Not exact matches
In the specific year when students move to a middle school (or to a junior high), their academic
achievement, as measured by
standardized tests,
falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.
While Prof. Greene positions himself as dedicated to scholarly rigor, he
falls into his own logical trap when challenging our claims about states without teacher unions having the lowest
achievement rate according to the measures favored by the
standardized test proponents.
The authors found that in the specific year when students move to a middle school (or to a junior high), their academic
achievement, as measured by
standardized tests,
falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.
The truth is that NCLB has failed to prevent millions from
falling behind, and has had very little impact on closing the
achievement gap; instead, its main effect has been to instigate ever - increasing emphasis on
standardized test scores and superficial, formulaic essay writing.
These models, which consider student growth on
standardized tests,
fall roughly into four categories: «value - added models» that do not control for student background; models that do control for student background; models that compare teachers within rather than across schools; and student growth percentile (SGP) models, which measure the
achievement of individual students compared to other students with similar
test score histories.