Sentences with phrase «other than standardized tests»

Most importantly, Dr. Darling - Hammond states that evaluation should include evidence of student learning but from sources other than standardized tests, and she rejects growth measures such as SGPs and Value - Added Models because of the ever increasing research base that says they are unreliable and create poor incentives in education.

By constantly monitoring students» progress (in ways other than standardized tests), principals uncover constructs that create differences in student learning.

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.

In addition, Hespe said the state will add an appeal process for the current year around the use of so - called «student growth objectives,» a separate measure that uses assessments other than standardized test scores.

The research suggests another way that we can and should enrich data on effective teaching: examining the value that teachers add to outcomes other than standardized test scores.

Not exact matches

It's the first thing, other than standardized GMAT test scores, an admissions officer will look at.

Beyond Standardized Tests — Teaching Empathy More than ever children need skills in how to work with changing teams of collaborators and how to seek solutions rooted in the needs of others.

It's not a surprise that education entities spent the most money on lobbying than any other group in 2014, just as controversy over the new Common core standards and the related standardized tests reached a peak.

It did, however, note that by its calculations, New York spends more per student than any other state in the country, even as performance on standardized testing continues to lag.

Questions during the Q&A portion of the press conference included his plans during his scheduled visit to Albany on March 4th, why he expects to convince legislators who he has not convinced, whether he's concerned that the middle school program will be pushed aside if there is a pre-K funding mechanism other than his proposed tax, where the money to fund the middle school program will come from, how he counters the argument that his tax proposal is unfair to cities that do not have a high earner tax base, how he will measure the success of the program absent additional standardized testing, whether he expects to meet with Governor Cuomo or Senate Republican Leader Dean Skelos during his March 4th trip, what he would say to a parent whose child planned on attending one of the charter schools that his administration refused to allow, whether he doubts Governor Cuomo's commitment or ability to deliver on the funding the governor has promised, what are the major hurdles in trying to convince the state senate to approve his tax proposal, whether there's an absolute deadline for getting his tax proposal approved, whether he can promise parents pre-K spots should Governor Cuomo's proposal gointo effect, and why he has not met with Congressman Michael Grimm since taking office.

Although the participation of Blacks, Hispanics, and Native Americans in advanced high school mathematics classes increased between 1982 and 1994, their scores in standardized mathematics tests were still lower than those of other students, and the discrepancy did not diminish between 1990 and 1996 (NCES, 1996).

And it seems to be working: In spring 2007, Enota students scored higher in math on the Criterion - Referenced Competency Test (CRCT, Georgia's annual standardized exam) than any other school in the district.

In fact, on page 24, the report clearly says that the relationship between test prep and value - added on standardized tests is weaker than other observed practices, but does not claim that the relationship is negative:

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.

HFA scores on standardized tests are as much as four times higher than those of other Detroit schools, and 86 percent of the most recent graduated students were accepted at four - year universities.

This also invites the students to consider the fact that on a standardized test all questions are equal, with no single question having more value than the others.

The first state standardized test scores are in, and the 11th graders did no better than those at other comprehensive, non-selective city high schools: about one - quarter of the students met proficiency standards in reading and a mere 7 percent in math.

To participate in the lottery, students other than those who had yet to begin 1st grade were required to take a standardized test.

A successful undergraduate teacher in, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professor.

While standardized tests didn't cause the curriculum to narrow, they're a useful reminder that some students have acquired a lot less knowledge than others.

In Florida, which tests students more frequently than most other states, many schools this year will dedicate on average 60 to 80 days out of the 180 - day school year to standardized testing.

Since the grades assigned vary much less across classrooms than does students» performance on standardized tests, high - achieving students should be more likely to earn high grades in classrooms where the other students, on average, do not perform well on external assessments.

Research conducted by Marcus Crede suggests that grit is barely distinct from other personality traits and that standardized test scores, attendance, and study habits are much better predictors of long - term success than grit.

At one of the most socially difficult times of their lives, over a third of our children have more anxiety about standardized tests than any other issue.

The law allows states to experiment with different types of teacher training academies and with measures of student progress other than just standardized tests.

The specific focus on mathematics meant the work was relevant to all... This elementary school showed a substantially greater increase in standardized test scores than other district schools over the period of their school - wide lesson study in mathematics.

In addition, children who received substantial instruction in the RCCP curriculum performed significantly better on standardized academic achievement tests than other children.

If some teachers are better than others at helping students improve their performance on standardized tests, we would expect the answer to be «yes.»

Rather than leaning on standardized tests plus a handful of other measures, we included 34 unique measures — a combination of performance assessments, administrative data, and student and teacher surveys.

Maryland's public school students made greater gains on a national standardized test than their peers in nearly every other state, although the achievement gap between white and minority students persists.

Either we will have low - standards tests driving curriculum and instruction (as in Texas) or we can attempt other means to ensure high - quality curriculum and instruction than through traditional standardized tests (including most of the current ones with open - ended questions)[see also Neill, «States Flunk»].

The No Child Left Behind Act's (NCLB) narrow, regimented approach to accountability led to reduced attention for subjects other than English language arts and math, overreliance on standardized testing, and less focus on meeting students» all - around needs.

With the stress of standardized testing and other external pressures, it's easy to forget that there is more to class than just teaching for the test, students come to school to feel safe, a sense of community, and to grow as individuals.

Along with a lot of other analysis by people with a lot more tools than me in their statistics tool belts, I hope this post adds a new wound to the misuse of standardized test scores in teacher evaluation.

A majority (59 %) also say they are very concerned that students in lower - income areas are less likely than other students to be ready for college when they finish high school, and half (51 %) say they are very concerned that English Learners score lower on standardized tests than other students.

In Chicago, 100 percent of the teachers at Maria Saucedo Scholastic Academy voted to boycott the Illinois Standards Achievement Test, backed by the full support of the Chicago Teachers Union, which called it «an obsolete test [that] has no use to educators or administrators... and serves no purpose other than to give students another standardized test.&raTest, backed by the full support of the Chicago Teachers Union, which called it «an obsolete test [that] has no use to educators or administrators... and serves no purpose other than to give students another standardized test.&ratest [that] has no use to educators or administrators... and serves no purpose other than to give students another standardized test.&ratest.»

The More Than a Score group has been working to include LSCs in the important work of educating parents and others around the problems with high - stakes standardized testing.

The coming assessments bring with them a host of questions, some involving the logistics of the tests themselves and others involving how schools can prepare students for what may be considerably more rigorous standardized tests than those they've taken in the past.

No other Education Secretary, especially Democratic, has done more to privatize and weaken public education than Arne Duncan who was also obsessed with standardized testing.

That said, several of the schools have test - optional admissions and do not require standardized test scores, and the University of Rochester has test - flexible admissions and will accept scores from standardized tests other than the SAT and ACT.

It depends on the state, but the procedures for standardized tests could possibly become less strict, which will allow schools and teachers to focus more on other subjects and creative activities rather than teaching to the test.

These models, which consider student growth on standardized tests, fall roughly into four categories: «value - added models» that do not control for student background; models that do control for student background; models that compare teachers within rather than across schools; and student growth percentile (SGP) models, which measure the achievement of individual students compared to other students with similar test score histories.

Rather than use the event to congratulate each other on the destruction of our public schools, Connecticut's elected officials should be explaining to Duncan that the Common Core and Common Core Testing scheme is a fiasco that needs to be repealed and that Connecticut must be allowed to develop its own effective teacher evaluation system that doesn't rely on the use of unfair, inappropriate and faulty standardized test scores.

More important than standardized test scores, the quality of the education that students who are educated with a Common Core curriculum have is vastly inferior to the education that other students in affluent suburbs and independent, private schools have.

Predictably, this division has been a source of community tension, as one academy is more esteemed than the other, and significantly out performs the other in standardized testing.

That requires far more than clinging to annual, mass, standardized testing as our most vital means of giving every child access to an equitable education, and if The Times and other testing advocates really can not see past that, then they are not merely shortsighted; they are clinging to damaging and delusional policies.

The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs score significantly higher on standardized reading achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest gains of all.

With the 2014 gubernatorial election less than 16 months away and facing growing opposition from school teachers, parents and others who recognize the unfairness of attaching teacher evaluation programs to student's standardized test scores, Governor Malloy announced today that he wanted to «reduce» the number of standardized testsand allow communities to forgo using test scores in their teacher evaluation programs.

In other words, teachers would tailor their course work towards ensuring students pass the standardized test, rather than providing a comprehensive education.

In a rebuttal to those who say states should use common tests so that the public can compare how students perform across state boundaries, fewer than one in five public school parents said it was important to know how children in their communities performed on standardized tests compared with students in other districts, states or countries.