Sentences with phrase «standardized achievement tests for»

Yearly standardized achievement tests for all students should not be among them.

Using any standardized achievement test for a purpose for which it was not designed violates nationally - accepted standards of the testing profession, of the state of Illinois and the U. S. Department of Education, and the guidelines of the test makers themselves (see Attachment 2 — PURE Fact Sheet: «Testing professionals oppose use of standardized test scores as sole or primary measures in high - stakes decisions»).

Using any standardized achievement test for a purpose for which it was not designed violates nationally - accepted standards of the testing profession, of the state of Illinois and the U. S. Department of Education, and the guidelines of the test makers themselves -LRB-

Not exact matches

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

In general, the results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance on standardized tests, higher teacher ratings of classroom performance, and better high school achievement.

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success After Adjustment for Covariates

For admission, they must score at an 8th - grade level on standardized reading and math tests (the Richmond Tech PLC raised that to 9th grade because it had so many applicants), pass an interview, and sign an achievement contract that also commits them to attend a daily meeting called Morning Motivation.

EW: Why do you think achievement gaps persist on some standardized tests for minority and female students?

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

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.

«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT achievement in their high school rating systems, and we heartily endorse all of these of these measures, especially those tied to achievement on AP / IB tests, which are precisely the sort of high - quality assessments that critics of dumbed - down standardized tests have long called for.

Results from annual standardized tests can be useful for accountability purposes, but student progress must be measured on a far more frequent basis if the data are being used to inform instruction and improve achievement.

The board — which oversees the country's largest standardized - testing programs, including the Scholastic Aptitude Tests, the Achievement Tests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associatTests, the Achievement Tests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associatTests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associattests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associations.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some measures of student achievement, including, where available, scores from standardized tests.

Because of the need for nationally standardized achievement tests to provide fine - grained, percentile - by - percentile comparisons, it is imperative that these tests produce a considerable degree of score spread — in other words, plenty of differences among test takers» scores.

Two kinds of standardized achievement tests commonly used for school evaluations are ill suited for that measurement.

As a consequence, students» performances on this type of instructionally insensitive test often become dependent on the very same SES factors that compromise the utility of nationally standardized achievement tests when used for school evaluation.

• Tuition or fees at a qualified school or an eligible postsecondary institution • Textbooks • Educational therapies or services from a licensed or accredited practitioner or provider • Tutoring or teaching services • Curricula and related materials • Tuition or fees for an online learning program • Fees for a nationally standardized norm - referenced achievement test, an advanced placement examination, or any exams related to college or university admission • Contributions to a college savings account • Services provided by a public school, including individual classes and extracurricular programs • Any fees for the management of the ESA

A second kind of instructionally insensitive test is the sort of standardized achievement test that many states have developed for accountability during the past two decades.

The entire school reform movement is predicated on a hypothesis: Boosting student achievement, as measured by standardized tests, will enable greater prosperity, both for individuals and for the country as a whole.

What is clear, however, is that both Catholic schools and voucher programs for low - income families show stronger effects on students» educational attainment than on their achievement as measured by standardized tests.

But for Principal Peggy Bryan and her staff, results from standardized tests are but a small piece in their ongoing efforts to assess student achievement and guide further progress.

In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stable.

Sociologist Robert Carini's 2002 review of 17 studies found that «unionism leads to modestly higher standardized achievement test scores, and possibly enhanced prospects for graduation from high school.»

As someone responsible for students with learning disabilities and for closing the achievement gap, and as a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish education:

The biggest damage to science instruction in the last decade is the concentration on «academic achievement» as measured by standardized tests for Math and ELA.

New Jersey measures growth for an individual student by comparing the change in his or her achievement on the state standardized assessment from one year to the student's «academic peers» (all other students in the state who had similar historical test results).

These include substantial spending to boost student achievement in urban schools, networks of charter schools as alternatives in urban public districts, and academic benchmarks on standardized tests for schools as well as students.

Schools that report low achievement for English - language learners also report low test scores for white and African - American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.

They also embrace standardized testing as a way to measure student achievement, and both call for all states to participate in the National Assessment of Educational Progress (NAEP), called «the nation's report card,» which tests students in grades four, eight, and twelve in various subject areas.

The cry is for good teachers to be rewarded and bad teachers to be tossed out of classrooms, based on student achievement assessed by scores on standardized tests.

While standardized tests provide an effective means of holding schools more accountable for achievement levels, the report says, they «usually do not provide information useful for improving individual or school performance.»

The report, released Wednesday, relies on standards used by the National Assessment of Education Progress, the only national - level standardized test, considered the gold standard for measuring actual student achievement.

· Fees for nationally standardized norm - referenced achievement test, advanced placement exams, or any exam related to post-secondary admissions;

Or does that mean CT doesn't tie a standardized test score to teacher evaluations for early childhood achievement?

«The negative consequences of the current overwhelming focus on preparation for standardized tests include narrowed curricula, developmentally inappropriate instructional practices, decreases in student engagement, stagnant achievement gaps and rising minority dropout rates,» said subcommittee member and Winchester second grade teacher David Krane.

Schools and teachers are being held accountable for proving student achievement in unprecedented ways, including tying teacher salaries to student scores on standardized tests.

The website offers an overview of performance and detailed information on a range of indicators of school climate and conditions, success in preparing students for college and career opportunities and achievement on standardized tests — all broken down by a dozen student groups, including low - income students, English learners, students with disabilities and other racial and ethnic groups, to highlight disparities in achievement.

While the state recognizes that it has no realistic way to assess AYP for the mandates under NCLB (which I agree are impossible to attain — no school reaches 100 % profiency), it apparently seems to miss the point that the same standardized tests — or lack / change thereof — are supposed to be used to measure student achievement under the SPSA and the achievement gaps under LCFF.

Hill, Ball and Brian Rowan find only modest links between measures of the mathematical knowledge that teachers need for teaching and their students» performance on standardized math tests, and the vaunted Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achievement.

Here is the description of Opt Out Orlando taken from their site: «Opt Out Orlando advocates for multiple measures of authentic assessments, such as a portfolio, non-high stakes standardized tests (Iowa Test of Basic Standards (ITBS) or the Stanford Achievement Test (SAT10)-RRB-, which are used to inform teachers» instruction of their students and which do not result in punitive consequences for students, teachers and schools.

According to the technical manuals published by the creators of standardized assessments, none of the tests currently in use to judge teacher or school administrator effectiveness or student achievement have been validated for those uses... The tests are simply not designed to diagnose learning.

Expanding definitions of success is complicated because success defined broadly does not allow for the same methods to measure student academic achievement — standardized tests.

Gaps must be closed on the significant academic, personal and social outcomes that society wants for its children — not only on standardized tests — and on the social and school «inputs» that powerfully shape school achievement.

KNOWLEDGE BRIEF 15 by Stephen Raudenbush Student scores on standardized tests are used as measures for teacher accountability, but, arguably, helping children score well on an achievement test is of little value in itself.

Fees for a nationally standardized norm - referenced achievement test, an advanced placement examination, or any exams related to college or university admission