In too many cases charter schools are cherry picking students who cost less to educate or who will
produce good test scores.
Another rationale: Who cares if the charters
produce better test scores?
«Success Academy's strong test scores tell us that they have a strong model for
producing good test scores,» Ms. Potter said, adding that there could be lessons in Success's practices for schools that are trying to improve their scores.
Public schools seemed to be
producing better test scores than private.
Not exact matches
«Instead of relying on intellect to
produce good grades and high
test scores,» Gauld writes in Character First: The Hyde School Difference, «students at Hyde learn to follow the dictates of their conscience so they can develop the character necessary to bring out their unique potential.»
In the high - regulation approach, these charter schools might
well be identified as the «bad» schools for failing to improve
test scores, and yet they are the ones that
produce long - term success for their students.
So
producing students who are creative, who can navigate delicate social situations, who encourage their peers to perform
better, who take extra science classes, or who can figure out the right questions to be asking in the first place is a lower priority than
producing students who can nudge
test scores higher.
But you don't emphasize an important point: Whatever benefits students experienced in kindergarten that resulted in higher
test scores, they did not cause higher
test scores in later grades — even though they
produced better later - life outcomes.
These are examples from the guidelines provided by Rudolph Flesch, who
produced a formula for calculating a human interest
score for text as
well as his more famous readability
test.
Rather than provide the
best means for confronting «difficult truths about the inequality of America's political economy,» such a pedagogy
produces the swindle of «blaming inequalities on individuals and groups with low
test scores.»
These students, I believe, suffer the most since they are often the teacher - pleasers, the ones who get ignored since they do their work and
produce good grades and
test scores (of course, I'm generalizing here).
So, he asks «whether regulators are any
good at identifying which schools will contribute to
test score gains» and then says this: «The bottom line is that none of the factors used by authorizers to open or renew charter schools in New Orleans were predictive of how much
test score growth these schools could
produce later on.»
Although the vast majority of programs are practically indistinguishable, there are exceptions — at most one or two per state, our results suggest — that really do
produce teachers whose average impacts on
test scores are significantly
better than average.
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.
MET could have allayed those concerns by telling teachers that
test score gains
produce information that is generally similar to what is learned from
well - conducted classroom observations, so there is no reason to oppose one and support the other.
Furthermore, high school GPA provides a more
well - rounded account of a student than a
score on a corporately
produced standardized
test.
In fact, the research (see the Teacher's Guide) outlines how project - based learning, the instructional model used in Projects From A Box, is likely to
produce higher
test ELA
test scores than other approaches such as direct instruction when teachers implement the methods
well.
Still, there would not be compelling evidence that national standards
produce optimal outcomes; economic growth, as
well as personal fulfillment, could very
well require an education focused on much more than just high
test scores.
«Most policymakers — and many school administrators — have absolutely no idea what kind of instruction is required to
produce students who can think critically and creatively, communicate effectively, and collaborate versus merely
score well on a
test.
Even if we were confident that the
test score gains in New Orleans are not being driven by changes in the student population following Katrina (and Doug and his colleagues are doing their
best with constrained data and research design to show that), and even if these
test score gains translate into higher high school graduation and college attendance rates (which Doug and his colleagues have not yet been able to examine), we still would have no idea whether portfolio management and other high regulations in NOLA helped, hurt, or made no difference in
producing these results.
The reason is that even if evidence showed the impact of such policies on observable outcomes, such as student
test scores, we know that
good teachers
produce learning gains in areas that go beyond
tested academic subjects.
There is no consensus on exactly how to do this, but there is clear evidence that
good teachers
produce consistently
better student
test scores, and that teachers who do not need to be identified and counseled.
Smaller districts may seem to be more efficient in
producing better student
test scores, but Houck says that may be because their schools are smaller.
[The move was especially ironic considering early childhood education is considered the single most important factor in
producing better educational outcomes for students and Governor Malloy's «education reform plan» calls for expanding the amount of early childhood programming in those districts that have lower
test scores]
Schools
producing poor
test scores will almost inevitably incur harsh criticism from parents as
well as policy makers and educators.
Teaching with the objective of assuring higher standardized
test scores has failed to
produce well - rounded, knowledgeable students able to do
well in College and beyond.
Superintendent Mark DiBella pored through student
test -
score data, and found that more experienced, stable teachers were
producing noticeably
better student results.
Challenged to find a
better course, the Instructional Technology team at Lee County School District in Fort Myers, Florida, forged a program that
produces useful data, gives educators more time to teach, and helps student learn more and
score better on standardized
tests.
Teach Like A Champion has been both celebrated as highly effective classroom management and stigmatized as highly controlling «no excuses» teaching that
produces higher
test scores at the expense of emotional
well - being.
The evidence demonstrates that turnarounds
produce at
best temporary small increases in
test scores, but at the high cost of destabilizing schools and communities in the long run.
Studies published in the
best economics and education journals have shown unequivocal evidence of excessive teaching to the
test and drilling that
produces inflated measures of students» growth in learning; cheating on
tests that includes erasing incorrect answers or filling in missing responses; shifting of students out of classrooms or other efforts to exclude anticipated poor performers from
testing, or alternatively, concentrating classroom teaching efforts on those students most likely to increase their
test scores above a particular target, and other even more subtle strategies for increasing
testing averages.
It also evaluates the training programs on how
well the teachers they
produce scored on the city's new evaluation system, which is based partly on standardized
test scores.
These teachers not only
produce higher than expected
test scores during the year that they are teaching the students, but their students go on to
score better in that subject in subsequent years.
Both laptops also did
well on synthetic performance
tests like Geekbench 4, on which the 4K model achieved a
score of 15,404,
besting the 12,926 desktop - replacement average, while the 1080p version
produced 14,760.
The Precision 7720
produced accurate colors, netting a 0.3 on the Delta - E
test, where lower numbers are
better, That beats the 1.35 desktop - replacement average, as
well as the
scores from the ZBook Studio (2.4), the ThinkPad P70 (0.7) and the Precision 5520 (1.5).
Still, the Core i5 version of the Flip S performs
well,
producing single - and multi-processor
scores of 3833 and 7343 with the Geekbench processor
tests.