Sentences with phrase «rather than test scores»

Not exact matches

I suspect our teacher unions would not be adverse to let some portion of their member teachers compensation be based on a test score bonus rather than the meddling of school boards.

When small variations in student test scores result in failing ratings for teachers, and that can lead to automatic termination, it forces teachers to teach to the test, rather than teaching for learning.

Education policy should focus on making sure that every student makes great progress, rather than accountability for test scores or teacher performance pay.

«When small variations in student test scores result in failing ratings for teachers... it forces teachers to teach to the test, rather than teaching for learning.

Hofstra University is joining the growing ranks of campuses across the country that are making the SAT and ACT optional rather than requiring students to submit scores from those admissions tests when they apply.

«We need, rather than a competitive system, pitting schools against each other over test scores, we need a system that embraces all children.

Governor Andrew Cuomo and lawmakers should consider lowering the stakes in order to account for the flawed rollout of the Common Core standards in New York, rather than removing the test scores from the ratings altogether, King said.

The latest round of state standardized academic test scores showed gains both across New York State and locally.But rather than celebrate the largest bump since New York adopted new tests tied to the Common Core Learning Standards, education officials reported the increases with caution.

On April 9, the DOE announced that a new promotion policy that takes into account teachers» and principals» recommendations rather than students» test scores would take effect this school year.

«It is increasingly important to look at long - run outcomes of educational policies, including impacts on educational attainment and labor market outcomes, rather than just focus on test scores.

The bar should be high before we are convinced that the parents are mistaken rather than the regulators poorly guided by test scores.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

Evaluations led by Harvard's Tom Kane and MIT's Josh Angrist have used this lottery - based method to convince most skeptics that the impressive test - score performance of the Boston charter sector reflects real differences in school quality rather than the types of students charter schools serve.

We address this limitation by focusing on the effect of school spending on such long - run outcomes as educational attainment and earnings rather than on test scores.

Our work extends traditional validation methods by examining variations in generalizability within tests rather than only the generalizability of total scores.

«Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.»

Under this program, tens of thousands of students were required to attend summer school, thousands who did not master basic skills were held back rather than being promoted as was traditional in most school systems, and more than 100 schools were put on probation for low test scores.

It's important to emphasize how crude and inaccurate decisions based on test scores typically are, rather than to imagine them to be as sophisticated as analyses found in leading journals (which are still quite imperfect).

Rather than having regular check - ups on student progress, with relatively low stakes on those results, we'd have much higher stakes attached to a smaller number of test scores.

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.»

One possible explanation is that principals focus on the average test scores in a teacher's classroom rather than on student improvement.

If board members and potential challengers anticipate that voters will punish incumbents for poor school performance, declining test scores may lead board members to retire rather than endure defeat.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

If a district's test - score change fell in the 25th rather than the 75th percentile, we estimate that an incumbent experienced an 18 - percentage - point increase in the probability of facing a challenger.

In other states strong teachers unions may mobilize high turnout among members, their families, and friends, and punish and reward board members for their treatment of teachers rather than hold them accountable for student test scores.

Having a teacher from a good program rather than an average program will, on average, raise a student's test scores by 1 percentile point or less.

We caution, however, that our analysis is correlational rather than causal, so these patterns of findings are merely suggestive that socioeconomic test score gaps persist relatively unabated regardless of the degree of socioeconomic integration at the school level, and are far from definitive.

The successful schools model typically assumes that a school's high test scores are primarily a function of its budget, rather than a student's family background.

Plans that rely solely on student test scores have the most opponents, including many parents, who scorn «teaching to the test,» in which students are drilled to increase their test scores rather than taught to understand the underlying material and learning skills to last a lifetime.

Therefore, when policymakers seek to reward schools for improvements in test scores, they should do so based on multiple years rather than a single year of data.

Students at the same Boston charter high schools that have boosted test scores are also more likely to take and pass Advanced Placement courses and to enroll in a four - year rather than a two - year college.

The pressure to raise test scores has become so strong that testing often degrades instruction rather than improving it.

All of those times are important because they help me get to know more about my students rather than just their test scores.

To take just one example, one of the most disturbing negative effects of test - based accountability is that many young teachers have been trained specifically to use bad test prep — test prep that generates bogus gains in scores rather than true improvements in learning.

We're finally looking at growth over time, rather than a snapshot in time, and when it comes to teachers, we're complementing test - score data with observations and other on - the - ground information.

Rather than focusing on grades and test scores, students need opportunities to take on big issues, work with diverse teams, and produce innovations that will make their communities proud.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

These reviews counted the number of library books and degrees held by teachers, among other inputs, rather than outputs like student test scores.

Some researchers speculate that those programs didn't offer big enough rewards and that they focused too narrowly on test scores rather than the instructional practices teachers can control more directly.

Teachers felt that reforms like the Common Core and the incorporation of student test scores in teacher evaluations were being done to them, rather than with them, said Rich Ognibene, a former New York State Teacher of the Year who signed onto an open letter to Cuomo earlier this year protesting his leadership on education.

My biggest critique is that the state's grading system still relies too heavily on absolute test scores (rather than growth).

In this year's study, 48 % say the local school district should decide what to do with a school that has had failing test scores for a number of years, rather than the state education agency (32 %) or the governor (15 %).

Specifically, we've called for giving teachers tools to use assessments to inform instruction, minimizing test prep (which research suggests does not necessarily lead to increased test scores), focusing on student growth rather than absolute proficiency, and using test scores as only one measure among many in high - stakes decisions.

The state also computes the average scores of all tested students, called mean scale scores, which reflects the progress of all students rather than only those who changed achievement levels from one year to the next.

If I had to bet on which intervention is most likely to work at scale, I'd be inclined to bet on a massive data set that found positive effects on test scores rather than a very narrow data set of three studies where only two study found higher degree attainment.

As Jay points out, the most rigorous charter research finds positive effects on test scores rather than attainment.

In 2012, former NYC chancellor Joel Klein (and Michelle Rhee, and Warren Buffett) half - jokingly floated the idea of «banning» private schools and assigning children to schools randomly (rather than by neighborhood or test score).

This includes evidence from four separate studies that have directly tested whether VAMs measure correlation or causation... All four of these studies reach the same conclusion: VAMs that control for students» lagged test scores primarily capture teachers» causal effects rather than correlations due to other factors not captured in the model.

That is, rather than relying exclusively on test scores to judge schools, BBA calls for the creation of an inspectorate, similar to that used in other countries with high - performing education systems, that is comprised of experienced educators, policymakers and scholars, to evaluate schools and make recommendations about how they might be improved.

The idea of authentic assessment — evaluating children based on an in - depth examination of their work rather than their scores on standardized tests — goes back a century, to the beginnings of the progressive education movement.