Sentences with phrase «primarily on test scores»

Late last year, President Obama signed the Every Student Succeeds Act, a bill that largely lets states devise their own ratings systems — a replacement to the No Child Left Behind Act, which, similar to API, relied primarily on test scores.

The district has found no sympathy from state superintendent Tony Bennett, who's been adamant that IDOE will not negotiate terms with any of the schools on a «failing schools» list, based primarily on test scores.

Their avowed goals include less testing, an end to high - stakes uses of tests (that is, making decisions about students, educators, or schools solely or primarily on test scores), and implementation of other, educationally sound assessment practices.

It requires teachers to be dismissed, retained, promoted, demoted, and paid based primarily on the test scores of their students.

The new Every Student Succeeds Act, which replaced No Child Left Behind, should make this easier to do — no longer are schools focused primarily on test scores, because ESSA encourages schools to measure social - emotional learning or school culture as well.

But at the end, you add that we may have no choice but to rely primarily on test scores to close schools and shutter programs — or else «succumb to «analysis paralysis» and do nothing.»

Not exact matches

The law includes an indefinite prohibition on test scores being used «solely or primarily» in decisions about student promotion and placement, and strikes the grades from students» permanent records.

Student retention, promotion and placement can not be based primarily on the new tests and their scores on these exams will not appear on students» permanent records until 2018, under the budget provisions.

Are scores on high stakes tests primarily a function of socioeconomic status?

These lessons focus primarily on the transparency of the systems, but this is just one of several principles that states should attend to (which I have offered previously): Accountability systems should actually measure school effectiveness, not just test scores.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

If the awards were based primarily on SAT or ACT scores, the main result would be an increase in Kaplan's revenues from test - prep courses.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

Today, the success of K - 12 schools is measured primarily by cut - off scores on standardized tests.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

And the situation is even worse because most regulators making decisions about what choice schools should be opened, expanded, or closed are not relying on rigorously identified gains in test scores — they just look primarily at the levels of test scores and call those with low scores bad.

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.

Still, most rely primarily on applicants» prior school performance and scores on various tests.

As a result of our findings of no consistent statistical association between the achievement and attainment effects in school choice studies we urged commentators and policymakers «to be more humble» in judging school choice programs or schools of choice based solely or primarily on initial test score effects.

In recent years a school of thought arose in our space that a centralized authority or «harbor - master» could produce better outcomes by carefully controlling both the entrance and the exit of schools from charter sectors, primarily on the basis of standardized test scores.

If we think we can know which schools of choice are good and ought to be expanded and which are bad and ought to be closed based primarily on annual test score gains, we are sadly mistaken.

As a result, college readiness continues to be defined primarily in terms of high school courses taken and grades received, along with scores on national tests, as its primary metrics.

Its purpose was to promote the usage of students» test scores to grade and pay teachers annual bonuses (i.e., «supplements») as per their performance, and «provide a procedure for observing and evaluating teachers» to help make other «significant differentiation [s] in pay, retention, promotion, dismissals, and other staffing decisions, including transfers, placements, and preferences in the event of reductions in force, [as] primarily [based] on evaluation results.»

By focusing on graduation rates, Noble is upending long - held assumptions and practices about sending students to college that are primarily based on test scores and college partnerships.

The charter movement justifies its existence partially (maybe even primarily) on the «failure» of the TPS system based on test scores.

State board President Michael Kirst and other members have made it clear that they intend to replace the API, which calculates a three - digit number based primarily on a school's or district's standardized test scores, with a new system in which test scores would be just one of many measures of student achievement and school performance.

The bill, like Senate Bill 6, requires school systems to evaluate and pay teachers primarily on the basis of student test scores, which assessment experts say is an ineffective evaluation method.

However, schools that focus primarily on raising test scores, implement RTI as a series of discrete actions rather than an on - going process, implement RTI mostly to comply with the law, or see student failure as a failure in learning will struggle to reap the benefits of RTI.

The law freed states to expand the ways they hold schools responsible for improving student success by adding at least one «nonacademic» indicator to an accountability system primarily based on standardized tests scores in reading, math and science.

He spoke, primarily, about the out - of - school and in - school peer factors that impact student performance in schools and how this impacts and biases all estimates based on test scores (e.g., VAMs).

He spoke, primarily, about the out - of - school factors that impact student performance in schools and how this impacts and biases all estimates based on test scores (often regardless of the controls uses — see a most recent post about this evidence of bias here).

The list was primarily based on test scores.

This article is primarily about (1) the extent to which the data generated by «high - quality observation systems» can inform principals» human capital decisions (e.g., teacher hiring, contract renewal, assignment to classrooms, professional development), and (2) the extent to which principals are relying less on test scores derived via value - added models (VAMs), when making the same decisions, and why.

The federal categories are primarily based on students» scores on DC's standardized tests, factoring in the number of students who score proficient or advanced and the growth of students from one year to the next.

The journalist of the Santa Fe New Mexican, though, provided the most detailed information about Judge Thomson's Order, writing, for example, that the «ruling by state District Judge David Thomson focused primarily on the complicated combination of student test scores used to judge teachers.

A value - added measure based on a standardized test score is primarily predictive of the influence of teaching on standardized test scores; and value - added measures are found to be strong predictors in this capacity.

NMPED and the Albuquerque Journal Editorial Board both underscore the point that teachers are still primarily being (and should primarily continue to be) evaluated on the basis of their own students» test scores (i.e., using a value - added model (VAM)-RRB-, but it is actually not that simple.

However, NAESP can not support the department's recommendation to judge principal effectiveness «in significant measure» on student achievement data that relies primarily on standardized test scores.

This test would focus primarily on wheeling, with none of the scoring taking in to account how smooth of a highway ride these rigs offer, whether they have heated seats, or which truck has the best stereo.