Not exact matches
In general, the
results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance
on standardized
tests, higher teacher ratings of classroom performance, and better high school
achievement.
But those
results were widely criticized by educators and software makers for lumping together the outcomes from many different products and for
testing their impact
on student
achievement in the 1st year the teacher had used the material.
Results of the study indicate that LTTA students perform better
on math computation and estimation (as measured by the Canadian
Achievement Test, CAT · 3) compared to students in similar non-LTTA schools.
As a
result, inequalities in access to a full, rich curriculum widened, while
achievement dropped
on measures assessing higher - order thinking skills, like the international PISA
tests.
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.
In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams,
resulting in students outperforming their peers in six matched schools
on standardized
achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).
Rick Hess and Paul Peterson, for example, have compared state cut scores for proficiency
on their state
tests to
results on the U.S. Department of Education's National Assessment of Educational Progress (NAEP) to show that the level of
achievement required to be declared proficient in many states has been dropping over the last decade.
We have to assume that the
results on all
tests are normally distributed and that
achievement can be compared by shift - ing those entire distributions up or down in sync with the over - or underperformance of each district relative to U.S. and global averages.
Results from annual standardized
tests can be useful for accountability purposes, but student progress must be measured
on a far more frequent basis if the data are being used to inform instruction and improve
achievement.
If you are not persuaded by the evidence I reviewed yesterday
on the disconnect between
achievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of Achieve
achievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of
AchievementAchievement Tests.
The middle school teacher whose students recorded our highest
achievement results on the New York ELA
test has more than forty years of experience.
Recalling that black students have the lowest scores
on both the reading and math
tests, one can see that these
results can be interpreted as the effects of peer
achievement.
In the 2001 reauthorization of ESEA as the No Child Left Behind Act, states were required to
test students in grades 3 — 8 and disaggregate
results based
on student characteristics to make
achievement gaps visible.
In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic
achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus
on Results (scores
on standardized
tests and other objective measures are coupled with a focus
on character development).
To the extent that the most important staffing decisions involve sanctioning incompetent teachers and rewarding the very best teachers, a principal - based assessment system may affect
achievement as positively as a merit - pay system based solely
on student
test results.
In my reading, I see this phrase «
achievement gap» as referring solely to
results on test scores.
The goal is literally to double or triple education
results — to increase from 30 percent the number of students who perform proficiently
on tests of academic
achievement to 60 and then 90 percent.
To create such programs, states and districts must identify the most important elements of student performance (usually academic
achievement), measure them (usually with state
tests), calculate change in performance
on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost
results.
The low group could be defined by sub-basement scores
on achievement tests and wide gaps between groups
on achievement -
test results.
Mediocre PISA and TIMSS
results plus persistent domestic
achievement gaps have caught the eyes of policymakers and education leaders
on both sides of the pond, as it's become clear that yesterday's so - so expectations just aren't good enough and that today's
testing - and - accountability regimes do not produce nearly enough world - class, college - ready graduates.
Results of the Student
Achievement Guarantee in Education, or SAGE, program showed that between 1996 - 97 and 1998 - 99, 1st, 2nd, and 3rd graders in 30 public schools performed better
on the Comprehensive
Tests of Basic Skills than did students in bigger classes.
The other study (Perkes 1967) produced mixed
results: students whose teachers took more subject - matter coursework reported higher scores
on an
achievement test, but lower scores
on the STEP, a
test of higher - order thinking.
The
results are consistent with other studies that show a substantial return (up to 50 percent of a standard deviation
on standardized
achievement tests) to
achievement from observed classroom quality, with greater effects often accruing to children with higher levels of risk and disadvantage.
If you look at student
achievement data, say in New York state,
results on the typical New York state
test correlate to socioeconomic status in reading, one and a half to two times as much as they do in math.
Attending a Boston charter school makes special education students 1.4 times more likely to score proficient or higher
on their standardized
tests,
resulting in a 30 percent reduction of the special education
achievement gap.
As a
result of our findings of no consistent statistical association between the
achievement and attainment effects in school choice studies we urged commentators and policymakers «to be more humble» in judging school choice programs or schools of choice based solely or primarily
on initial
test score effects.
Please see the «NJ Education Facts» section of our website for the full NAEP
results, data
on the
achievement gap and US performance
on international
tests, and independent rankings of the NJ school system.
This report presents the
results of a project to estimate the percentage of U.S. elementary and secondary students being assessed
on deeper learning skills through statewide mathematics and English language arts
achievement tests at the beginning of the Deeper Learning Initiative.
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.
Most
tests gaining attention today are
achievement tests, including those commonly referred to as «high stakes,» meaning that crucial decisions are made about a student, teacher, or school based
on the
results of the
test.
New Jersey measures growth for an individual student by comparing the change in his or her
achievement on the state standardized assessment from one year to the student's «academic peers» (all other students in the state who had similar historical
test results).
The
results of such an analysis allow us to reality -
test the broad cautions voiced by the Friedman Foundation, the Cato Institute, and others — in particular their warning that holding schools to account for student
achievement (especially via conventional state
testing programs) will surely cause them to turn their backs
on such programs and thus leave needy children without good educational options at all.
One of the more interesting questions the CCSR asked was, Did high - stakes accountability cause the teachers, parents, and students of the Chicago Public Schools (CPS) to change their behavior in ways that would lead to higher
achievement, or does the evidence suggest that the CPS's initiatives
resulted in simply more focus
on testing?
On top of that, the Common Core is set up so that it is very difficult for teachers to go back and reteach content from last year, so getting
results months after the administration of the
test will do nothing to aid remediation or close
achievement gaps.
Contemporary accountability policies have created the added expectation that districts will differentiate support to schools
on the basis of
achievement results from state
testing programs and other accountability measures, with particular attention to be given to schools where large numbers of students are not meeting standards of proficiency.
For example, parents of a gifted fourth grader who achieves at a sixth grade level
on nationally normed
achievement test may be told those
results are irrelevant as the fourth graders in this district are «really» sixth graders when they take a nationally normed
test.
But
on the
achievement tests given to all D.C. students, the SEED and Maya Angelou
results, like those of other city schools, are not very good.
Districts may extend or enrich their curriculum beyond what is found in the textbook, however it's not too big a stretch to hope that a student who achieves at above - grade
results on a nationally normed
achievement test should have a textbook at that nationally normed level.
Some
achievement tests return two sets of
results: scores based
on national norms, and scores based
on local norms.
We are striving every day to close the
achievement gap in our public schools and have shown strong
results on state
testing and other measures of success.
The tendency to casually focus
on student
achievement, especially given the
testing system's heavy emphasis
on reading and math, allows a large number of employees to either be excused from
results - driven accountability or be held accountable for activities over which they have no control.
The Wallace Foundation has produced study
results indicating that when, (a) principals focus their efforts
on improving instruction, (b) teachers trust the principal, and (c) the principal works to develop shared leadership within the building, higher scores
on standardized
tests of
achievement result.
Failing to provide any English instruction will naturally lead to miserable
results on English - language
achievement tests.
The latest
results on the most important nationwide math
test show that student
achievement grew faster during the years before the Bush - era No Child Left Behind law, when states were dominant in education policy, than over the years since, when the federal law has become a powerful force in classrooms.
Last years»
test results were based
on the percentage of students that scored above «minimal» — the lowest
achievement level.
While
Achievement First likes to brag that their students do better
on standardized
tests than students in their neighboring district schools, they fail to reveal that the get those
results by refusing to provide educational services to broad social - demographic groups within the community.
But now, as we move to the next level of accountability, this reform «miracle» is being called into question by discrepancies leading to allegations of fraud in dropout reporting as well as the preliminary
results of the new, more rigorous, Texas Assessment of Knowledge and Skills (TAKS)
test, which, depending
on your perspective, reflect either a lack of true student
achievement progress in many areas or a backsliding in progress previously reported.Recently, this debate was sharpened with the release of the
results in five major U. S. cities of the National Assessment of Educational Progress (NAEP)
tests, in which Houston participated
on a voluntary basis, and the
results were mixed at best.
ASCD believes that accurately assessing student
achievement requires more than
results on standardized
tests in two or three subjects.
But a new report published by the American Institutes for Research (AIR) has identified a school reform with proven
results in boosting student
achievement, and not only
on tests.
Combatants
on both sides of that fight could claim a measure of validation from the new research: Advocates of school choice who argue that it isn't fair to judge voucher programs based
on test results from a student's first year in private school, given that it takes children time to adjust to a new environment, and critics who say vouchers drain funds from public schools without improving student
achievement.