Sentences with phrase «proficiency threshold»

That is, the proportion of a school's students scoring above a state - determined proficiency threshold in math and English language arts, and whether this proportion met state targets.

These strategies could include the removal of low - performing students from the testing pool, teaching to the test, and targeting students close to the mandated proficiency threshold.

Instead they released only the percentage of children hitting various proficiency thresholds.

My basic strategy, then, was to compare fall - to - spring test - score changes among students who were expected to be either nearer or farther from the state - defined proficiency threshold following spring testing.

The authors urge U.S. policy makers to reduce the amount of testing in schools and to measure student growth during the year rather than arbitrary proficiency thresholds at year's end.

[9] The low proficiency threshold set in California, for example, obscures the fact that it is among the ten states that have the lowest levels of student achievement.

At the policy design level, he said that schools responded to accountability in unintended and unproductive ways, frequently focusing on proficiency thresholds and «bubble» kids rather than system improvement.

However, its students are performing above the minimum proficiency threshold permitted to allow targeting a school for «turn - around» under Hartford Board of Education policy.

The x-axis identifies a student's distance from the state - defined proficiency threshold.

Here, the study argues that, notwithstanding changes in tests and proficiency thresholds in the states over this period of time, the relative position of Arizona vis - a-vis these comparison entities remains very similar, with Arizona continuing to lag behind both in percent of ELL students achieving proficiency in reading and math.

Further, instead of merely using proficiency rates, which encourage schools to focus on the «bubble kids» (i.e., those just above or below the proficiency threshold) states should use average test scores (like Nebraska) or a «performance index» (like Ohio).

In schools that failed to make AYP in the previous year, students who were expected to fall well below proficiency gained more than students nearest the proficiency threshold.

If the current law's minimum competency standard produces gains among students near the proficiency threshold but disadvantages others, the rules of the accountability system need to be modified, perhaps to reward improvements across the entire achievement distribution.

The inverted «V» depicts the simplified pattern of gains one would expect to see if a school disproportionately targets resources, such as instructional time and teacher focus, to students particularly important to its accountability rating, that is, to students hovering around the state - defined proficiency threshold.

If schools intent on meeting minimum competency benchmarks practice educational triage, they dedicate a disproportionate amount of their limited resources to «bubble kids,» students who might otherwise perform just below the proficiency threshold.

Is it reasonable to expect administrators and teachers to be able to identify students who are likely to be on the cusp of the proficiency threshold at the spring test administration?

Schools will also be tempted to focus on students whose performance is below but close to the proficiency threshold, neglecting both high achievers and students who are unlikely to pass even with a reasonable amount of extra attention.

A question of particular interest was whether schools that failed to make AYP in the previous school year responded strongly to the incentive to target instruction to students at risk of falling just short of the proficiency threshold.

Under educational triage, students near the proficiency threshold would attain the largest gains, while students dispersed away from this threshold and toward the tails of the achievement distribution would suffer diminished performance.

Even in failing schools, students above the proficiency threshold made gains that were greater than one would expect if schools were concentrating resources on students near the threshold.

Despite many media claims of educational triage, I found no evidence of failing schools engaging in coordinated targeting of students near the state - defined proficiency threshold.

The impact of the exit exam policy in Massachusetts is worth noting, especially since the proficiency threshold for passing the state test is one of the highest in the United States.

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

Additionally, assessing growth across different learning levels rather than just at the proficiency threshold would eliminate incentives to ignore students already above proficiency or too far below to reach proficiency soon.

In Michigan, only 45.2 percent of third graders scored at or above the proficiency threshold in 2016.

The first two states to adopt common core were New York and Tennessee, but both states set their cut scores (proficiency thresholds) using completely different criteria.

Conversely, if students are far behind, they can have giant test score gains, but not jump over the proficiency threshold.