Sentences with phrase «school test score results»

Superintendents in the Madison area have sent home letters explaining the report cards and warning they include school test score results that are significantly lower than in the past.

Not exact matches

Hard working people who went to top schools, scored high on aptitude tests and had a proven track record of getting results were highly sought after.

Public schools should also receive a copy, although currently those schools are having enough trouble dealing with drugs, bullying, guns, poor test scores, and other problems resulting from general social decay.

When you present the facts about school breakfast, and its associated benefits — increased test scores, fewer behavioral problems, improved focus in the classroom — you give stakeholders the opportunity to understand the measurable results that come from feeding students a morning meal.

Schools certainly feel the immediate costs of failing to prioritize wellness — poor test scores for students, lower standardized test scores school - wide, reduced funding resulting from absenteeism, which is why it is so important to share this report with school administrators and boards of education.

Belluck has used his own Twitter handle in recent days to dog the State Education Department over the results of third - through eighth - grade English and math test scores that showed charter school students performing slightly better than their public school counterparts.

Nolan said the measure does not preclude individual school districts from using the test score results as part of their teacher evaluations, if everyone at the school agrees.

While he has protected and promoted the growth of charter schools, other aspects of his education policy have not gone as planned - these include the rollout of the common core learning standards and tougher teacher evaluations by tying them more closely to the results of student standardized test scores.

They say the test results show that charter school students scored higher on the exams than did public school students.

But she admitted there is still a large gap in the test scores of children from richer schools, where around two - thirds scored highly on the tests, and the results in poorer schools.

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.

After test scores were released in late July, officials said they were reviewing the results to see which schools showed improvement.

But she admits there's still a large gap in the tests scores of children from richer schools, where around two thirds scored highly on the tests, and the results in poorer schools.

While lower test scores largely result from more difficult tests, they fly in the face of Mayor Bloomberg's constant assertions that everything in our schools was getting better, thanks to his leadership.

As a result they get better scores on tests, better letters of recommendation, and occasionally a tip on a job or graduate school application.

In 2005, Browns Mill School became the first sugar - free school in the country, and the results speak for themselves with a 30 percent decrease in nurse visits, a 28 percent drop in teacher referrals for bad behavior, and improved test scores.20 Dr. Sanders - Butler continues to see the difference in the children's health through weight loss and fewer absences, as well as more frequent everyday positive interactions with happier chiSchool became the first sugar - free school in the country, and the results speak for themselves with a 30 percent decrease in nurse visits, a 28 percent drop in teacher referrals for bad behavior, and improved test scores.20 Dr. Sanders - Butler continues to see the difference in the children's health through weight loss and fewer absences, as well as more frequent everyday positive interactions with happier chischool in the country, and the results speak for themselves with a 30 percent decrease in nurse visits, a 28 percent drop in teacher referrals for bad behavior, and improved test scores.20 Dr. Sanders - Butler continues to see the difference in the children's health through weight loss and fewer absences, as well as more frequent everyday positive interactions with happier children.

Another school profiled is the Denver School of Science and Technology, which enrolls a mostly - minority, 47 percent low - income student population and has achieved «national renown» for its results, including the second - highest longitudinal growth rate in student test scores statschool profiled is the Denver School of Science and Technology, which enrolls a mostly - minority, 47 percent low - income student population and has achieved «national renown» for its results, including the second - highest longitudinal growth rate in student test scores statSchool of Science and Technology, which enrolls a mostly - minority, 47 percent low - income student population and has achieved «national renown» for its results, including the second - highest longitudinal growth rate in student test scores statewide.

Forty - seven charter schools were operating in New York City in the 2005 — 06 school year, the most recent for which we have test - score results, and all but five are included in the analysis presented here.

Now, results from the tests students took last spring won't be available until at least February after the state school board discovered a problem that led to incorrect scores on the science portion of the 11th grade test, graded by San Antonio - based Harcourt Assessment.

And giving D.C. students money to behave in class, do their homework, and show up for school also resulted in better test scores.

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.

Tough presents particularly compelling narratives about the progress of one Promise Academy elementary school and the middle school, the former achieving dramatic increases in test scores, and the latter temporarily closing its doors to new students as a result of poor (albeit improving) performance.

It's an approach that seems to be working: Valor Flagship Academy, the first Valor school, produced outstanding academic results, including the highest standardized test scores in the city and the state, in its first year of operation (2014 — 15).

Our results show that each year of attendance at an oversubscribed Boston charter school increases the math test scores of students in our sample by 13 percent of a standard deviation.

Based on preliminary results from the spring 2000 state test, 88 percent of the school's first 8th grade class scored proficient or above in language arts (compared with 47 percent citywide), and 66 percent scored proficient or above in math (versus 21 percent citywide).

Still, it may be that test - score results will never convince parents that their kids need to step it up, at least until schools stop handing out As and Bs to students who aren't on track for success.

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.

Henry Levin likewise asserts that «the evaluators found that receiving a voucher resulted in no advantage in math or reading test scores for either [low achievers or students from SINI schools].»

The lottery study corroborates these results, as students admitted to the G&T magnet schools show little improvement in test scores by 7th grade, despite having higher - achieving peers and being taught by more effective teachers.

The problem is that school quality is much broader than just test score results.

Fewer absences therefore may also explain why later - starting students have higher test scores: students who have an early start time miss more school and could perform worse on standardized tests as a result.

I am sure that schools feel pressure to reach their adequate yearly progress (AYP) goals and administering constant practice tests may seem like the most assured way of raising scores, but so many of the most important needs of students are compromised as a result.

The New York Times woke many with a start over the weekend when it reported in its Sunday edition on a school in Arizona investing lots of money in technology but seemingly getting few results from the investment, as student test scores remained stagnant.

Studies have long demonstrated that parental involvement in a child's education at home and school results in higher grades and test scores, enrollment in higher - level programs, and higher graduation rates and college attendance.

This result is similar to those found in some studies of Catholic high schools, which suggest larger benefits for attainment than for test scores.

Whether one looks at standardized test scores, at graduation rates, or at college admission test results, American high - school performance has hardly budged over the past three decades.

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.

The authors did find that test score gains for lower - scoring students in lower - performing schools resulted in higher earnings for those students.

Besides saving school districts money on transportation, fuel, and food services, the longer concentrated class time can result in higher test scores, according to some studies.

Although these gains are impressive, a USA Today investigative team has expressed concerns that, at least in some schools, those test - score results might have been improperly inflated.

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.

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).

My first set of results demonstrates that inspector ratings are correlated with student - and parent - reported measures of school quality, even after controlling for test - score results and other school characteristics.

Finally, in Kenya, where the raw test scores showed students in private and public schools performing at similar levels, the fact that private schools served a far more disadvantaged population resulted in a gap of 0.1 standard deviations in English and 0.2 standard deviations in math (after accounting for differences in student characteristics).

They will be able to hire and maintain a teaching force with the goal of higher test scores in mind, and they will have more flexibility than public schools do to reward or punish their teachers on the basis of test results.

The results indicate that the effect of receiving a fail rating is to raise standardized test scores in a school by 0.12 standard deviations in math and by 0.07 to 0.09 standard deviations in English.

James Coleman and Thomas Hoffer did control for family background and found that students in private schools, both Catholic and non-Catholic, scored higher on the High School and Beyond civics test than did public school students, although the results were not statistically signifSchool and Beyond civics test than did public school students, although the results were not statistically signifschool students, although the results were not statistically significant.

The strength of this relationship may be gauged by comparing the change in quality associated with changes in the school's position in the national test - score ranking: the results show that an increase of 50 percentile points is associated with an increase of 0.15 standard deviations in student perceptions of teacher practices (see Figure 1).

He wrote that «undue emphasis upon average test results, upon school - to - school and teacher - to - teacher comparisons... may cause the teacher... to neglect the interests of the pupils, and to be concerned instead with subject matter objectives and with higher average scores for their own sake.

The results show that a fail rating raises average math and English test scores by 0.05 standard deviations three years after leaving the primary school.