Sentences with phrase «predictive of student test scores»

Not surprisingly, parent socioeconomic status is strongly predictive of student test scores, and, looking at simple correlations, we find that less - advantaged students do tend to be assigned to teachers with lower VA measures.

Not exact matches

And she found that it's incredibly predictive, that people are pretty honest about their grit levels and that those who say, «Yes, I really stick with tasks,» are much more likely to succeed, even in tasks that involve a lot of what we think of as IQ: She gave the test to students who were in the National Spelling Bee and the kids with the highest grit scores were more likely to persist to the later rounds; she gave it to freshmen at the University of Pennsylvania and grit helped them persist in college; she even gave it to cadets at West Point and it predicted who was going to survive this initiation called «Beast Barracks.»

Test scores are predictive of student outcomes, both short - and long - term.

A 2008 study of graduation patterns in Chicago Public Schools, for example, found that the number of days students were absent in eighth grade was eight times more predictive of freshman year course failure than eighth grade test scores.

Scores on both tests, in both math and English language arts (ELA), are positively correlated with students» college outcomes, and the differences between the predictive validity of PARCC and MCAS scores are mScores on both tests, in both math and English language arts (ELA), are positively correlated with students» college outcomes, and the differences between the predictive validity of PARCC and MCAS scores are mscores are modest.

This is telling, and it brings us back to the two premises (out of three) that guide the MET project — that value - added measures should be included in evaluations, and that other measures should only be included if they are predictive of students» test score growth.

«Students» misconduct and suspension records in middle school are also not predictive of high school performance, once we take into account their attendance, grades, and test scores.

«The Gates Foundation's MET project (much but not all of which the AFT agrees with) has found that combining a range of measures — not placing inordinate weight on standardized test scores — yields the greatest reliability and predictive power of a teacher's gains with other students.

For example, the consortium found that students» course performance and credits earned in ninth grade are more predictive of their likelihood of graduating high school than their race, gender, socioeconomic status, and standardized test scores combined.

It finds that at subsequent grade levels after redesignation, the one - test AZELLA becomes less predictive of academic achievement, That is, the test over predicts student achievement, suggesting that many students may be under - served due to their scores the test.

Both student self - reports and teacher reports were found to be significantly predictive of student academic and behavioral outcomes, including GPA, state test scores, suspension rates, and absenteeism.

Their study found attendance and studying more predictive of dropout than test scores or other student characteristics.

[31] All of the analysts noted the importance of making sure that scores on the old tests are predictive of students» performance on the new tests before calculating value - added using data from both tests.

It's why the use of VAM (Value Added Measures) can not contribute valid or reliable data to a teacher's effectiveness rating — because VAM is a predictive model based on comparing a set of actual student test scores against a hypothetical group of scores.