Sentences with phrase «producing good 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.

Another rationale: Who cares if the charters produce better test scores?

In too many cases charter schools are cherry picking students who cost less to educate or who will produce good test 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.