Sentences with phrase «standardized test score gains»

Performance, as defined by standardized test score gains, is something that can now be easily and accurately measured.

The thousands of participating elementary and middle schools consistently report improved student skills in metacognition, inference from context, decontextualization, and information synthesis, along with significant standardized test score gains (Pogrow, 1988, 1990).

A growing number of people, including both school choice advocates and education reform opponents, say there's little evidence that standardized test score gains in math and reading lead to improved long - term life outcomes.

All schools with at least 30 students in grades 3 — 10 in two or more consecutive years will have standardized test score gains analyzed by state researchers.

Not exact matches

The latest round of state standardized academic test scores showed gains both across New York State and locally.But rather than celebrate the largest bump since New York adopted new tests tied to the Common Core Learning Standards, education officials reported the increases with caution.

Doctoral student Helen Malone has been researching time and learning and says that because this is so new, «there's no rigorous data yet, but what they are finding is that kids are making significant gains on standardized test scores.»

A leading test publisher, aiming to refute charges that standardized - test scores are inflated, has found in a new study that elementary - school students registered substantial gains in basic - skills achievement over the past decade.

Under the new rules, private schools with 30 or more FTC scholarship students must release to the public gain scores on standardized tests for those students.

The report took aim at the validity of standardized - test score gains in Texas.

Only 48.6 percent of New York City students read above the national average, but students have made gains over the past decade, according to standardized test scores.

Also, there is much information to be gained from having individual conversations with students who have these contradictions between their standardized test scores and their classroom grades and performance.

Unfortunately, the author of this blog fails to mention that the Gates study relies on score gains on standardized tests to compare to other measures in order to test for reliability.

The «temporary» period would run until one year after the school district had made substantial gains in their standardized test scores.

The San Diego - area Barona Indian Charter School, for example, posted big gains in student performance on standardized test scores in the 2003 - 2004 school year, besting the state average.

By the 8th grade, students who participated in LA's BEST in elementary school years demonstrated gains in math, science, and history GPAs, as well as standardized test scores.

Colorado students in 2014 took slight steps backward on the small academic gains made on standardized tests in recent years, part of a long - term trend of flat scores, results released Thursday show.

Anne Arundel County Public Schools students made gains in state standardized test scores, but the majority still fell short of the state standards.

Duncan's «growth and gain» only mean one thing — year - to - year changes in scores on one - shot standardized tests.

«The Gates Foundation's MET project (much but not all of which the AFT agrees with) has found that combining a range of measures — not placing inordinate weight on standardized test scores — yields the greatest reliability and predictive power of a teacher's gains with other students.

One study out of Stanford University, which helped design the PACT, found that for each additional point an English Language Arts teacher scored on the exam, which is scored on a 44 - point scale, students averaged a gain of one percentile point per year on California standardized tests.

A teacher's observation scores are supplemented by a so - called «value - added» rating, which is calculated by determining whether a teacher's students made greater gains on standardized tests than statistical models would have predicted.

LA Unified's scores on state standardized tests continue to fall below the state average, even though its students posted slightly better gains, according to results released Wednesday.

What Brill means is that, in many places, standardized test score «gains» are not a factor in teacher evaluations.

Standardized test scores may be rising in the city's public schools, but those gains on paper do not translate into any meaningful improvements in the lives of the city's poorest students, said former New Orleans education official and activist Dr. Andre Perry.

In a study of three districts using standards - based evaluation systems, researchers found significant relationships between teachers» ratings and their students» gain scores on standardized tests, and evidence that teachers» practice improved as they were given frequent feedback in relation to the standards.

Some districts define the value - added score as the average learning gain made by students on a standardized test in a given teacher's classroom, in a specific subject area, in a specific year.

Thus, if California were to keep these old rules, a school that should be applauded for its strong gains for English learners would fall in the «red zone» on the display developed by the state to indicate how a school is doing on a number of measures, including standardized test scores.

The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs score significantly higher on standardized reading achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest gains of all.

(http://www.senatorphilpavlov.com/commentary-how-we-are-reinventing-states-outmoded-education-system/) What Sen. Pavlov fails to mention is that gaining a spot on the state's «achievement gap list» is no measure of any sort of educational or learning issue — its simply an indication that a school's students have not met a predetermined goal, set by the state (not teachers), with respect to standardized test scores in math or reading.