Sentences with phrase «said standardized test scores»

He said standardized test scores are not necessarily the major factors in making teacher evaluations and that alternative data is vital to consider as well, including local standardized exams, portfolio assessments and teacher evaluations.

Admissions experts said standardized test scores are not a good indicator of future performance in college, and students who don't submit test scores may not be good test - takers but could be better students overall.

It didn't matter that assessment experts repeatedly said standardized test scores should not be used for high - stakes decisions and are only a narrow window into how well a student is performing.

Not exact matches

While Cassin's GRE score was competitive enough to secure her admission to two top business programs — just shy of 700 — she said one thing she wished she had known was how much your standardized test scores follow you, even after the admissions process.

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...

Julia Bauscher, who is president of a national advocacy group called the School Nutrition Association, says administrators are under intense pressure to increase instruction time and boost standardized test scores.

A child's success can't be measured in IQ scores, standardized tests or vocabulary quizzes, says author Paul Tough.

State Assembly Speaker Carl Heastie said the Assembly will take up a bill Wednesday to decouple the results of standardized student test scores from teacher evaluations.

«He's putting so much focus on test scores that are going to be detrimental to our school because the overwhelming majority of our kids don't speak English at home and don't perform as well on standardized tests,» she said.

«We have to deal with the issue of the effect of Common Core testing on teacher evaluations,» Cuomo said Tuesday at a news conference on the state budget, referring to the tougher curriculum standards adopted by the state that produced sharply lower scores on standardized tests in New York last year.

While unions have said they worry that teachers could be unfairly judged based on their students» test results, the scoring for students and teachers is quite different — students get an objective standardized test score, while teachers are evaluated under multipart programs that are developed by local teachers unions and school leaders.

Assembly Speaker Carl Heastie says the New York state Assembly will take up a bill Wednesday to decouple the results of standardized test scores from teacher evaluations.

The resolution up for discussion in Comsewogue says the board «will seriously consider not administering the New York State standardized ELA and math exams in grades 3 - 8, and the science exam in grades 4 and 8,» citing disagreement with state funding and the linkage of teacher evaluations to student test scores.

Children from families of low socioeconomic status generally score lower than more affluent kids on standardized tests of intelligence, language, spatial reasoning, and math, says Priti Shah, a cognitive neuroscientist at the University of Wisconsin who was not involved in the study.

Doctoral student Helen Malone has been researching time and learning and says that because this is so new, «there's no rigorous data yet, but what they are finding is that kids are making significant gains on standardized test scores.»

All of the state's standardized tests, except for essays, have been moved online, allowing teachers and students to see their scores almost immediately after the tests are submitted, said Gene Evans, director of communications for the Oregon Department of Education.

For the city, Hansen says, the moral of the story was that most parents don't want to move their children from their neighborhood school, no matter how miserable its scores on standardized tests.

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).

The best incentive plans are those that go beyond rewarding select teachers whose students score higher on standardized tests, says Darling - Hammond; they use multiple measures to evaluate teacher performance and create career ladders capable of supporting and rewarding all teachers.

Indeed, Robert Brennan of the University of Iowa (who directs the Iowa testing programs), the psychometrician who said «no» and voted with the minority, wrote, «Crucial evidence from prediction studies does not support a conclusion that scores on College Board standardized tests administered with extended time to disabled students are comparable to scores on the same tests administered to nondisabled students without extended time.»

But, he says, even though King Middle School and Casco Bay High School score above the state average on standardized tests, there's no way to know how much of that success is due to the laptops, the expeditionary learning, the collaboration among teachers, or something else entirely.

Merseth says the aim isn't just to create a charter that must meets state guidelines and scores well on standardized tests but also to focus on the qualitative, social, moral, and emotional questions facing school design.

But now the CFR study says that teachers who are unusually good at helping students score high on standardized tests today aren't just unusually good at helping students score high on standardized tests tomorrow.

As school systems add more and more curricula for teachers to cover — and put more and more emphasis on standardized test scores — many teacher say they have less time to be creative.

A successful undergraduate teacher in, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professor.

In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stable.

Although acknowledging their challenges, both principals said they want to channel some of their resources toward improving standardized test results, particularly with talk at the federal level of tying funding to student test scores.

«It's a mistake to draw firm conclusions from a single data point, especially when students, parents and educators want the conversation... to go far beyond labeling them with a score based on unproven and disruptive standardized tests,» she said.

Less than half of adults (42 %) say performance on standardized tests is a highly important indicator of school quality — that includes just 13 % who call test scores extremely important.

New York teacher Kevin Glynn was once a big fan of the Common Core, but he says the standardized testing that's come along with it is reducing students to test scores and narrowing what gets taught in schools.

However, barely more than half of the survey respondents said that standardized test scores are «important» and barely 10 % listed «performance on standardized tests» as one of their top five reasons for choosing a school.

«Our entire technology has only been in place since last spring, so it's early to look for changes on standardized tests,» Grignano said when asked about student scores.

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.

That said, the NACAC study revealed that about a third of selective colleges stated that a small increase in standardized test scores could make a difference in their admission decision.

«This, I think, is destructive, not productive,» he said, in part because he believes the governor's proposal would put too much emphasis on standardized - test scores in determining teacher effectiveness.

These are some of the things I've heard teachers say over the years about standardized test scores and the pressures surrounding student performance:

She doesn't directly say these schools push out these children, but charter critics have frequently said that many charter schools — especially the high - profile «no - excuses» charters — counsel out students who are disciplinary problems or who might drag down their school's average standardized test scores.

Some in the District also say that test scores rose because the percentage of white students — who traditionally do better on standardized tests — has grown in District schools in recent years.

But Samuel says other teachers are worried scores on state standardized tests will drag down their evaluation.

For example, she heavily used standardized test scores for the evaluation of schools and educators, even though assessment experts said it was a bad idea.

A long - running education poll's latest results this September find «Less than half of adults (42 %) say performance on standardized tests is a highly important indicator of school quality — that includes just 13 % who call test scores extremely important.»

A growing number of people, including both school choice advocates and education reform opponents, say there's little evidence that standardized test score gains in math and reading lead to improved long - term life outcomes.

In addition to unleashing «great innovation and creativity» on the part of the participating states, the waivers have pulled in «hundreds of thousands» of students whose standardized test scores hadn't been counted toward accountability plans for schools, Duncan said.

In addition, Hespe said the state will add an appeal process for the current year around the use of so - called «student growth objectives,» a separate measure that uses assessments other than standardized test scores.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

Students Matter, the nonprofit organization that filed Vergara v. California, sued 13 California school districts last year, saying those districts were not in compliance with the Stull Act and their collective bargaining agreements explicitly prohibited the use of student standardized test scores in assessing teacher performance.

State Superintendent of Public Instruction Tom Torlakson and the State Board of Education are using multiple cues to send a uniform message: Parents shouldn't compare the new results with scores on past state standardized tests; this year's English language arts and math tests are, they say, more difficult, and are based on a different set of academic standards.

Citing the model of several countries where students regularly score high on standardized tests, Mr. Duncan said that they pull their teaching corps from the top tenth to top third of college graduates.

Lipshutz said after the lawsuit was filed, several of the school districts amended their contracts to remove the language prohibiting the use of standardized test scores in teacher evaluations.

During the strike, Chicago Teachers Union president Karen Lewis said she was concerned that «too much of the new evaluations will be based on students» standardized test scores,» and argued there were «too many factors beyond our control which impact how well some students perform on standardized tests, such as poverty, exposure to violence, homelessness, hunger, and other social issues beyond our control» (Chicago Teachers Union, 2012, para. 5).