Sentences with phrase «score gains for students»

While these schools succeed in generating test - score gains for students of all cognitive abilities, it is still the case that students with strong fluid cognitive skills learn more.

Not exact matches

A high IELTS score is a must to gain entry into any educational institution in the UK for the international students.

They scale the gain in black students» scores by the standard deviation of test scores computed for a select sample of students, and observe that the gain in their scores due to attending private school is «roughly one - third of the test - score gap between blacks and whites nationwide.»

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample of low - income black students is used - the gains in test scores after two years of attending a small class (average of 16 students) as opposed to a regular - size class (average of 23 students) is 9.1 national percentile ranks in reading and 9.8 ranks in math.

When comparable samples and measuring sticks are used, the improvement in test scores for black students from attending a small class based on the Tennessee STAR experiment is about 50 percent larger than the gain from switching to a private school based on the voucher experiments in New York City, Washington, D.C., and Dayton, Ohio.

After controlling for average class size, per - pupil spending in 1998 - 99, the percentage of students with disabilities, the percentage of students receiving a free or reduced - price school lunch, the percentage of students with limited English proficiency, and student mobility rates, high - scoring F schools achieved gains that were 2.5 points greater than their below - average D counterparts in reading (see Figure 2).

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.

Another idea for entrepreneurs: build a web site where students or their parents can enter their test scores themselves, and provide a prediction for the types of colleges where they are likely to gain acceptance.

But gains in precision obtained by increasing the number of students observed will be offset by losses associated with failing to control for baseline test scores.

We measure FCAT performance using developmental - scale scores, which allow us to compare the test - score gains of all the students in our study, even though they took tests designed for different grade levels.

Specifically, I separated out the effects on test - score gains of a student's race and ethnicity, as well as accounted for the influence of a student's peers, by evaluating the influence of demographic characteristics of the student body, including average income level and percentage of minority students.

Since the passing percentage does not reveal what happened to all students, the graph reports average scores for the two years, a more conservative presentation of the gains than one based on passing rates.

During this same period, high - performing urban charters grew rapidly and produced exceptional gains in test scores and college enrollment rates for black and Latino students.

For example, during the Rhee years, 4th - grade students, in both reading and math, gained an average of 3 points each year relative to the scores earned by students nationwide, a gain twice that of Rhee's predecessors.

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

At the 4th - grade level, D.C. students in math and reading gained 6 scale score points between 2007 and 2009, while the average gain in the other 10 cities for which comparable data are available was only 1 point and 2.2 points, respectively.

This allows for the use of statistical models to estimate the total contribution — that attributable to both observable and unobserved teacher attributes — of teachers toward student test - score gains (often referred to as «value added»).

Thirty - seven percent of the students for whom we observe test - score gains at least once in both sectors attended a traditional public school after they were in a charter school, while the same is true of only 30 percent of all students in charter schools.

Second, exploiting a natural experiment, I show that a fail inspection rating leads to test - score gains for primary school students that remain evident even after the students move into secondary schools.

The gains for students with prior scores in the top quarter are the smallest, at 0.05 and 0.03 standard deviations in mathematics and English, respectively.

In the end, our analysis of charter school effectiveness is based on the experiences of only those students for whom we observe annual gains (whether positive or negative) in test scores at least once in a charter school and at least once in a traditional public school.

The use of gain scores also minimizes the incentives for classifying a nondisabled student as disabled, since such scores measure individual progress instead of lowering the achievement bar.

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

This statistical methodology introduced a new paradigm for predicting student academic progress and comparing the prediction to the contribution of individual teachers (or value added) as measured by student gain scores.

A study by researchers at the National Center on Performance Incentives at Vanderbilt finds that teachers who were offered rewards of up to $ 15,000 if their students met goals for test - score gains did not outperform teachers who were not offered the bonuses.

In addition, much of this new spending went toward compensatory programs for minority and disadvantaged students, for whom there have been substantial score gains over time.

Under the new rules, private schools with 30 or more FTC scholarship students must release to the public gain scores on standardized tests for those students.

Despite the vast majority of randomized control trials (RCTs) of private school choice showing significant, positive test score effects for at least some subgroups of students, some of those gains have been modest and other effects have been null for at least some subgroups.

It's true that students from those schools who did enroll in post-secondary schooling were more likely to go to a 4 than 2 year college, but it is unclear if this is a desirable outcome given that it may be a mismatch for their needs and this more nuanced effect is not commensurate with the giant test score gains.

The study found that test scores for KIPP students have continued to increase, but that gains have not been as rapid as they were in the period before the massive expansion.

Those students are scoring, on average, 10 percent of a standard deviation better than they would have otherwise, and since each peer evaluator evaluates 10 to 15 teachers each year, those gains are occurring in multiple teachers» classrooms for a number of years.

Second, Rick thinks there is an inconsistency in my suspicion that test - prep and manipulation are largely responsible for test score improvements by Milwaukee choice schools after they were required to take high - stakes tests, while I interpret research from Florida as showing schools made exceptional test score gains when faced with the prospect of having vouchers offered to their students if scores did not improve.

The NEA analysis of the proposed legislation claimed it favored «1) establishing a teacher evaluation system using gains in student test scores; 2) allowing «community stakeholders» to have a role in designing teacher evaluation systems; and 3) providing merit pay for teachers based upon gains in student test scores.»

Provided the movement of teachers in and out of a grade has not changed the makeup of students enrolled in that grade, this finding supports the conclusion that measured value - added of teachers is an unbiased predictor of future test - score gains, as there appears to be no other explanation for the resulting improvement in test scores.

In February 2012, the New York Times took the unusual step of publishing performance ratings for nearly 18,000 New York City teachers based on their students» test - score gains, commonly called value - added (VA) measures.

In our analysis, there are 68,677 students for whom the data allow us to compute at least two gain scores in math (and a similar number for the reading estimation).

We nonetheless use such models to estimate informally the impacts on all students for whom at least one gain score can be calculated.

These two indicators of cheating — unusually large increases followed by small gains or even declines in test scores the next year and unexpected patterns in students» answers — form the basis of our method for detecting evidence of suspected cheating.

Gain scores from pretest to posttest indicated that middle school students retained important information by interacting with the online material for as little as 30 minutes per adventure; however, gains for high school students were less persuasive, perhaps indicating a different learning tool or content is required for this age audience.

With one gain score, it is possible to use models that control for observable background characteristics, but those models can not adjust for unobserved student characteristics (such as parental education or student commitment).

Posttests showed significant learning gains for both conditions, with the students in the QA condition scoring significantly higher than the students in the traditional condition, and retaining significantly more information at the time of a delayed posttest.

In the state's annual reports on test score gains, the researcher has repeatedly taken note of the lower average income for scholarship students.

However, the achievement gains for charter elementary schools are challenging to estimate and remain unclear because elementary students typically have no baseline test scores at the time they enter kindergarten.

In the work released Wednesday, researchers assess whether these test score gains are actually putting students on a path to better lives or simply the result of charter schools» effectiveness in «teaching to the test» for the MCAS.

But the magnitude of student test score gains would count for about one - fifth of the rating, Saxton said.

But the evidence on test score gains is massive: CREDO has studied dozens of cities and have found an overall effect of ~.1 for urban areas serving hundreds of thousands of students.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

Hart is correct that California law specifies that gains must include separate scores for racial / ethnic and economically disadvantaged students.

We first subtracted from each student's test score performance the child's demonstrated knowledge the previous year.We then adjusted those one - year - gain scores to take into account a statistical property that artificially generates larger gains for initially low - performing students (and smaller gains for high performers).