Sentences with phrase «policies focuses on test scores»

Not exact matches

Education policy should focus on making sure that every student makes great progress, rather than accountability for test scores or teacher performance pay.

«It is increasingly important to look at long - run outcomes of educational policies, including impacts on educational attainment and labor market outcomes, rather than just focus on test scores.

Author Bio: Deming's work is broadly in the economics of education, with a focus on the impact of policies and interventions on outcomes other than test scores.

Koretz's research focuses on educational assessment and policy, particularly high - stakes testing and its effect on schools, as well as the validity of the score gains.

But it is precisely the focus on teacher evaluation — and whether it is connected to student test scores — that is at the center of the most hotly contested education policy debates.

Murray's earlier books — Losing Ground in 1984, on welfare policy, and The Bell Curve (with Richard Herrnstein) in 1994, on the significance of differences in intelligence as measured by intelligence tests — aroused controversy, because, implicitly or explicitly, they focused attention on black Americans, who play a disproportionate role in welfare policy, and as a group score lower than whites on IQ tests.

Deming's research focuses on the economics of education, particularly the impact of education policies on long - term outcomes as opposed to test scores.

Education: Too Much Focus on Testing (Seattle Times) Mentions Daniel Koretz's book, The Testing Charade, which explains why high - stakes policies such as graduation tests lead to score inflation.

The policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

Since the promotion policy was first implemented in 1996 by Paul Vallas, it has focused on test scores on the Iowa test, then the IGAP, ISAT, and SAT 10.

More Than a Score parents give CPS a «D» grade for a promotion policy that continues to focus too much on test scores and ignores the value of report cards.

«If Washington, D.C., went to one extreme,» Barnum writes, «in focusing on test - driven accountability policies, as some argue, California has gone to the other: placing a lengthy pause on school accountability, devolving control to local districts, eliminating certain data systems and declining to tie teacher evaluations to student test scores.»

While The College Board and its president, David Coleman, the architect of Common Core, is focused on increasing its dwindling market share, many colleges and universities have moved away from reliance on such test scores in their admission policies.

Current education policy focuses on a failed strategy of school and district «turnarounds;» characterized by staff shake - ups and pedagogical practices that focus narrowly on raising test scores.

If Washington, D.C., went to one extreme, in focusing on test - driven accountability policies, as some argue, California has gone to the other: placing a lengthy pause on school accountability, devolving control to local districts, eliminating certain data systems, and declining to tie teacher evaluations to student test scores.

«High - quality #ECE has substantial effects on life outcomes beyond IQ or achievement test scores that are the focus of attention in popular discussions of public policy.»