The first of these categories are nationally
standardized achievement tests like the Iowa Tests of Basic Skills, which employ a comparative measurement strategy.
Not exact matches
While
Achievement First
likes to brag that their students do better on
standardized tests than students in their neighboring district schools, they fail to reveal that the get those results by refusing to provide educational services to broad social - demographic groups within the community.
The other half of the rating will combine measures of student
achievement, including growth on
standardized tests, scores for the building where a teacher works, and other elements
like district - level assessments or student surveys.
Under teacher evaluation reforms, as of 2015, all but eight states have committed to using an objective measure of student
achievement — such as performance on
standardized assessments — as a part of teacher and principal evaluation systems.40 However, given the challenges of fairly incorporating student
test performance in evaluations, all states and districts engaged in these reforms must account for factors
like the variation in student background and other external influences on performance.
As a group, these largely Hispanic students have persistently scored significantly lower than their white peers on
standardized tests like the National Assessment of Educational Progress (NAEP), known as the nation's report card, despite increased attention to this «
achievement gap.»
Education Matters: The Impacts of Systemic Inequity in Vermont examines the impacts of rising social inequality on Vermont students and student
achievement by looking at indicators
like standardized test scores, school size, disciplinary practices, out - of - school time, and graduation... Continue Reading