Sentences with phrase «school proficiency tests»

In the state's administration of high - school proficiency tests this year in English, Central High School's passing rate rose to 69 % from 37 %.

State requires that 75 percent of 9th graders in each school pass the High School Proficiency Test... Test scores for all four regular high schools are considerably below the state requirement.

Joe Clark, the outspoken principal of Eastside High School in Paterson, N.J., has claimed that someone «out to embarrass him» paid a student to pilfer a copy of New Jersey's High School Proficiency Test from the school.

Known generally as exit exams, students must pass minimum - competency exams like New Jersey's High School Proficiency Test (HSPT) to graduate from high school.

Administrators and teachers were concerned, for example, because they did not know when the state «s high school proficiency test would begin testing for content taught in Algebra II, and what would happen to students who did n`t pass the test.

Along came the High School Proficiency Test.

Currently, there are concerns that the elementary school proficiency test, for 4th graders, is too long.

Cerf also said the state could eliminate the high school proficiency test and just require students to take tests based on individual subjects, such as New York's regents exams.

Not exact matches

Although Rise schools made improvement on a number of metrics, the schools are still posting low proficiency on standardized tests.

By contrast, Moskowitz kept her schools open for one reason: In a city where the overwhelming number of black and Latino students are failing their proficiency tests, she believes students can not afford to miss the precious education they get.

Leaning too heavily on proficiency rates or average test scores can unfairly target schools, especially those that serve disadvantaged students, for intervention, while ignoring schools where students are learning the least.

If we explored the most common use of test scores — examining the level of proficiency — there are no credible researchers who believe that is a reliable indicator of school or program quality.

The Cincinnati Federation of Teachers is mobilizing its ranks to tutor high school seniors who have not passed the state proficiency test required for graduation.

States were required to bring all students to the «proficient level» on state tests by the 2013 - 14 school year, although each state got to decide, individually, just what «proficiency» should look like, and which tests to use.

The results, which showed far lower rates of proficiency than the prior test, which was tied to the previous state standards, provoked an outcry from teachers and parents, who complained that schools and students had not been adequately prepared for it.

Proficiency, growth, science tests, English - language proficiency, «transition readiness», four - and five - year grad rates for hProficiency, growth, science tests, English - language proficiency, «transition readiness», four - and five - year grad rates for hproficiency, «transition readiness», four - and five - year grad rates for high schools

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

Ho's research highlights contrasts between current approaches to measuring student and school proficiency and proposes alternative metrics that address some of the problems that have emerged in standardized testing since the 2001 enactment of No Child Left Behind (NCLB).

NCLB requires annual testing of students in reading and mathematics in grades 3 through 8 (and at least once in grades 10 through 12) and that states rate schools, both as a whole and for key subgroups, with regard to whether they are making adequate yearly progress (AYP) toward their state's proficiency goals.

One of the most passionately debated topics of 21st Century education surrounds the primary tenet of the No Child Left Behind (NCLB) Act: All students, and that means 100 percent of enrolled students, will test at or above proficiency levels by the 2013 - 2014 school year.

While the No Child Left Behind Act has a detailed formula for bringing students to proficiency on state reading and mathematics tests by the 2013 - 14 school year, it's much less precise on states» goals for English - language learners.

We take as our indicator of each school's performance its performance composite for grades 3 through 8, which the state computes as the percentage of tests taken in all three subjects that meet the state's proficiency standard.

For example, while these five urban charter schools offer an existence proof that high standardized test scores are possible and within the grasp of every student in this country, it is equally true that the several practices of successful traditional schools in areas such as special education, the arts, or second language proficiency, offer insights for the charter world.

The scores used to determine whether students demonstrated proficiency on the test were set too low, resulting in unexpectedly high passing rates for the state's elementary and middle school students.

According to the new Common Core — aligned New York test, it's a low - proficiency - rate, high - growth school.

The gap in basic proficiency on state tests between participating private schools and public schools statewide, for example, has closed from 27 percentage points in 2013 to 18 points in 2015.

The cobbled - together, bipartisan policy anoints 2013 - 14 as the school year in which every child in America will meet minimum academic proficiencies in every tested area.

But in a subsequent meeting, the staff actually took portions of the MCAS and came to these conclusions: Although the test is hard, it really does measure the kinds of skills and knowledge students need to be successful in the 21st century; because the MCAS is a curriculum - referenced test whose items are released every year, it is possible to align the curriculum and study for the test; and finally, our students have a long way to go, but most can reach proficiency if the whole school teaches effectively over time.

Previously, districts had strong incentives to resist high proficiency standards, as they feared their schools might be subject to increasingly severe penalties for not producing improved test results.

Meanwhile, just one in four Newark high school students passed state proficiency tests in reading and math.

Like other public school students in Michigan, HFA students must pass the state's proficiency test, so they needed competence in core areas.

If Common Core works as its proponents expect, higher proficiency standards could propel schools to achieve at more impressive levels and thus raise the nation's ranking on international tests.

The first state standardized test scores are in, and the 11th graders did no better than those at other comprehensive, non-selective city high schools: about one - quarter of the students met proficiency standards in reading and a mere 7 percent in math.

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

Scope: Comparative data about class size, proficiency on standardized tests, percentage of students who receive free or reduced - price school lunch, and proportion of first - year teachers at a school; there's also a forum for parents to write reviews about individual schools.

And on the Massachusetts Comprehensive Assessment System (MCAS)- the state's standardized test, first administered in the spring of 1998 - Worcester public school students in different grade levels were 8 to 20 percentage points less likely to score at or above proficiency than were students statewide.

This is evident in the federal law's requirement that each state's accountability system generate a report card for each school and district indicating the proportion of students meeting proficiency standards on state tests of math and reading.

The school board voted last week to pay elementary principals an extra $ 515 for administering a new state proficiency test for 4th graders.

Sacramento, Calif — A single, more difficult proficiency test should replace the 377 different district - developed tests that now determine who graduates and who doesn't from California's high schools.

«First, the accountability system requires that schools pay attention to proficiency in tested subjects.

The former principal said he supports the state's requirement that as a condition for receiving vouchers, private schools must administer the state's proficiency tests to their voucher students and report the results.

This requirement, in turn, led to development of content tests to ensure the subject proficiency of middle school teachers.

That was back when NCLB was placing pressure on schools to get low - performing students over a modest «proficiency» bar — even while tacitly encouraging them to ignore the educational needs of their high - achievers, who were likely to pass state tests regardless of what their schools did for them.

In many states, the new Common Core - aligned tests of reading and math that have recently reported student and school results from 2014 - 15 have set a higher bar than ever before, and — if accurately and honestly reported to parents — should go a long way to deflating the «proficiency illusion» under which many schools have sheltered.

Our major challenges are the same as those that face many schools that serve similar populations across the country: Helping our students get to grade - level proficiency and to pass standardized tests.

Among many new requirements, private schools will need to administer Wisconsin's state - certified criterion reference tests, derided by independent experts as having some of the country's least demanding proficiency standards.

A drop in proficiency rates on the new tests could mean that students are still getting used to the new test format, or that schools are still adjusting to teaching new material, or it could mean that states set higher cut points on the new tests than on their old ones.

Here it is important to note again that a school's grades are based not on its overall average scale score but rather on the percentage of students meeting levels of proficiency and the percentage of students making adequate gains on the tests.

Academic Boot Camps Get Students in Test Shape Concentrated reading and test - taking instruction in small groups — known as boot camps — is one of the strategies a California school district uses to help elementary and middle - school students on the cusp of proficiency improve their reading and test scoTest Shape Concentrated reading and test - taking instruction in small groups — known as boot camps — is one of the strategies a California school district uses to help elementary and middle - school students on the cusp of proficiency improve their reading and test scotest - taking instruction in small groups — known as boot camps — is one of the strategies a California school district uses to help elementary and middle - school students on the cusp of proficiency improve their reading and test scotest scores.

The No Child Left Behind Act of 2001 required schools to focus on struggling students and raise proficiency by focusing on test scores, which prompted many schools to separate out children who were behind so they could provide targeted instruction.