Sentences with phrase «scores on standardized tests as»

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.

Fifty - five percent of Americans and 63 percent of public school parents oppose including student scores on standardized tests as part of teacher evaluations.

Not exact matches

Jackson had access to each student's scores on the statewide standardized test, and he used that as a rough measure of their cognitive ability.

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

Eating breakfast improves academic performance, health, and behavior; that means better performance on standardized tests, improved concentration and memory, better math scores, better attendance and fewer tardies, as well as fewer behavioral referrals to the front office.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

«He's putting so much focus on test scores that are going to be detrimental to our school because the overwhelming majority of our kids don't speak English at home and don't perform as well on standardized tests,» she said.

The evaluation system pushed by Cuomo as part of this 2010 re-election campaign devotes half of a teacher's evaluation on their students» performance on standardized test scores that teacher unions argue is a poor measure of a teacher's ability.

The law, which bases as much as 50 percent of teachers» job ratings on student test scores, was strengthened during a time when more rigorous standardized exams, based on the national Common Core academic standards, were being introduced into classrooms.

The «growth score» is a state - produced calculation quantifying students» year - to - year improvement on standardized tests while controlling factors such as poverty.

Magee has become central to the statewide effort to battle reforms such as standardized testing, teacher evaluations based on test scores and penalties for schools that do not meet certain standards.

It gave former Mayor Bloomberg outsize power over the system, and helped make sure that teachers, parents and advocates had to fight at meetings, on the streets and in the courts to block his efforts to close schools and establish standardized test scores as the only measure of students and teachers.

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.

Scores on standardized tests of academic areas such as reading, spelling, and math were analyzed.

In the conventional approach to measuring IQ, a person is given a standardized test, such as the Wechsler Adult Intelligence Scale, and their score on the test is assumed to reflect their level of intelligence (with some amount of random error).

For example, Subject 2, whose scores on standardized tests showed impaired memory and executive function, had an 86.9 % reduction in excess path length for locations learned during stimulation, as compared with those learned without stimulation.

Nevaeh got out of school yesterday and made all A's on her report card as well as pass her standardized tests with advanced scores woohoo!

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

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.

Compiled data from all 3,001 children and their families showed that Early Head Start children scored higher, on average, than their peers on standardized tests of cognitive and language development; and far fewer children tested as requiring remediation.

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.

Granted, the fabulous standardized test scores of those high - performing charter networks who take on this special ed challenge may not be as uniformly high — at least in the short term, but when one in every twenty public school students now attends a charter, the movement is mature and entrenched enough to move to the next stage of reform for both moral and political reasons.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

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.

This is important to know because research has shown that teachers» aptitude, as measured by scores on standardized tests, significantly affects student achievement.

As schools narrow their focus on improving performance on math and reading standardized tests, they have greater difficulty justifying taking students out of the classroom for experiences that are not related to improving those test scores.

For the last four decades, students» scores on standardized tests have increasingly been regarded as the most meaningful evidence for evaluating U.S. schools.

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

Published in the December issue of Psychological Science, thestudyevaluated two groups of 8th graders on such factors as grades, standardized - test scores, and IQ - test scores.

Also, as we teach kids to write well on standardized tests, there is a formulaic way to score well.

Although the school still ranks as «low achieving,» students have made progress on standardized test scores, according to O'Blines.

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.

As school systems add more and more curricula for teachers to cover — and put more and more emphasis on standardized test scores — many teacher say they have less time to be creative.

Finally, the only study to have estimated the effect of charter school attendance on students» job prospects, although based on nonexperimental methods, finds that attending a Florida charter school increased students» earnings as adults despite having no impact on their standardized test scores.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

I would welcome the opportunity to determine who on my staff would receive differentiated pay, especially if value - added student achievement and standardized test scores are tracked as a part of the measurement.

Just last week, the annual conference of the Association for Education Finance and Policy featured new research on topics such as the importance of charter organization type, the characteristics of charter schools associated with effectiveness, charter student outcomes beyond standardized test scores.

In the face of these powerful forces, MI theory has served as a reminder to educators to focus on the strengths and weaknesses of the individual child and has also offered conceptual support for educators seeking to prevent individual students from being stigmatized by a low score on one of these standardized tests.

On average, the children started out as high achievers but year after year lost ground on the state's standardized tests, according to a Times analysis of scores from the 2002 - 03 through 2008 - 09 school yearOn average, the children started out as high achievers but year after year lost ground on the state's standardized tests, according to a Times analysis of scores from the 2002 - 03 through 2008 - 09 school yearon the state's standardized tests, according to a Times analysis of scores from the 2002 - 03 through 2008 - 09 school years.

However, barely more than half of the survey respondents said that standardized test scores are «important» and barely 10 % listed «performance on standardized tests» as one of their top five reasons for choosing a school.

(2) When teacher evaluations of students count as least as much as the score on a one - time standardized test (3) When employment contracts are not for life and employee evaluations are fair and thorough.

Michael Soskil: We need a shift in focus from accountability measures based on standardized test scores toward metrics that take into account universal access to quality teachers and learning environments, robust curricula that include the arts, as well as student engagement and well - being.

Specifically, we predicted the percentage of students at the district and school levels who score proficient or above on their state's mandated standardized tests, without using any school - specific information such as length of school day, teacher mobility, computer - to - student ratio, etc..

Faced with these challenges, the administration has relaxed its aggressive timetables for states to begin evaluating all teachers based on objective measures of student learning, such as standardized test scores.

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.

According to Valerie Strauss in her Washington Post Answer Sheet blog, the study found that «the report, together with a number of other studies released in the past year, effectively serve as a warning to policymakers in states that are moving to implement laws, with support from the Obama administration, to make teacher and principal evaluation largely dependent on increases in students» standardized test scores.»

Summary: Morgan Polikoff, an associate professor at the University of Southern California Rossier School of Education, is calling on the federal government to stop measuring student achievement based on the percentage of students who score as proficient on standardized tests.

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.

As many now know, the Florida Department of Education recently released the test scores on their FCAT 2.0 standardized tests.

If passed, this will take what was the state's teacher evaluation system requirement that 20 % of an educator's evaluation be based on «locally selected measures of achievement,» to a system whereas teachers» value - added as based on growth on the state's (Common Core) standardized test scores will be set at 50 %.