Sentences with phrase «standardized test scores does»

Researchers found that an increase in standardized test scores does not increase a child's cognitive skills: specifically her ability to analyze abstract problems and think logically.

Jones added that «Their obsession with raising standardized test scores does not necessarily mean they are providing a great education.»

Happiness and standardized test scores did not seem to be related, but further research is needed to confirm this.

He further testified that standardized test scores don't provide enough information about what goes on in a classroom and should therefore not be used to assess a teacher's effectiveness.

Quote of the day: «Even though standardized test scores don't measure even a fraction of what we want good schools to do, look at scores over time.

High School Grades / Test Scores Standardized test scores do not significantly enter the decision - making process for the Schools of Art and Architecture, but are important components of the engineering admissions criteria.

Not exact matches

Creating a standardized test will also help physicians peer - review their scores, allowing expert opinion to counter consumer scores that don't necessarily reflect the physician's skill.

More and more it seemed like the district's only goals were to raise the kids» standardized test scores and to teach them to fear authority — both of which, I'll admit, they did quite well.

In most cases, all you need to do is write the school a letter requesting access to your child's report cards, standardized test scores, and other records.

I don't believe in fast food, and was intrigued when I read a study that suggested that the more often kids eat the junk, the lower they score on standardized tests.

«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.

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.

Questions are commonly embedded in standardized tests that do not count toward the final scores, but are instead being tried out for future use.

They carefully matched these FRI students with peers who did not participate but were otherwise comparable in terms of socioeconomic background, gender, race, ethnicity, scores on standardized tests and other factors.

Brain size seems to have nothing to do with scores on standardized intelligence tests, according to a brain - scan study of young children.

Although the participation of Blacks, Hispanics, and Native Americans in advanced high school mathematics classes increased between 1982 and 1994, their scores in standardized mathematics tests were still lower than those of other students, and the discrepancy did not diminish between 1990 and 1996 (NCES, 1996).

The second report, released in October of 2000 by Stephen Klein and his colleagues, cast doubt on the validity of TAAS scores by suggesting that the results do not correlate with the test results of other standardized tests.

There's plenty of evidence that students attending «no excuses» charter schools can do extremely well on standardized tests, but do the benefits of this approach to education extend beyond test scores?

How long did it take for us to realize that a standardized test score isn't the best way to measure teacher effectiveness?

Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition.

(The results did not change when we tested alternative methods for standardizing GPAs, such as omitting remedial course grades or accounting for students» 10th - grade test scores.)

In a recently published study in Economics of Education Review, we follow the trajectories of 2.9 million public school students in Florida over a seven - year time period and compare their standardized test scores in years when they had a teacher of the same ethnicity to school years when they did not.

Similarly, some students who do not initially qualify later become eligible through an appeals process that allows parents to submit an alternative standardized test score or through additional evaluations conducted in 6th grade.

«When the standardized tests begin to test thinking, I'll care about the test scores... but it's not what we want to be doing for kids.

For the city, Hansen says, the moral of the story was that most parents don't want to move their children from their neighborhood school, no matter how miserable its scores on standardized tests.

In short order, he declared that students whose scores did not reach a certain level on standardized tests would be required to go to summer school and could be held back a year.

Central High did not make the Adequate Yearly Progress standard under the federal No Child Left Behind Act, and less than 20 percent of its students score «proficient» on state standardized math tests.

While standardized test scores are typically the measure of student learning used by VAM researchers, studies show that test scores are subject to numerous factors that teachers do not control, according to Audrey Amrein and David Berliner (PDF).

Sacks also challenges the supposed objectivity of standardized tests and shows how repeated administration of very similar tests produces test - score increases that may have little to do with real changes in achievement.

Indeed, Robert Brennan of the University of Iowa (who directs the Iowa testing programs), the psychometrician who said «no» and voted with the minority, wrote, «Crucial evidence from prediction studies does not support a conclusion that scores on College Board standardized tests administered with extended time to disabled students are comparable to scores on the same tests administered to nondisabled students without extended time.»

The first state standardized test scores are in, and the 11th graders did no better than those at other comprehensive, non-selective city high schools: about one - quarter of the students met proficiency standards in reading and a mere 7 percent in math.

In other words, whatever the limitations of standardized tests may be, test - based value - added scores do, in fact, provide valuable information about the things most people care most about.

Data also show that students in the reduced - size classrooms had higher standardized test scores in reading and mathematics than did students in the control group.»

I realize that the joint effort of staff members to help these students has to do with standardized test scores — but what about our gifted learners?

The Beaverton School District did just that four years ago when it started Summa Options, a program of advanced curriculum for students who score in the 99 percentile on standardized reading and math tests or a test of cognitive ability.

Nor did it impress the politicians and parents, who began again, in the 1970s, when standardized test scores were falling, to emphasize the basics in their calls for education reform.

Students who use newspapers tend to score higher on standardized achievement tests — particularly in reading, math, and social studies — than those who don't use them.

A successful undergraduate teacher in, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professor.

Researchers found that students of low - performing teachers who'd been randomly selected to join a partnership scored 12 points higher, on average, on standardized tests than students of low - performing teachers who didn't join a partnership.

That report, Dick and Jane Go to the Head of the Class, contends that data from those three studies indicate that students in schools with strong library media programs learn more and score higher on standardized tests than do their peers in schools with less adequate library facilities.

A: We look at standardized test scores in the district, and we also had an evaluation done of some of the models that [Lecturer on Education and Director of the Human Development and Psychology Program] Terry Tivnan did here at HGSE along with Lowry Hemphill, who's now at Wheelock College in Boston.

While some states still judge schools solely based on standardized test scores, these polls reveal that most parents and guardians do not.

While many parents, educators, school leaders, and policymakers disagree about the kinds of tests administered, how the scores should be used, and how frequently students should be tested, it is important to be supportive of your child's efforts on standardized tests, and to help her do her best.

To be sure, scores on standardized tests do not represent the full range of potential charter - school spillover effects.

A new study of Massachusetts middle schools contends schools that don't track students of the same grade into multiple course levels based on their achievement have fewer students scoring at the advanced level on state standardized tests in mathematics.

It is much easier to convey in short strident sentences what some, but not all charter schools do well — raise standardized test scores — than it is to convey the problems and complexities that arise from a hierarchal education system in which admission is determined by luck.

Zhao urged teacher educators to think bigger than scores on standardized tests — to prepare teachers who do more than train their students on employable skills, but who embrace diversity, curiosity, passion, and creativity.

A tentative agreement reached last week would for the first time allow the Los Angeles Unified School District to use students» standardized test scores to rate teacher effectiveness, something many other schools across the nation are already doing.

EdVisions Off Campus does not feel that the entire measure of a student is based on standardized test scores.

It didn't matter that assessment experts repeatedly said standardized test scores should not be used for high - stakes decisions and are only a narrow window into how well a student is performing.