The original act held schools accountable to minimum percentages of proficient students, as measured
by scores on standardized tests, with the threat of sanctions, including school closure, if they failed.
California declined to pursue a waiver in part because Gov. Jerry Brown opposed one of the Obama administration's requirements: that the accountability plans include using student
scores on standardized tests in evaluating teachers.
A 2012 study found that students who started school an hour later than usual saw their
math scores on standardized tests increase an average 2.2 percentage points and reading scores increase an average 1.5 percentage points.
In the case of evaluations, the union affirmed that for the first time it would support calculating students» test
scores on standardized tests as part of teacher reviews — but not with any tests currently in existence.
The bill required teacher preparation programs to report data on their candidates (and share this information with their university), use higher cut
scores on standardized tests for entry, and add portfolio - based assessments as graduation requirements, among other reforms.
This new law will provide a measure of protection for our teachers, districts and students from consequences for student
test scores on a standardized test whose validity and reliability as a tool for measuring their performance is not supported by data.
Cambridge, MA — A new study that analyzes New York City public schools» achievement data reveals that test scores of students who enter stand - alone middle schools experience significant drops in their math and English
scores on standardized tests compared to their K - 8 counterparts.
A major U.S. Department of Education study in the 1990s found a disconcerting gap
between scores on standardized tests and grades being given students in high - and low - poverty schools.
The index, based largely on how well students
score on standardized tests such as the Stanford 9, is part of a 3 - year - old carrot - and - stick program designed to make schools more accountable.
The research also finds that black students are 54 percent less likely than white students to be identified as eligible for gifted - education services after adjusting for the students»
previous scores on standardized tests, demographic factors, and school and teacher characteristics.
The matrix
converts scores on standardized tests — the Stanford Achievement Test for English - speaking students and the Aprenda exam for Spanish - speaking students with limited English proficiency — scores on the Naglieri Nonverbal Ability Test (NNAT), average course grades, teacher recommendations, and indicators for socioeconomic status into an overall index score.
HFA scores on standardized tests are as much as four times higher than those of other Detroit schools, and 86 percent of the most recent graduated students were accepted at four - year universities.
Under No Child Left Behind, schools have been held accountable for the percentage of students who are proficient — meaning they meet a given
cutoff score on a standardized test.
State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond
proficiency scores on standardized tests.
Curiosity aroused in such children would, of course, be contrary and disruptive to obedience and compliance training the children must get, so as to prepare them to produce, on demand, high
enough scores on standardized tests to evidence being on track to «college and career ready.»
In a growing number of states,
scores on standardized tests weigh heavily in determining whether an 8 - year - old advances to the next grade with her classmates; whether a teen can get his high school diploma; which teachers keep their jobs; how much those teachers are paid; and even which public schools are shut down or turned over to private management.
However, its 2002 reauthorization, which became known as No Child Left Behind, took the law off track by mandating that all students hit
arbitrary scores on standardized tests instead of ensuring equal opportunities.