Sentences with phrase «other achievement tests»

UC requires the SAT, plus English composition, math and any one of the 12 other achievement tests — such as history, biology or German.

Any other achievements tests used for this purpose must have been developed using a norm group that is representative of the United States.

Not exact matches

The company has produced a stellar sedan — Consumer Reports scored it higher than any other car it has ever tested — and Musk's achievements justify accolades: He co-founded PayPal and has made billions; SpaceX has made multiple missions to the International Space Station.

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.

We have found that eliminating valedictorian status and class rankings has reduced stress at certain schools — especially those where achievement in the form of grades and test scores and college admission rates is valued above all other traits.

Each year public school children are subjected to standardized tests to measure their achievements in comparison to all other public - schooled kids.

An achievement test, on the other hand, will compare your child's performance to other children in the same grade.

«This is a landmark achievement because Osun Mega schools which have been the hallmark of Governor Aregbesola's government can not only stand the test of time but compare favourably with others anywhere in the world.

Elia said that state testing is an important way for educators to identify achievement gaps, training needs and other issues.

«If we're saying that the only thing that's a valid measure of student achievement is a test score, versus all the other work they do, it's going to be a sad day for the students of New York state,» Mulgrew said.

The failure was exemplified by high drop - out rates, dismal national test scores in math, reading, and other subjects, as well as widening achievement gaps.

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

Since tests can include cultural bias and handicap those with different languages and cultures, we need to look at assessment as a holistic approach that includes performance tasks, portfolios, achievement scores, creativity tests, and other measures.

Although there were some small - scale random - assignment experiments of the effects of desegregation on test scores, most of what we know today concerns the relationship between a school outcome such as achievement on the one hand, and racial composition on the other.

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.

Second, math and reading achievement tests are not designed to capture what we expect students to learn in other subjects, such as science, history, and art.

However, if raising overall test - score performance and addressing the achievement gap are to be the main focus of federal policy, it is foolish to have a panoply of programs that direct state and local officials toward a host of other priorities, distracting them from their core mission.

On the other hand, we did not meet our goal to shrink by a significant margin the achievement gap (as measured by state - level standardized tests) as was our hope.

We can't fix the limits of math and reading achievement tests by adding mandatory «grit» surveys or other measures.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

Teachers» assessment of children's academic diligence may be affected by their achievement test scores or by other information that may not closely relate to children's diligence.

A new movement is trying to refocus admissions away from purely individual academic achievement and toward something you can't measure with SAT tests or resumes padded with public service points: real concern for others and the common good.

We have been crystal clear that if after three years data shows that principals who were instructional leaders have not seen improvement in student achievement, state tests, and any other assessments, they have not met the goal.

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

The GRC compares academic achievement in math and reading across all grades of student performance on state tests with average achievement in a set of 25 other countries with developed economies that might be considered economic peers of the U.S..

If you are not persuaded by the evidence I reviewed yesterday on the disconnect between achievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of Achieveachievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of AchievementAchievement Tests.

I always understood that achievement tests were only a partial and imperfect indicator of school quality, but I used to believe that other aspects of school quality not captured by achievement tests were largely correlated with those test results.

But in the end, it bowed to complaints that the test, among other things, «may not provide accurate achievement information for students with disabilities and other subgroups.»

Its impressive «Schools That Work» series, in which Edutopia throws all of its multimedia resources into detailed coverage of an individual school, recently featured YES Prep, an urban charter - school network often mentioned in the same breath with KIPP, Achievement First, and other «no excuses» schools championed by advocates of test - driven education reform.

In addition, a series of studies by David Grissmer and colleagues found that early math and reading achievement tests are not even very good predictors of later test results relative to other types of skills and more general knowledge.

While other tests (including the National Assessment of Educational Progress) show that U.S. student achievement is improving, TIMSS makes clear that these improvements are not rapid enough to keep pace with other nations in an increasingly global economy.

We know, from work by Eric Hanushek and Macke Raymond, among others, that the adoption of test - based accountability systems boosted achievement in the late 90s in the early - adopter states.

While many North Carolina school administrators and teachers are winning praise and cash for meeting or exceeding performance expectations on state tests, others are starting the school year scrambling to respond to their students» low achievement.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

If this practice were the case, the greatest fall - to - spring achievement gains would occur among students around the threshold, while other students would struggle to match expected test - score gains.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Since about 1970, the achievement levels of U.S. students on the reading and math tests of the National Assessment of Educational Progress (NAEP) have remained largely flat despite massive financial and other efforts to improve them.

Teachers» average student - achievement gains based on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as classroom observations and student surveys.

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

Extra gains associated with long - term attendance in small classes (in the early grades) appeared not only for tests of measured achievement, but also for other measures of success in education;

Because of the need for nationally standardized achievement tests to provide fine - grained, percentile - by - percentile comparisons, it is imperative that these tests produce a considerable degree of score spread — in other words, plenty of differences among test takers» scores.

Tests and other assessments are valuable only when they provide worthwhile information that can be used to improve student achievement.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

Like NCLB and other previously promised panaceas, the cost is high - stakes, time - consuming tests culminating in teacher dread, parental confusion and some combination of student anxiety for kids who are achievement - motivated and indifference for those who are not.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

The fact that grit or other character skills may not be strongly predictive of achievement test results is not surprising if these non-cog measures capture something that is important independently of cognitive ability.

Researcher's Goal: An Admissions Process That Rewards «Ethical Character» Chronicle for Higher Education, 10/4/15 «The project grew from the worry that many teenagers, focused on academic achievement and their own success, have too little concern for others and the world beyond their test - prep manuals.