Sentences with phrase «standardized testing scores came»

The following assessment of what influences standardized test scores comes from education researcher Christopher Tienken via education blogger Peter Greene.

Not exact matches

There is precious little research demonstrating the value of school counselors on student achievement ~ with good reason it is difficult to demonstrate the impact of counselors on standardized test scores ~ which have come to define achievement in recent years.

Back when I was a classroom teacher, my principal — to whom I rarely spoke — came by one day to tell me that one of my math students had gotten the highest score in the school on a standardized math test.

Of these nine options, «improving students» scores on standardized achievement tests» came in last place with 69 percent support (36 percent strongly).

Featured prominently are two pieces of information that may be of particular interest to families with children: a score of 1 - 10 based on recent standardized test results, and «community ratings» that ostensibly come from current and former students and their families.

New York teacher Kevin Glynn was once a big fan of the Common Core, but he says the standardized testing that's come along with it is reducing students to test scores and narrowing what gets taught in schools.

New York's discussion of teacher discipline comes one week after the state's Board of Regents voted to adapt a new teacher evaluation system that requires districts to use standardized test scores to evaluate 40 percent of teacher review scores — 20 percent from state tests, with the other 20 precent from either district or state tests.

In the following post (which also appeared on Huffington Post), Weingarten comes out firmly against value - added methods of evaluating teachers, which basically use complicated formulas that use student standardized test scores to evaluate the «value» a teacher adds to a student's learning.

The study comes as educators in many states are looking at new and different ways to measure student performance outside the standardized test score.

But the bill's requirement that the student scores from the Standardized Testing and Reporting programs be used as part of the evaluation drew bipartisan opposition and signaled the coming struggle that is likely to be waged.

Standardized test scores for voucher schools in Louisiana have been unimpressive — coming in 30 points below the state average last year, according to the Times - Picayune.

It goes by standardized test scores, and holds teachers accountable for what's called student growth, which comes down to the difference between how well students performed on a test and how well a predictive model «expected» them to do.

With public and charter schools both competing for the same public funds, politicians and educators have come to rely even more on standardized test scores.

Most charter operators can find a way to get rid of students they don't want, yet most of these schools don't perform any better — at least when it comes to student standardized test scores — than traditional public schools.

New York's expected turnabout comes as states across the country are trying to respond to anger over standardized testing, and as the Obama administration is backing off the idea of tying teacher evaluations to test scores.

Yesterday, Louisiana Commissioner of Education, Paul White, and the Recovery School District's Superintendent, Patrick Dobard, issued a press release crowing about the improved standardized test scores that are coming out of New Orleans.

The district had hoped to tie teacher compensation to student scores on standardized tests; the union says only 30 % of teachers» evaluations will come from student test scores, the minimum under Illinois state law.

The misuse of standardized test scores seems to come from administrators and politicians who are either unaware of, or willfully ignore, the very extensive literature on test validity and interpretation.

In fact, the man who tried to quadruple the number of standardized tests in order to «train» student on how to increase their CMT test scores managed to come up with a system that actually appears to have lowered academic achievement as measured by the fraudulent CMT Testing system.

will recall that over the past year I have written numerous pieces about Connecticut's charter schools and how they are «creaming off the best students» so that they can make it appear that they do a better job when it comes to getting standardized test scores up.

As states tally their standardized test scores and graduation rates this summer, they are feeling the squeeze of the 2001 No Child Left Behind law, which Congress has failed to revamp since it came up for reauthorization in 2007.

Before Katrina, New Orleans schools were among the nation's worst when it came to graduation rates, standardized test scores, and other measurements.

In a guest column published in the Star - Ledger Thursday, New Jersey acting Commissioner of Education Chris Cerf writes that about half of a teacher's evaluation will come from student «learning outcomes» like progress on standardized test scores.

Keep in mind, this lamentation of the lack of «honor» given to teaching as a profession comes from someone who has repeatedly taken the standard reformer line that all of the ills in our education system can be traced back almost entirely to teachers themselves and who has advocated for policy makers who diminish teachers» workplace protections and their autonomy and who want to tie opportunities for greater compensation to standardized test scores.

This council understood that these children were coming to school already «disadvantaged» when it came to standardized test scores.

The city's new take on teacher ratings comes roughly a year after the state Board of Regents moved to suspend the use of standardized test scores in most teacher evaluations.

The one thing we do know is that if Bridgeport's standardized tests scores go down or student grades suffer, it has nothing to do with the teachers, the fault will lie directly with the outside administrators who have come in and screwed things up even more.

However, it will come as no surprise that despite growing nationwide resistance, the federal government has reaffirmed its commitment to annual high - stakes standardized testing and accountability measures, and to linking those scores to school funding.

To date, we have relied on the lowest common denominator when it comes to looking at school effectiveness — standardized, machine - scored tests.

We can cuss and discuss common standards, standardized test scores, teacher evaluations, funding, etc., etc., until the cows come home, and things will never change for the better.

However, an over-reliance on student standardized test scores for evaluating teacher and principal performance does not take into account improved student progress in light of challenging circumstances that confront students who come from disadvantaged backgrounds.

So now, the school in which 1 in 4 four students aren't fluent in English, 4 in 10 go home to households where English is not the primary language and more than 1 in 10 have disabilities that require special education services, remains a «low - performing» school when it comes to standardized test scores.

Education comes off when purchasing insurance as well; many Stamford insurance companies, for example, offer auto discounts as much as 10 to 15 % for high school and college students who maintain a B average, make the honor roll, or score in the top 20 % of standardized tests.