Sentences with phrase «rely on test scores»

He said the more we rely on test scores, the more difficult it is to have equity because testing takes time away from learning.

But the more we rely on test scores, the more difficult it is to have equity because testing takes time away from learning.

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

Why can't your chain create a high performing school that doesn't rely on test scores and behavior modification as their selling point.

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

The danger with your argument — that we may have no choice but to rely on test scores — is that it rationalizes ignorant actions by policy makers whose knowledge of school or program quality consists almost entirely of test score results.

Over the last few years I have developed a deeper skepticism about the reliability of relying on test scores for accountability purposes.

So, regulators relying on test scores will experience false positives and false negatives if they try to actively manage a portfolio of schools.

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.

Not exact matches

To gauge the school's success, it will rely on the data from a variety of indicators the district collects, which include several that go beyond standardized - test scores.

In last week's 2 - 1 defeat by Liverpool Benteke wasted two fine chances while the score remained 1 - 1, but when Alexander Sorloth and Connor Wickham have already been ruled out, Palace could struggle without him and are relying on a positive outcome to a late fitness test.

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

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.

A further benefit is that while usual approaches require heavy use of cross-validation data or testing data to evaluate the predictors, the I - score approach does not rely as much on this as much.

«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.»

Thus no system should rely solely on the snapshot of a single year's test scores in making decisions about incentives or consequences.

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.

Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition.

UnlikeBerry, though, Wilkins and her colleagueshave advocated for a value - added approachthat relies largely on multiyear test scores tomeasure teacher effectiveness.

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.

Feaster - Edison relies heavily on both standardized test scores and Edison's own benchmark assessments to inform and adjust instruction throughout the year.

That isn't doing nothing; it's relying on those who know more than can be gleaned from test scores.

But at the end, you add that we may have no choice but to rely primarily on test scores to close schools and shutter programs — or else «succumb to «analysis paralysis» and do nothing.»

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

And the situation is even worse because most regulators making decisions about what choice schools should be opened, expanded, or closed are not relying on rigorously identified gains in test scores — they just look primarily at the levels of test scores and call those with low scores bad.

We rely upon math test scores from the National Assessment of Educational Progress (NAEP) and various international tests to provide data on the cognitive skills of each state's adult workers.

In any case, no reputable researcher would rely on a one - year bump in some test scores to judge the efficacy of a new program.

If inspectors rely mostly or exclusively on test scores to arrive at the overall rating, then these ratings will not provide new information to educators, parents, and policymakers.

Sometimes called «exam schools,» because test scores are typically part of their selection process and a handful of them rely solely on such scores, they tailor their curricula and teaching to high - performing, high - potential kids who want a high school experience that emphasizes college - prep, or college - level, academics.

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.»

That's the case with dozens of other «screened» high schools in New York, too, which are selective — often highly so — but don't rely exclusively on a single test score to decide who gets in.

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.

(Dozens of selective high schools in New York City — not including the eight that rely entirely on test scores — follow a complex citywide dual - track choice - and - selection process akin to the «match» system by which medical residents get placed.)

Still, most rely primarily on applicants» prior school performance and scores on various tests.

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.

Parents use test scores to gauge their children's academic strengths and weaknesses, communities rely on these scores to judge the quality of their teachers and administrators, and state and federal lawmakers use these scores to hold public schools accountable for providing the high - quality education every child deserves.

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 there are many critics of the subjective approach, it has an important role in order to balancing out the «teach to the test» and other negative consequences of relying solely on test scores.

Far more important, NACSA's ratings did clearly predict schools» chances of being renewed at the end of their first charter term — and through a renewal process that relies on Louisiana's test - based School Performance Score (SPS) measure.

However, the most recent experimental evaluation of the D.C. voucher program showed negative test - score effects after one year, even though the study did not rely on a state - mandated test — and despite the fact that an earlier study of the program showed no effects.

But when it comes to expanding schools, if this research holds, I will rely less on positive test scores, and I think authorizers should do the same.

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.

Over 850 colleges do not require test scores, Schaeffer notes, and they seem to do just fine relying on classes taken and grades earned, along with other elements of an application portfolio.

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

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.

Unfortunately, the author of this blog fails to mention that the Gates study relies on score gains on standardized tests to compare to other measures in order to test for reliability.

Keeping in mind that test - based accountability mostly focuses on the level of test scores, not changes, and virtually never relies upon a rigorous identification of how test scores are caused by schools and programs, we have no way of knowing that that the kinds of schools, programs, and practices that we are pushing in education will actually help kids later in life.

A few (mainly in New York) rely exclusively on test scores.

Our analysis relies on test - score information from NAEP and PISA.