Sentences with phrase «produce higher test scores»

Two weeks ago, American children in large urban school districts did not produce the higher test scores hoped for by adults.

These underlying issues are not about Malloy's comments that a teacher only needs to show up to get tenure or that he supports «teaching to the test» if it will produce higher test scores.

Education reformers believe that teachers will produce higher test scores if they are «incentivized» by merit pay.

Descriptively, it is clear that high schools that devote more energy to sports also produce higher test scores and higher graduation rates.

Research by Jay Greene and Dan Bowen finds that high schools that devote more energy to sports also produce higher test scores and higher graduation rates.

The type of learning you're describing, with open classroom discussion, a lot of choice for students, inquiry - based learning, projects, it seems at odds with the kind of call - and - response, very teacher - directed style that you see at a lot of so - called «no excuses» charter schools that produce high test scores with disadvantaged populations.

This led me to wonder what I could do to increase my students» vocabulary, thus producing higher test scores.»

To attract students, public schools are promoting their wares, altering their curriculum, and producing higher test scores.

«Those same schools that produced the high test scores produced a five-fold reduction in teen pregnancy,» Fryer told the class.

Schools with more affluent student bodies tend to produce high test scores.

Taylor Delhagen tells Neufeld that he and his colleagues left his former school because, while they were successful at producing high test scores, they «felt stifled» in what they see as the greater task: «developing human beings» and serving all students.

I have a guess and it has to do with mountains of test prep with the express purpose of producing high test scores which are not necessarily of preparing students for long - term positive outcomes.

But last week, the same group of researchers produced a follow - up study on the Florida students, published in the Journal of Policy Analysis and Management, and it showed something startling: the charter students might not have produced higher test scores when they were in school, but years later, when they were in their mid-twenties, the charter school students earned more money, and were more likely to have attended at least two years of college (although still only half of them did so).

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.

Nolen, Haladyna, and Haas (1992) reported that many teachers engaged in inappropriate or unethical testing procedures because of pressure to produce high test scores with their students.

So, of course, any school that is all about producing higher test scores will do all they can to duck their responsibility to special education students who need and deserve the same educational opportunities as every other child.

Not exact matches

The company has produced a stellar sedan — Consumer Reports scored it higher than any other car it has ever tested — and Musk's achievements justify accolades: He co-founded PayPal and has made billions; SpaceX has made multiple missions to the International Space Station.

Using DTI, researchers at Wake Forest found in a 2014 study [26] that a single season of high school football can produce changes in the white matter of the brain of the type previously associated with mTBI in the absence of a clinical diagnosis of concussion, and that these impact - related changes in the brain are strongly associated with a postseason change in the verbal memory composite score from baseline on the ImPACT neurocognitive test.

«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.»

It's an approach that seems to be working: Valor Flagship Academy, the first Valor school, produced outstanding academic results, including the highest standardized test scores in the city and the state, in its first year of operation (2014 — 15).

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.

During this same period, high - performing urban charters grew rapidly and produced exceptional gains in test scores and college enrollment rates for black and Latino students.

These efforts follow a series of studies of high - stakes testing programs in which Koretz found that teachers often respond in ways that produce serious inflation of scores.

• States with larger percentages of tracked eighth graders produce larger percentages of high - scoring AP test takers, whereas states where tracking is less prevalent tend to have a smaller proportion of high scorers.

Just why schools of choice produce higher graduation rates — even when, as in Milwaukee and D. C., test score results are not noticeably different — remains a puzzle.

For example, the evidence is clear that high - stakes testing can produce severely inflated scores, meaning increases in scores far larger than real improvements in student learning.

If the teacher is able to produce results (e.g., high student performance, engagement, improved test scores), should that not be the deciding factor in how a teacher teaches?

The other study (Perkes 1967) produced mixed results: students whose teachers took more subject - matter coursework reported higher scores on an achievement test, but lower scores on the STEP, a test of higher - order thinking.

Teachers are routinely given accolades for achieving high test scores — and invariably acknowledged for coaching a winning sports team or producing the school play.

When they speak of «effective teachers,» what they mean is teachers whose students produce higher scores on standardized tests every year, not teachers who inspire their students to love learning.

Charter middle and high schools produce test - score achievement gains that are, on average, similar to those of traditional public schools.

Conversely, schools and programs that fail to produce greater gains in test scores sometimes produce impressive improvements in high school graduation and college attendance rates, college completion rates, and even higher employment and earnings.

Texting parents about students» missing assignments produces similar achievement gains on test scores as those produced by high - performing charter schools.

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.

Laura Du's empirical paper, «The Potential of K - 12 Blended Learning: Preliminary Evidence From California Schools,» found that these schools produced significantly higher test score gains than traditional schools who serve a similar demographic.

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.

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.

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

James Hubert Blake High School in Montgomery County, for instance, is similar in size and demographics to Jordan's school, Columbia High School in Maplewood, N.J., yet Blake produced 660 students in 2013 with passing scores in AP tests compared with only 524 at Columbia.

For over 35 years, Excel Math has produced excellent results, including improved test scores and high student engagement with math — all while giving students a solid foundation of math skills.

The Wallace Foundation has produced study results indicating that when, (a) principals focus their efforts on improving instruction, (b) teachers trust the principal, and (c) the principal works to develop shared leadership within the building, higher scores on standardized tests of achievement result.

Career pathways would provide more financial incentives for teachers who produce positive outcomes in the classroom, such as higher test scores; for those who teach subjects that are in high demand in the marketplace (e.g. chemistry or math); and for those who teach in hard to staff schools.

Universities and colleges that push their teachers to teach in high income, low need areas will show their «worth» by having graduates that have students that produce consistently high test scores.

As Professor Reardon noted, schools do not «produce much of the disparity in test scores between high - and low - income students.»

Scholars at the University of North Carolina Chapel Hill conducted a comprehensive evaluation of the teaching fellows program and found positive results, including a) graduates teach in schools and classrooms with greater concentrations of higher performing and lower poverty students; b) graduates produce larger increases in student test scores in all high school exams and in 3rd - 8th grade mathematics exams; and c) teaching fellows remain in North Carolina public schools longer than other teachers.

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.

Curiosity aroused in such children would, of course, be contrary and disruptive to obedience and compliance training the children must get, so as to prepare them to produce, on demand, high enough scores on standardized tests to evidence being on track to «college and career ready.»