Sentences with phrase «reflected in test scores»

Kelly Peacock Wright, King Elementary principal for two years, said her teachers have worked hard to develop students» math and literacy skills, but the progress they have seen has not been reflected in test scores by which she and her staff are held accountable.

(4) One risk is that the public will judge site - based management prematurely on the ultimate goals, derailing sound practices whose success is not yet reflected in test scores.

Another culprit is the «multiple intelligences» claim that everyone learns differently and is surely gifted in some way, even if some forms of intelligence aren't reflected in test scores.

Subsequent performance / persistence: How students fare after they leave a school says a lot about what they learned while they were enrolled, and the degree to which that learning was accurately reflected in their test scores — or not.

«The Assembly Majority has heard the concerns of New York's educators and parents and we know that teachers» performance and that of New York's students may not be truly reflected in test scores.

Not exact matches

Homeschooled students» test scores and performance in colleges and universities reflect that homeschooled children do just fine.

It's reflected in improved grades and test scores, strong attendance, a higher rate of homework completion, higher graduation rates, improved attitudes and behaviors in the child, as well as the child being more likely to become involved in positive extra-curricular activities.

In the California Verbal Learning Test, on a scale of 0 to 80, with 80 reflecting the best memory, the healthy participants had an average score of 55.8, whereas those with mild cognitive impairment scored an average of 40.5.

In the conventional approach to measuring IQ, a person is given a standardized test, such as the Wechsler Adult Intelligence Scale, and their score on the test is assumed to reflect their level of intelligence (with some amount of random error).

Michael Rebell and Jessica Wolff at Columbia University's Teachers College argue that middling test scores reflect a «poverty crisis» in the United States, not an «education crisis.»

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.

Their system reflects Finnish ideals and builds on Finnish strengths, and their students score at the top of international tests like PISA (Program for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study).

Such offsetting behavior would be of interest in its own right, and we stress that our test - score results below reflect the effects of any such changes.

Commentary on «Great Teaching: Measuring its effects on students» future earnings» By Raj Chetty, John N. Friedman and Jonah E. Rockoff The new study by Raj Chetty, John Friedman, and Jonah Rockoff asks whether high - value - added teachers (i.e., teachers who raise student test scores) also have positive longer - term impacts on students, as reflected in college attendance, earnings, -LSB-...]

The ideal assessment will be more nuanced, gathering student data over time but also looking at the small, yet significant improvements in achievement, such as higher grades or increased participation in class, which might not be immediately reflected in students» test scores.

The Mexican American Legal Defense and Education Fund, reflecting rising concerns that stricter college - admission requirements will limit minority students» access to higher education, this month filed a petition on behalf of 14 Hispanic groups denouncing the use of minimum cutoff scores and the «overemphasis» placed on test scores in the admissions process.

Many educators feel that this method, combined with teacher narrative, better reflects student progress because it makes allowances for individual differences in learning rate and style, emphasizes real learning over test scores, and minimizes subjective considerations.

The concept is simple: A series of influential studies in recent years have shown that teacher quality is one of the most important factors in student achievement, so «good» teachers — as reflected in growth in student test scores — should be paid more than their less able colleagues.

The new study by Raj Chetty, John Friedman, and Jonah Rockoff asks whether high - value - added teachers (i.e., teachers who raise student test scores) also have positive longer - term impacts on students, as reflected in college attendance, earnings, avoiding teenage pregnancy, and the quality of the neighborhood in which they reside as adults.

Success Stories: Principals Reflect on the Year's Achievements Test scores aren't the only measure of success in today's schools.

But let's assume that you're in favor of pushing academic achievement and the improved test scores that seem to reflect it.

After Virginia increased the level of difficulty of its tests in recent years, scores had fallen, but the gains in the 2014 - 2015 school year reflect an upward trend attributed in part to teachers and students becoming accustomed to the more rigorous tests.

Consequently, many states now claim dramatic improvement in their test scores, but these gains are not reflected on the tests given every other year by the federal government.

One major point of pushback to using test scores in teacher evaluations has been the concern that such tools, known as value - added measures, reflect student demographics more than a teacher's ability, and penalize teachers who take on more difficult students.

The terms αt and βg are year - of - test and grade - of - test effects, while Xi is a vector of demographic controls with coefficient γ, and εigt is an error term that reflects random fluctuation in test scores.

In separate studies, Derek Neal and William Johnson in 1996 and June O'Neill in 1990 found that most of the wage gap between black and white adults disappears once the data are adjusted to reflect their scores on the Armed Forces Qualifying Test; in other words, those adults with similar scores earned similar wageIn separate studies, Derek Neal and William Johnson in 1996 and June O'Neill in 1990 found that most of the wage gap between black and white adults disappears once the data are adjusted to reflect their scores on the Armed Forces Qualifying Test; in other words, those adults with similar scores earned similar wagein 1996 and June O'Neill in 1990 found that most of the wage gap between black and white adults disappears once the data are adjusted to reflect their scores on the Armed Forces Qualifying Test; in other words, those adults with similar scores earned similar wagein 1990 found that most of the wage gap between black and white adults disappears once the data are adjusted to reflect their scores on the Armed Forces Qualifying Test; in other words, those adults with similar scores earned similar wagein other words, those adults with similar scores earned similar wages.

These results suggest that the improvements in test scores after charter school entry could reflect changes in school practices, such as improving student engagement.

Put simply, Suzie may learn more than Johnny in 3rd grade not because Suzie had the better teacher that year but because she may have had a better education the previous year, even though this was not reflected in her 2nd grade test score.

Alternatively, higher test scores could reflect a more positive and involved group of parents remaining in district schools.

Peter Smyth, a retired educator and administrator, and also a co-founder of Community Voice, says, «After a career in education and research into educational reform, I have come to these conclusions: while South Carolina Superintendent Zais has applied for a waiver to No Child Left Behind, his proposals reflect those of Secretary Duncan and the current and previous administrations, policies which have not achieved their goals and have made raising test scores and graduation rates, rather than meaningful learning, the default goals of American education.

Nevertheless, the re-emphasis on student achievement test scores that is reflected in federal legislation, including value - added teacher evaluation and student - competency laws, have contributed to the return of this practice in some jurisdictions.

High stakes in Chicago: Did Chicago's rising test scores reflect genuine academic improvement?»

As adults, when we reflect upon our best experiences in school, they are seldom test scores.

In a nutshell, she points out that the MET study asked whether actual observation of teaching, student surveys, or VAM test score measures did a better job of predicting future student test score growth, which «privileges» test scores by using it both as a variable being tested and as the outcome reflecting gains.

Some doubt the validity of the tests themselves, some question the idea that student learning gains reflect teacher effectiveness, and some question the emphasis on test scores in shaping teachers» goals.

I understand the pressures schools are under to achieve the standardized test scores to prove they are successful, but my wish, my hope is that school leaders do not forget their philosophy of education, that they continually reflect on what they believe students really need to learn to succeed in life, that they encourage a culture of listening at their schools.

Small numbers of students tested in several MassInsight award - winning schools suggest that MCAS score gains may reflect little more than variations in the testing pool.

In some schools and districts, test score increases may reflect less an improvement in teaching and learning than a loss of weaker students from the test - taking pooIn some schools and districts, test score increases may reflect less an improvement in teaching and learning than a loss of weaker students from the test - taking pooin teaching and learning than a loss of weaker students from the test - taking pool.

But how would we expect these test score effects to be reflected in later effects on adult earnings?

Researching better instructional techniques, her testing scores reflected improvement by reaching 64 % proficiency in 1996.

At Imagine Schools, we believe in accountability and continual improvement, reflecting our understanding that test scores alone do not measure how well a school is performing.

These awards reflect which schools are most successfully preparing students for college, based on students participating in and achieving passing scores on Advanced Placement and International Baccalaureate tests.

This suggests that improvements in state scores often reflect test prep that helps students score higher on one particular test, rather than genuine improvements in students» academic skills.

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

Secretary DeVos is right when she says that American state schools appear to have grown accustomed to being in receive mode, waiting for orders from on high as to what they are to do next; while independent schools continue to enjoy their autonomy and capacity for innovation, which was once a rationale for the charter sector as well, but that sector has lost its vitality since philanthropists suborned leading educational entrepreneurs into specializing in test prep, so impatient did they become to see the effects of their spending reflected in national test score reports, an improvement that has not been forthcoming.

«In our view, average test scores are more appropriately thought of as measures of opportunity — they reflect the sum total of educational opportunities that children have had,» wrote Reardon in a follow - up emaiIn our view, average test scores are more appropriately thought of as measures of opportunity — they reflect the sum total of educational opportunities that children have had,» wrote Reardon in a follow - up emaiin a follow - up email.

What is of chief importance to «struggling» schools is the raising of scores on poor quality tests that do not reflect how each student has grown in his or her own way.

Test scores reflect not just the quality of schools or their teachers, but all kinds of other factors in children's lives, including their home environment; whether they attended a good preschool; traumas they have experienced; and whether their parents read to them at night or hire tutors.

Given higher levels of second grade scores, the downward trend among charter students probably reflects the difficulty that charters have had in raising test scores, not that students with less potential for growth have chosen to attend a charter school.

In an August 2014 resolution, Vermont's State Board of Education called on the federal government to «reduce the testing mandates, promote multiple forms of evidence of student learning and school quality, eschew the use of student test scores in evaluating educators, and allow flexibility that reflects the unique circumstances of all states.&raquIn an August 2014 resolution, Vermont's State Board of Education called on the federal government to «reduce the testing mandates, promote multiple forms of evidence of student learning and school quality, eschew the use of student test scores in evaluating educators, and allow flexibility that reflects the unique circumstances of all states.&raquin evaluating educators, and allow flexibility that reflects the unique circumstances of all states.»