Sentences with phrase «scores at different schools»

If you'd like to sort through the PARCC data yourself, and compare the scores at different schools for different types of students (black, white, male, female, etc.), you can use the interactive graphs below.

Not exact matches

F.E.S. has sent reporters eight data reports since August, presented with different news pegs, detailing low test scores at struggling schools.

Even if two students from different colleges score similarly on a given placement test, one may be placed in remediation at her school, while the other passes into regular college - level courses.

We're looking at the teachers that students have in 4th through 8th grade and two different measures: end of the 8th - grade test score and at the number of advanced math courses students take in high school.

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.

Because of the way tracking was done (splitting the grade into two classes at the median baseline test score), the two students closest to the median within each school were assigned to classes where the average prior achievement of their classmates was very different.

SPF uses 16 different indicators that measure quality of academics (60 percent of total score), and culture and climate (40 percent of total score) to arrive at an overall school score.

In fact, when we looked at high school teachers who teach different classes, the student composition of the class was a much stronger predictor of the teacher's value - added score than the teacher.

But even a child lucky enough to score a lottery seat in a top elementary gifted, unzoned or charter school still has to navigate a labyrinth of different applications, interviews, portfolio reviews, auditions, tests and Open House visits to score a seat at a Specialized or Screened or Performing Arts or Limited Unscreened or Ed - Opt or P - Tech or Honors Program High - Sschool still has to navigate a labyrinth of different applications, interviews, portfolio reviews, auditions, tests and Open House visits to score a seat at a Specialized or Screened or Performing Arts or Limited Unscreened or Ed - Opt or P - Tech or Honors Program High - SchoolSchool.

Many school systems have gotten the message that they need to be more data driven, and they are now awash in data - not just yearly student test scores, but figures on how different groups of students are doing in particular subjects or grade levels, how successful a school is at attracting and retaining teachers or closing the achievement gap among disadvantaged students, or how equitable funding is from school to school.

The purpose of accounting for prior scores is that they can tell us where students started at the beginning of the school year, but the content of prior courses is so different in high school that it's unclear how informative the prior score really is.

In this scenario, cut scores or target scores are generally established to reflect expected performance at different points in the school year.

Moreover, it was highly discouraging to ascertain through score comparison that students were impacted at different levels: those that had entered the summer school with a strong background continued performing well and may have thus increased their content knowledge.

More specifically, a student who performed far above grade level expectations at the fall screening but showed no growth across the course of the school year has different needs than a student whose fall score was below benchmark and had no or little growth over the course of the school year.

The report recommends looking at a variety of indicators including test scores and other standard measures — perhaps needing some different interpretation — but also non-standard measures that address the specific mission of the schools.

Its purpose is to help schools evaluate the impact of their RtI process by examining the percentage of different student populations students scoring at different risk levels by grade and early literacy measure from one benchmark period to the next.

Parents apply through a citywide lottery to scores of schools runs by dozens of boards; there are at least 15 different first days of public school across New Orleans.

At eight Parent Benchmark Nights at Lincoln Elementary School in Wichita, Kan., parents and children received portfolios focused on the different assessments in reading, math and writing, and scores in all three areas rose that yeaAt eight Parent Benchmark Nights at Lincoln Elementary School in Wichita, Kan., parents and children received portfolios focused on the different assessments in reading, math and writing, and scores in all three areas rose that yeaat Lincoln Elementary School in Wichita, Kan., parents and children received portfolios focused on the different assessments in reading, math and writing, and scores in all three areas rose that year.

«You know something is profoundly different» at schools with spikes in scores, says John Tanner of Test Sense, a San Antonio consulting firm that works with schools nationwide.

Michelle Rhee who, as many of you know, is the founder and current CEO of StudentsFirst, as well as former Chancellor of Washington D.C.'s public schools who during her tenure there, enacted a strict, controversial teacher evaluation system (i.e., IMPACT) that has been at the source of different posts here and here, most recently following the «gross» errors in 44 D.C. public school teachers» evaluation scores.

According to Mathis, achievement scores at traditional public schools aren't much different than the charter schools.

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.

The third, fourth, and fifth columns on the chart indicate into which percentile a student's score is rated at different times of the school year.

Researchers at the number - crunching powerhouse Education Datalab believe this theory holds true, after they looked at secondary schools that took pupils from 30 different primary schools with suspiciously high key stage 2 SATs scores.

To examine patterns of change in social, emotional and behavioural characteristics between pre-school and entry to primary school in more detail, children were again divided into three groups according to their score on each of the scales at age 3 and at primary school entry indicating different severities of difficult behaviour (normal, borderline or abnormal, see Appendix 2 for details of the score ranges each SDQ scale for these classifications).

Differences in the average difficulty scores of children who started school at different ages were not statistically significant.