Sentences with phrase «over low test scores»

Concern over low test scores often leads to misguided recommendations for educational segregation of multilingual children, and can prompt excessive referral of multilingual children to speech - language pathology clinics, she said.

It comes amid concerns over low test scores for many of the state's students, and harsh rhetoric from Governor Cuomo, saying he wants a «death penalty» option for dealing with failing schools.

Not exact matches

Lower average test scores might not be a problem if you can find out that kids are rapidly improving over time, making that cute house in the cheaper part of town not only good for your wallet, but good for your child's education too.

All over the world, Blacks consistently score lower on IQ test than Whites or Asians regardless of income level, education, national origin, etc..

According to statistics from the U.S. Department of Education, the gap in eighth - grade reading and math test scores between low - income students and their wealthier peers hasn't shrunk at all over the past 20 years.

We'll have kids who aren't interested in learning and we'll deal with them by writing IEPs (or whatever they're called) to lower the bar so that our dumbbells can maybe crawl over it.We'll have administrators lie and cheat their way to better test scores to get people like Bloomberg off their backs.

Irrational alarm over the low (but meaningful) scores on last spring's state tests — the first to be aligned to the standards — continues to grow.

Board members of The Ark Charter School in Troy are suing SUNY trustees over their decision to close the school due to its low test scores.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

Drawing from math test scores from PISA 2009 in which the United States performed lower than the OECD average, the report argues that while demand for STEM labor is predicted to increase over the next few decades, a shortage of STEM labor in the United States, along with inadequate performance in science, math, and reading compared to other countries, endangers U.S. future competitiveness and innovation.

For example, Krueger (1998) uses data from the NAEP and documents test score increases over time, with large improvements for disadvantaged children from poor urban areas; the Current Population Survey shows declining dropout rates since 1975 for those from the lowest income quartile (Digest of Education Statistics, NCES 2012).

This is enormously risky and, frankly, hubristic, since nobody yet has any idea whether these standards will be solid, whether the tests supposed to be aligned with them will be up to the challenge, or whether the «passing scores» on those tests will be high or low, much less how this entire apparatus will be sustained over the long haul.

Low MCAS Scores Launch Dispute Over Test's Value and Use (Bay State Banner) Paul Reville weighs in on the results from a new MCAS, which debuted last spring in Massachusetts and resulted in plunging sScores Launch Dispute Over Test's Value and Use (Bay State Banner) Paul Reville weighs in on the results from a new MCAS, which debuted last spring in Massachusetts and resulted in plunging scoresscores.

But it was an inner - city high school, initially primarily black, in later years increasingly Hispanic, with all the attributes common to such: poor scores on the various tests, district, state and national, that have come over the years to evaluate schools; poor attendance; low graduation rates; and serious student discipline problems.

The final piece of an eight - year, $ 10 million research project on KIPP, whose mission is to help low - income students graduate from college, found that campuses across the nation continued to increase test scores at every grade level over the past five years.

Over the first two years, students» test scores were low.

All of these tests were designed to score about 3 points lower for each 10 years since their last norming, due to the Flynn Effect, a theory on the increase of intelligence in any population over time.

A 2011 study of the effects of teacher turnover on the performance over five years of more than 600,000 fourth - and fifth - graders in New York City found that students who experienced higher teacher turnover scored lower in math and English on standardized tests — and this was «particularly strong in schools with more low - performing and black students.»

In low - wealth districts, officials are warning the public that they should expect low grades for their schools, even if they have succeeded in bringing students up on test scores over time.

Now schools labeled as «failing» because of low test scores may become charter schools, in which they could be taken over by business people in an effort to improve test scores.

Some schools thought of as high or low performers in the past based on test scores could have ratings that show the opposite because of other factors being used in the ratings, including test score growth over time, readiness for graduation and progress on closing achievement gaps between student groups.

In other words, Lincoln students had lower scores on the state test, but appeared to show some of the most improvement over the school year.

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.

A Johns Hopkins University study found that low - income and wealthy students» reading test scores over summer breaks from first to fifth grade rose by.26 and 52.49 points, respectively.

A student who scores low on an achievement test or does not demonstrate adequate growth over time is not hopeless.

While the Indiana Department of Education's Office of School Improvement and Turnaround offered support and encouragement, it also reminded local educators of what was at stake for schools where test scores remained low: after six straight F's under Indiana's school rating system, the state can take the school over.

Washington was nearly taken over by the state in 2011 after six straight years of F grades for low test scores.

Ramirez is a leader of the Desert Trails Parent Union that ran the parent trigger campaign to turn the Adelanto School District's school over to a charter operator after years of low test scores and parent complaints.

Two issues that engendered strong responses in the comments submitted on the draft guidelines relate to the linkage of student test scores to teacher evaluations and the over emphasis on charter schools in the turnaround of what are now designated as «Persistently Lowest Achieving Schools».

To adjust for student - preparedness levels that teachers can't control, value - added emphasizes test score improvements that teachers cultivate over a year, not high or low scores by themselves.

California test scores dip slightly but L.A. Unified holds steady California students scored slightly lower in math and English on standardized tests this year, the first dip since 2004, in what education officials Thursday blamed in part on brutal budget cuts over the last several years.

The change was controversial: Some PS 307 parents worried that a community institution that has long nurtured black and Latino families would be «taken over» by outsiders from the gentrifying neighborhood of DUMBO, while some DUMBO families worried that the school's low test scores mean their children might not be challenged.

The letter grade is based 80 percent on the school's achievement score (which uses various data including student performance on end - of - grade and end - of - course standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performiLow - performing districts» are those with over 50 percent of their schools identified as low - performilow - performing.

While black and Hispanic students in particular have shown impressive gains over the years, their test scores are still lower than those of white students, at both a district and statewide level.

«Over 50 years of research links the various roles that families play in a child's education — as supporters of learning, encouragers of grit and determination, models of lifelong learning, and advocates of proper programming and placements for their child — with indicators of student achievement including student grades, achievement test scores, lower drop - out rates, students» sense of personal competence and efficacy for learning, and students» beliefs about the importance of education.»

We identified California's lowest - scoring schools two years ago, when the new testing regime started, and tracked their results over time.

High school graduation rates are at an all - time high at over 80 percent (see Chapter 1: Student Achievement).7 8 9 Research on NCLB's accountability provisions has shown modest effects on school performance, particularly in schools seeking to avoid a first year of missing AYP or in schools facing the severest penalties.10 Despite this progress, however, high school test scores are flat, achievement gaps persist, and many low - performing schools are not improving.

«When stakes are high, and teachers and principals can lose their jobs over low scores, they are more likely to cheat,» says David Berliner, a Regents Professor Emeritus of Education at Arizona State University, who has written about the unintended consequences of high - stakes testing.

That's still below the designated «proficiency» level for the nation of 280 and while California's average scores for white and Asian students reach that level, those for black and Latino students are about 30 points lower, a gap that is fundamentally unchanged over the last 10 years of NAEP testing.

Over a decade of research shows that an over emphasis on high - stakes standardized tests narrows curriculum, creates social and emotional stress for students and families, drives committed teachers out of the profession, and turns schools into test - prep factories with principals forced to comply as overseers — especially in low - scoring schoOver a decade of research shows that an over emphasis on high - stakes standardized tests narrows curriculum, creates social and emotional stress for students and families, drives committed teachers out of the profession, and turns schools into test - prep factories with principals forced to comply as overseers — especially in low - scoring schoover emphasis on high - stakes standardized tests narrows curriculum, creates social and emotional stress for students and families, drives committed teachers out of the profession, and turns schools into test - prep factories with principals forced to comply as overseers — especially in low - scoring schools.

Reforms raised relative funding in the low - income districts by about $ 500 per pupil, which implies that increasing funding by $ 1,000 per pupil — about 10 percent of average funding over the period — raises test scores by 0.16 standard deviations.

In states that did not implement reforms, test scores in low - income districts deteriorated relative to high - income districts between 1990 and 2011, a reflection of rising inequality over this period.

on Low - income inner - city achievement gap starts to close, test scores of urban school districts improve faster than nation over past 10 years, Washington D.C. stands out

The paper, by Raj Chetty and John N. Friedman of Harvard and Jonah E. Rockoff of Columbia, tracked 2.5 million students over 20 years, and using a value added approach, found that teachers who help students raise their standardized test scores have a lasting positive effect on those students» lives beyond academics, including lower teenage - pregnancy rates, greater college matriculation and higher adult earnings.

Over the past 25 years, program developers, school districts, universities and independent research firms have conducted program evaluations which indicate that the Lions Quest program improves achievement test scores, changes attitudes and beliefs regarding substance abuse and violence, lowers rates of disciplinary problems, lowers risk of dropping out of school and decreases use of alcohol, tobacco and other drugs.