Sentences with phrase «scores as a measure of success»

You mention mainly scores as the measure of success.

Not exact matches

players like Ozil always present the fans with a bit of a conundrum, especially when times are tough... if you look around the sporting world every once in awhile there emerges a player with incredible skill, like Ozil, Matt Sundin or even Jay Cutler, who have a different way about themselves... their movement seemed almost too lackadaisical, so much so that it seemed to suggest indifference or even disinterest on the part of the player... their posture always appears somewhat mopey and they generally have an unflattering «sour puss» expression on their face... for some their above average skills are enough to keep them squarely in the mix, as their respective teams try desperately to find a way to get the best out of them visa vie player acquisitions or the reworking of tactics... when things go according to planned the fans usually find a way to accept their unique disposition, whereas when things go awry they become easy targets for fans and pundits alike... in the case of Ozil and Sundin, their successes on the international stage and / or with their former teams led many to conclude that if we surrounded such talented individuals with players that have those skills that would most likely bring the best of these players success would surely follow... unfortunately both the Maple Leafs and our club chose to adopt half - measures, as each were being run by corporations who valued profitability over providing the best possible product on the field... for them, they cared more about shirt sales and season tickets than doing whatever was necessary... this isn't, by any stretch, an attempt to absolve Ozil of any responsibility for his failures on the pitch... there is no doubt oftentimes his efforts were underwhelming, to say the least, but this club has been inept when it comes to providing this prolific passer with the kind of players necessary for him to flourish... with our poor man's version of Benzema up front, the headless chickens in Walcott, the younger Ox and Welbeck occupying wide positions far too often and the fact that Carzola, who provided Ozil with great service and more freedom to roam, was never truly replaced, the only real skilled outlet on the pitch was Sanchez... remember to be considered a world - class set - up man goals need to be scored and for much of his time here he has been surrounded by some incredibly inept finishers... in the end, I'm not sure how long he will be in North London, recent sentiments and his present contract situation seem to suggest that he will depart at season's end, but how tragic would it be if once again we didn't put our best foot forward and failed to make those moves that could have brought championship football back to our once beloved club... so when you think about this uniquely skilled player don't be so quick to shift all the blame on his shoulders because he will not be the first or the last highly skilled player to find disappointment at the Emirates if we don't rid the club of those individuals that are truly to blame for our current woes

When I explain that teaching kids to overvalue external measures of success short - circuits their development as self - regulating individuals — the true foundation of a productive life — a shocking number of parents respond that you can't undo bad grades and low test scores, but you can always catch up on the emotional stuff later — a tragic misapprehension.

We'd like parents to understand that every child is different, that there is no such thing as «one size fits all» when it comes to measuring success and that the historical measures of success, grades and SAT scores, are limited in their ability to predict success for our children.

Jasmine Gripper of the Alliance for Quality Education, a union - supported group with close ties to the mayor, said that test scores shouldn't be used as a measuring stick on de Blasio's success with mayoral control.

Indeed, because the tests have such strong systematics, the use of GRE and PGRE scores as a measure of potential success has well - documented and powerful effects on the demographics of the resulting graduate cohorts.

In a new article for Education Next, Ira Nichols - Barrer, Erin Dillon, Kate Place, and Brian Gill report that scores on the Partnership for Assessment of Readiness for College and Careers (PARCC) exam and the Massachusetts Comprehensive Assessment System (MCAS) exam do equally well at predicting students» success in college, as measured by first - year grades and by the probability that a student needs remediation upon entering college.

The Scholars» Paradise model would use «scale scores» or a «performance index» for the «academic achievement» indicator; measure growth using a two - step value - added metric; pick robust «indicators of student success or school quality,» such as chronic absenteeism; and make value added count the most in a school's final score.

As educators, we realize that the quality of a child's education can not be measured solely by scores on standardized reading and math tests, which by their nature do not assess students» conceptual thinking, their ability to do research and to evaluate and defend ideas, their skill at written and oral expression, or their success in collaborative or teamwork settings.

The ultimate goal of the Comprehensive Secondary School Reform Plan is to promote student success, as measured by increased scores on high school assessments, increased attendance rate, increased graduation rate, decreased drop - out rate and decreased issues related to a safe and secure learning environment.

So much for test scores as the dominant measure of educational success.

As the first cohort completes the inaugural year of PROSE, Chancellor Carmen Fariña says they will measure its success by looking at test scores and teacher attrition.

ScholarCentric's researchers have also conducted three separate studies to evaluate whether students» resiliency scores, as measured by the Success Highways Resiliency Assessment, could 1) differentiate high from low academically achieving students using several factors; and / or 2) identify whether the assessment could be further refined to serve as an early warning indicator of potential high school failure.

As teachers gain experience, their students are more likely to do better on other measures of success beyond test scores, such as school attendancAs teachers gain experience, their students are more likely to do better on other measures of success beyond test scores, such as school attendancas school attendance.

The drawback of objective measures, such as test scores, is that they may be biased against students who are not good test takers, as well as against low - income and / or minority students, who tend to have lower scores that do not reflect actual knowledge or predict future success (Steele 1997; Rothstein 2004; Hoffman and Lowitzki 2005; Madaus and Clarke 2001).

Texas ASCD's Whole Child approach is an effort to move from a focus on narrowly defined academic achievement as measured by test scores in core subjects to a broader definition that promotes the long - term development and success of all children.

How could it be that SAT and ACT scores, as well as college admissions rates and college success, do not align with the «college and career readiness» measure of the SBAC?

Berg says that the best way we have to measure that kind of success is by using a measure of academic school growth that's known as an EVAAS score, which was developed by Cary - based SAS, Inc..

That is because poverty, language barriers and the need for special education services are the greatest predictors of academic success as measured by standardized test scores.

The five Schools of Opportunity profiled here refuse to ration access to their most advanced and interesting courses, they refuse to push out or exclude students who struggle with behavioral issues, and they refuse to define test scores as their sole measure of success.

However, Patrick's success as measured by this score conveys only part of the picture.

«Multimetric accountability systems should use formative assessments, evidence of student learning, and progress toward personal growth objectives to measure student and teacher success rather than rely on standardized test scores as the primary reference point.»

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

He acknowledged that the analysis is limited in its heavy reliance on test scores as an indicator of student and school success and in its inability to measure every factor that goes into the parental decision - making process.

Louisiana's draft state plan proposes to tweak the state's measures of school success by relying less on test scores and more on student's academic progress as well as considering non-academic performance indicators.

Denver students» achievement, as measured by Colorado Measures of Academic Success (CMAS) scores, increased for nearly every group of students since 2015 when the tests were first administered (there has been some stagnation and declines for students on Individual Education Programs (IEPs) in some subjects).

The score neglected to use other measures of school success such as college readiness, english language reclassification or suspension rates.

which counter many of the perspectives Ripley puts forth, especially those that prioritize test scores as measures of students» success and the dismal outlook of American schools.

Where that's the case, they're right to suggest that «test scores should be put in context and should not automatically occupy a privileged place over parental demand and satisfaction as short - term measures of school choice success or failure.»

The argument is that LSAT scores are at best an imperfect predictor of the academic success of individual law students, as measured by first - year GPAs.