Sentences with phrase «relies on student test scores»

For example, the Gates Foundation's small school reforms were widely panned as a flop in early reviews relying on student test scores, but a number of later rigorous studies showed (sometimes substantial) positive effects on outcomes such as graduation and college enrollment.

To help teachers successfully fulfill their role in this endeavor, effective teacher supervision and evaluation systems that inform teacher professional development and improve instruction are essential; however, disagreement over what those systems should measure remains, and some researchers caution against relying on student test scores as a valid metric (Baker et al, 2010)

All of the models being assessed by the pilot must rely on student test scores and other achievement measures for up to half a teacher's grade, from «ineffective» to «highly effective.»

Not exact matches

The State Education Department has until the end of the month to design new teacher evaluations that will rely more heavily on students» standardized test scores.

«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.»

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.

Assessment is at the heart of education: Teachers and parents use test scores to gauge a student's academic strengths and weaknesses, communities rely on these scores to judge the quality of their educational system, and state and federal lawmakers use these same metrics to determine whether public schools are up to scratch.

As noted above, one of the benefits of the analysis presented here is that it relies on student performance on NAEP, which should be relatively immune from such test - score «inflation» since it is not used as a high - stakes test under NCLB or any other accountability system.

Now, it makes good sense to rely on much more than test scores to gauge the performance of students, teachers and schools.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

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.

To rule out this possibility, we rely on school - level data on the percentage of students achieving level 4 in Key Stage 2 English, as the more detailed student - level test scores examined above are not available before 1996.

While NAEP, the Nation's Report Card, scores are the gold standard for measuring student achievement and serve as a yardstick for state comparisons, NAEP results are generally not known by students and their families, who rely on their state test results to know how they are performing.

By contrast, IMPACT relies on observational scores both from principals and from «master educators» — highly rated former teachers who work full - time for the district — as well as on student test - score growth, which increasingly is being used to evaluate teachers nationwide.

Having long criticized laws like the federal No Child Left Behind act and Indiana's Public Law 221 for relying too heavily on test scores, small groups of parents are planning to have their students «Opt Out» of statewide testing this spring.

You'd think the respondents would be more concerned about that, given their very negative take on Washington's efforts to improve teacher evaluation — with 81 % strongly believing that federal policy should not «support teacher evaluation systems that rely significantly on» student test scores.

But just as important is what it wouldn't do — rely too heavily on how well each teacher's students scored on the tests.

Spurred by the administration, school districts around the country have moved to adopt «value added» measures, a statistical approach that relies on standardized test scores to measure student learning.

They say student achievement is much more than a score on a standardized test and that it's a mistake to rely so heavily on charter schools.

(At its inception, IMPACT relied heavily on student standardized test scores, and in fact used them to evaluate every adult in the system, including custodians.

Instead of simply relying on test scores, teams will explore other, more holistic measures that include student ownership and agency, social and emotional support, and career preparedness.

To decide whether or not to provide a student with additional supports, school and district leaders rely mainly on test scores and other academic achievement data.

These days, as never before, teachers rely on evidence from students» scores on state, district, and classroom tests to help them monitor their students progress and make instructional decisions.

In particular, they've noticed that teachers and others have expressed strong reservations about any evaluation system that relies too heavily on student test scores.

It is common for Gifted IEP teams to rely on the student's outdated psychological test scores, recent report cards, or older performance test information when creating the Gifted IEP.

Cuomo wants to change the current formula, which relies on classroom observations for 60 percent of the teacher's rating, student scores on state tests for 20 percent and local measures for the remaining 20 percent.

With regards to actual metrics, NCLB relies on objective measurement criteria such as standardized test scores that are then used to track student and school performance over time.

It was spearheaded under Rhee by Henderson, her deputy, and initially relied heavily on student standardized test scores to evaluate every adult in the system, including custodians.

The latest foray into the courtroom began Feb. 13, when New Mexico teachers sued state officials over an evaluation system that relies heavily on student test scores.

Most of the grade would rely on test scores with added weights for reading achievement and at - risk student performance.

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

New teacher evaluation systems have been changed in at least 33 states since 2009, and more than two dozen states are relying on both observations and student growth on test scores to judge a teacher's effectiveness.

In an interview, Castrejón said GPSN relied on schools that applied for the grants to self - report their test scores because GPSN did not have access to this data for magnet centers located on a traditional school campus because the state combines the students» scores.

A core component of that system relies on whether teachers can improve their student's standardized test scores.

High - performance districts predominately rely on test scores and student math GPA in their placement decisions.

Although the NJEA didn't get down to specific percentages, the gist of its argument is that the administration is relying too heavily on student test scores, at least in the initial year of the evaluations.

Fact: Connecticut's teacher evaluation plan, because it relies on student standardized test scores, is fundamentally flawed.

And an ill - conceived teacher evaluation system that relies significantly on the standardized test scores of students.

North Carolina's principals, whose salaries ranked 50th in the nation in 2016, watched this year as lawmakers changed how they are compensated, moving away from a salary schedule based on years of service and earned credentials to a so - called performance - based plan that relies on students» growth measures (calculated off standardized test scores) and the size of the school to calculate pay.

Clearly, Brooks argues, scores on state - level standardized tests aren't an accurate measure of student learning — and shouldn't be relied on as a way to measure school quality.

«Multimetric accountability systems should use formative assessments, evidence of student learning, and progress toward personal growth objectives to measure student and teacher success rather than rely on standardized test scores as the primary reference point.»

This view also relies on far more than test score data to analyze the contributions of school - based factors to student outcomes.

To TNTP's credit, the report's recommendations steer clear of quick fixes, such as relying heavily on student test scores to evaluate teachers.

Given the growing understanding that value added measures (VAMs) of teacher effectiveness rely upon tests not designed to detect teacher input, are highly unstable, and can not account for teacher impact on variability among student scores, it is quite apt that Dr. Audrey Amrein - Beardsley of Arizona State University and a leading researcher on value - added measures, described the proposal as going from «bad to idiotic.»

-- The 2014 proposed rule, focused on increasing teacher prep program accountability, received thousands of comments — many of them negative — about how much it would ultimately cost states, whether it would stretch their data collection capacities and whether it relies too much on student test scores.

Louisiana's draft state plan proposes to tweak the state's measures of school success by relying less on test scores and more on student's academic progress as well as considering non-academic performance indicators.

That law relies more on absolute comparisons of test scores, so it sometimes seems as if Ben Franklin High School, which accepts only high - achieving students, is measured on the same yardstick as schools in the state - run Recovery School District, where the average student starts well below grade level.

Late last year, President Obama signed the Every Student Succeeds Act, a bill that largely lets states devise their own ratings systems — a replacement to the No Child Left Behind Act, which, similar to API, relied primarily on test scores.

Heavily testing students and relying on their scores in order to hold schools — and in some cases teachers — accountable has become the norm in education policy.

However, NAESP can not support the department's recommendation to judge principal effectiveness «in significant measure» on student achievement data that relies primarily on standardized test scores.