teachers unions and school leaWhile unions have said they worry that teachers could be unfairly judged based on their students» test results, the scoring for students and teachers is quite different — students get an objective standardized test score, while teachers are evaluated under multipart programs that are developed by local teachers unions and school leawhile teachers are evaluated under multipart programs that are developed by local teachers unions and school leaders.

Fariña recently told Capital she believes some charter schools can have a positive effect on the public system, while knocking others (without naming specific schools) for touting high test scores, but not accepting special education or English Language Learner students.

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

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 playing the 3 - D video game improved their scores on the memory test, while the 2 - D gamers did not.

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.

Leaning too heavily on proficiency rates or average test scores can unfairly target schools, especially those that serve disadvantaged students, for intervention, while ignoring schools where students are learning the least.

While the evidence for the effectiveness of charter schools nationwide is mixed, research has found that the charter schools in these cities are on average more effective than district schools in raising student test scores.

Even if two students from different colleges score similarly on a given placement test, one may be placed in remediation at her school, while the other passes into regular college - level courses.

Average scores on the ACT test were constant among Michigan students, while the nation's average score declined by 0.2 points.

While we estimated that, after one year, African - American students scored 7 percentile points higher on the math portion of the Iowa Test of Basic Skills than their peers in public schools, Barnard reports impacts of 6 percentile points for African - American students from low - performing public schools.

While Indiana had fine standards on the books, the assessments it has used to track student and school performance against those standards aren't great and the scores needed to pass those tests have been set low.

Results from a new report on test scores show the nation's students making modest gains in math and science in recent years, while failing to significantly increase their reading and writing performance.

With the transition to the Common Core comes a transition to new assessments that better measure if students are on track for college and career readiness — and while test scores may temporarily drop, educators expect the short - term decline to improve as teachers and students are better equipped to meet the new standards

While this approach contrasts starkly with status quo «principal walk - through» styles of class observation, its use is on the rise in new and proposed evaluation systems in which rigorous classroom observation is often combined with other measures, such as teacher value - added based on student test scores.

Research has shown that after - school programs focused on social and emotional development can significantly enhance student self - perceptions, school connectedness, positive social behaviors, school grades, and achievement test scores, while reducing problem behaviors (Durlak et al., 2010).

And while they continued to ignore it, the misuse of tests became ever more extreme, in some cases reaching truly absurd levels — for example, «evaluating» teachers based on the scores obtained by teachers in other schools or teaching other subjects to different students.

Even seemingly sophisticated proponents of compensation reform have too often advocated variations on the blunt Pavlovian approach of paying more for higher student test scores while neglecting the broader design of the profession.

In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stable.

While the jury is still out on the effects of these programs on student test scores, there is significant evidence that they positively influence how far students continue in their schooling.

Only one study, conducted by Jay Greene and Marcus Winters and focusing on the D.C. voucher program, found that voucher competition had no effect on the test scores of non-participants, while no empirical study of acceptable rigor has found that a U.S. private - school - choice program decreased the achievement of public school students.

In the classroom in Figure 1 with unusual test - score patterns, an examination of students» exams revealed that a large block of students provided identical answers on consecutive questions in the middle of the test, while no such pattern was found in the other classroom.

While some have been critical of Success Academy's intense focus on test - prep, the school's students consistently achieve impressive scores on their New York state exams, routinely outranking students from wealthy neighborhoods and prestigious private schools.

Thirty - eight percent of Skyline students scored 3 or higher on AP tests in math, English and science last year, while just one Castlemont student out of 38 who took tests in those subjects scored 3 or higher.

While NAEP, the Nation's Report Card, scores are the gold standard for measuring student achievement and serve as a yardstick for state comparisons, NAEP results are generally not known by students and their families, who rely on their state test results to know how they are performing.

While many parents, educators, school leaders, and policymakers disagree about the kinds of tests administered, how the scores should be used, and how frequently students should be tested, it is important to be supportive of your child's efforts on standardized tests, and to help her do her best.

While 38 percent of white students scored proficient on the math test, only 15 percent of African American students did, and 18 percent of Hispanics.

While the effects that math and English teachers have on students» test scores in the year that they have them similarly persists in their own subject in subsequent years, the gains in English scores due to English teachers have far greater effects on students» subsequent math performance than the gains in math scores due to math teachers have on students» subsequent English performance.

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.

The percentage of black Madison students scoring proficient or better on the state reading test dropped to the lowest level in six years, while statewide black student reading scores continued to improve.

While the State has released average scores on the test by some student groups (though not all), disaggregated data about whether or not students are reaching grade - level expectations has not been released.

, 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.

While international tests and international comparisons are not without merit, international test data are notoriously limited in their ability to shed light on why students in any country have higher or lower test scores than in another.

These students will likely score well on proficiency tests, while showing more modest learning gains since they are already ahead of their expected grade level.

While negotiations between the union and district have stalled over the issue of how much weight to give student test scores, E4E - LA members found that teachers would support incorporating student growth data, but worry about focusing myopically on one high - stakes test.

The studies examined schools that scored well on standardized or criterion - referenced tests while serving students from inner - city areas or neighborhoods with low socioeconomic status.

Launching classroom technology in schools can accomplish many goals; some tools are used to improve test scores and prepare students for postsecondary success, while others help educators to raise literacy rates and decrease the number of students reliant on RTI programs.

While the Department will likely add more academic performance measures in the future, for 2014 officials also included the level of participation in state assessments, achievement gaps between students with disabilities and the general population as well as scores on the National Assessment of Educational Progress, a standardized test used to gauge academic growth across the country.

The report, while focused mostly on Florida, suggests schools all over the country (again, possibly in TN) may be pushing low - performing students, many of whom are black, into «alternative schools,» as a way of preventing their low test scores and graduation rates from dragging down the average.

In the statewide math test, only 30 percent of low - income students scored proficient or advanced on the test while only 22 percent of Latino students scored proficient or advanced.

While traditional research methods are based on comparing the effects of public and private schools on a student's test scores, EdChoice was able to compile random - assignment research which ensures that the results were not misconstrued by factors such as demographics or parental motivation.

As recent national test scores show, while California claims to be a progressive beacon on the hill, it's leaving its Black, Brown, and poor students at the base of the mountain.

Online students are even showing higher scores on standardized testing on their SATs and ACTs — the average score of traditional classroom learners fall in the 50th percentile, while the average score of online learners fall in the 59th percentile (3).

While some Vergara supporters, maybe most, will want teachers evaluated on the basis of student test scores, I'm not one of them.