Sentences with phrase «reported better test scores»

Not exact matches

To become a Top Pick, a car must excel at the publication's track tests, offer average or better reliability, perform effectively in government or industry crash tests, and return high owner - satisfaction scores in Consumer Reports» surveys.

So were the average GMAT scores of its entering classes, which tended to range near 600, more than 100 points below the best schools, which typically report scores in the 700 - plus range on an entrance test where the highest possible score is 800.

The product testing agency on Thursday gave the new, high - performance P85D version of the automaker's Model S a rating of 100 — a perfect score — calling it «the best - performing car that Consumer Reports has ever tested.»

With about a 26 % acceptance rate, and an average Graduate Management Admission Test (GMAT) score of 712, the US News & World report ranks it as the 14th best business school in the US.

Officials say changes Illinois has made in how it categorizes student performance — called cut scores - on standardized tests mean parents and community members must look beyond the report to evaluate how well the...

Any indicator that does not score 10/10 on the report card means more needs to be done (the scores are not like a test result where a lower score is good enough for a pass).

Some appear to be turned off by reports of Success suspension rates far higher than district schools» and the extreme focus on performing well on test scores.

In June, researchers reported that office workers scored higher on tests of cognitive function when the room was better ventilated, but many studies have found that background noise impairs cognitive performance.

UA researchers considered survey respondents» self - reports of physical health and quality of life, as well as their scores on cognition tests measuring verbal fluency, word recall and delayed word recall.

In another study of 400 healthy people, those participants who had higher scores on a gratitude test also reported significantly better sleep.

Nevaeh got out of school yesterday and made all A's on her report card as well as pass her standardized tests with advanced scores woohoo!

Contrary to earlier reports, Fox's Deadpool 2 may have actually scored better than its predecessor at its test screening.

GreatSchools.org, through its GreatKids initiative, offers a Test Guide for Parents that walks families through score reports, what the results mean, and how they can help their kids do better.

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

But all previous evaluations of the effects of private schools or of school voucher programs reported test - score results for both reading and math, or a composite measure of the two, even if the researchers thought that one or the other was a better measure of school performance.

As June Kronholz reported in Education Next, studies have long found that disadvantaged students who participate in such activities are less likely to drop out, use tobacco or alcohol, or get pregnant; they are also more likely to score well on tests, enroll in college, and complete college.

The report by the NRC committee claims that gains in test scores on the National Assessment of Educational Progress (NAEP) between 2007 and 2009 were no better than in the ten other school districts for which comparable data is available.

Finally, although the lion's share of teacher - quality research since the Coleman Report has focused on the connections between teacher quality and student test scores, new evidence is shining a light on the extent to which teachers affect other long - term non-test student outcomes as well.

The council's Beating the Odds VI report, a city - by - city analysis of student performance, recently revealed that urban students» scores on state assessments in reading and math as well as on the more rigorous federal test — the National Assessment of Educational Progress (NAEP)-- are rising, with urban students making the most gains in mathematics.

The report, conducted by the Center on Education Policy, a Washington - based research organization that tracks implementation of the federal law, found that schools and districts are better aligning instruction and state standards, that test scores are rising, and that the number of schools labeled «in need of improvement» is holding steady.

Using students» test scores as one part of evaluations for teachers, principals, and superintendents is associated with better academic performance at schools serving the middle grades, a report released this week has found.

With 85 percent of a school's grade based on test scores — and 60 percent of the total based on test score growth — the report cards, for good or for ill, left little room for doubt that testing was king.

In an article for Education Next, Pieter De Vlieger, Brian A. Jacob, and Kevin Stange of the University of Michigan report that students taught by skilled postsecondary instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, earn more credits, and are better positioned to complete a college degree, with larger effects for in - person than online classes.

Linking students» test scores with evaluations was one of the «best practices» that high - performing schools serving students in grades 6 to 8 have in common, the report found.

In this report, we use 2007 test - score information to evaluate the rigor of each state's proficiency standards against the National Assessment of Educational Progress (NAEP), an achievement measure that is recognized nationally and has international credibility as well.

In our view, the best way to address this concern is to report the results from the two - step approach along with information on test - score levels.

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.

This methodology — absolute test scores controlled for demographics — is imperfect, but it's the best methodology you can use given California does not publicly report student growth scores.

Psychologists Catherine Good, now at Baruch College, Joshua Aronson of New York University and Michael Inzlicht, now at the University of Toronto, reported in 2003 that a growth mind - set workshop raised the math and English achievement test scores of seventh graders.

However, I still find no evidence in the MET report to support the idea that its measures can identify ineffective teachers without damaging and / or destroying the careers of good teachers, guilty of nothing but committing their careers to schools where it is harder to raise test scores.

Scores on the NAEP test, sometimes called the Nation's Report Card, were released this morning and the results were not good.

The Anderson School will select a pool of applicants who have demonstrated a strong performance in school, as shown by their fourth grade report card, good attendance and punctuality, and fourth grade NYS ELA and Mathematics test scores - as reported in the Department of Education's Student Enrollment Management System (SEMS).

Whether these report cards use A through F letter grades or some other measure, the idea is the same: to use student test scores and other data to show how well schools are doing.

The Oakridge School District in Oregon reported that their test scores improved when they shifted to this alternative schedule as well.

There was some bad news for charter schools in a government report last week that said children in those schools didn't do as well on national tests scores as kids in public schools.

The controversial National Council on Teacher Quality (NCTQ)-- created by the conservative Thomas B. Fordham Institute and funded (in part) by the Bill & Melinda Gates Foundation as «part of a coalition for «a better orchestrated agenda» for accountability, choice, and using test scores to drive the evaluation of teachers» (see here; see also other instances of controversy here and here)-- recently issued yet another report about state's teacher evaluation systems titled: «Running in Place: How New Teacher Evaluations Fail to Live Up to Promises.»

«The report acknowledges that programs such as TAP take time to change attitudes and alter a school's culture, and that measurables such as test scores and teacher retention might be better thought of as longer - term or final outcomes.»

It was the No Child Left Behind Act of 2001 (NCLB) that required schools, for the first time, to report truancy data to the federal government, alongside annual test scores in reading and math, as well as high school graduation rates.

It introduced «School Report Cards» that included test scores as well as school experience survey responses by staff, parents, and students.

«When you delay school start times, all these factors improve: less self - reported depression, fewer driving accidents, better grades, better test scores, better attendance,» Owens said.

A recent report delivered to the Brookings Institute clearly warns of the danger of misidentifiying «good» and «bad» schools on the basis of short - term test - score gains (Lynn Olson, «Study Questions Reliability of Single - Year Test Score Gains,» Education Week, 23 May 2001:test - score gains (Lynn Olson, «Study Questions Reliability of Single - Year Test Score Gains,» Education Week, 23 May 2001score gains (Lynn Olson, «Study Questions Reliability of Single - Year Test Score Gains,» Education Week, 23 May 2001:Test Score Gains,» Education Week, 23 May 2001Score Gains,» Education Week, 23 May 2001: 9).

By sending parents a summary of the planned assessments, reminding them of testing dates during the school year, and sharing information about how to interpret score reports, schools can help parents make sense of the new assessments and build better communication and parent - school partnerships.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

The researchers found students» reported self - management skills and growth mindset were the best predictors of students» later reading and math performance; a higher sense of self - efficacy was associated with higher test scores for white and Asian students, but not for black or Hispanic students.

The report shows that as a country we have greatly increased education spending and the number of non-teachers on payrolls at district school, while test scores and teacher salaries have remained stagnant at best.

According to the report, «value - added models» refer to a variety of sophisticated statistical techniques that measure student growth and use one or more years of prior student test scores, as well as other background data, to adjust for pre-existing differences among students when calculating contributions to student test performance.

This report provides a new resource for understanding the state of urban public schools in the U.S. Geared specifically toward city leaders who want to evaluate how well traditional district and charter schools are serving all their city's children and how their schools compare to those in other cities, the report measures outcomes for all public schools, based on test scores and non-test indicators, in 50 mid - and large - sized cities.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

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.

The report argues that better teacher preparation should be considered among other reforms, such as linking teacher evaluations to student test scores, lengthening the tenure period and finding ways to fire ineffective teachers.