Sentences with phrase «state test results if»

Not exact matches

As a result, even if a private sports program that uses town fields, rinks, diamonds, or courts is required to comply with state mandates regarding concussion safety, I believe that there is a huge sports safety gap which, absent voluntary implementation by a private sports program of youth sports health and safety best practices, such as those we are pilot testing in Grand Prairie, Texas this fall as part of our SmartTeams ™ program, can and should be filled by a municipality by exercising its power of the permit.

If you were a local school board member would you like to enter into a teacher removal legal proceeding knowing (1) Pearson's tests are flawed, (2) NYSED's use of test results is inappropriate, and (3) major professional groups like the American Statistical Association have stated that value added measures can do great harm?

The proposal would also require water systems to notify the state and property owners if test results show levels for contaminants above «notification levels» established by the health commissioner.

From January 1st 1997, the UK harmonized its driver licensing entitlements with those of other member states in the EU, with the result that UK drivers passing their driving test from this date gain just a B entitlement (car) and can only drive a minibus if they are able to meet certain requirements, as follows.

And in all but three states (South Carolina, Tennessee, and Texas), students can either appeal the test result, if they feel the score misrepresents their accomplishments, or obtain a diploma by some alternative path.

That is, if a state reports that 85 percent of its students are proficient readers based on the results of its own tests, but NAEP only reports that 25 percent of that states students are proficient, states would be embarrassed by such a discrepancy.

If the press does not interpret the test results properly, needless new political controversies could easily arise, a development that has already happened in the state of New York, one of the first states to raise its proficiency bar in both subjects to the level expected by CCSS.

Try this thought experiment with another observed practice to illustrate my point about how the results are being mis - reported... The correlation between student observations that «My teacher seems to know if something is bothering me» and value added was.153, which was less than the.195 correlation for «We spend a lot of time in this class practicing for [the state test].»

One could forgive the American public if, upon examining the results of recent international tests, it regarded East - Asian nations as a single educational behemoth that had perfected a uniform strategy for dominating the United States in comparisons of students» mathematical ability.

Because of the difference in length and because international tests are not administered in exactly the same years as the NAEP tests, the results for each state are not perfectly calibrated to the international tests, and each state appears to be doing slightly better internationally than would be the case if the calibration were exact.

(Because of the difference in length and because international tests are not administered in exactly the same years as the NAEP tests, the results for each state are not perfectly calibrated to the international tests, and each state appears to be doing slightly better internationally than would be the case if the calibration were exact.

So, Marcus Winters and I examined results from the Stanford - 9, a nationally normed low - stakes test, as well as the state's high - stakes FCAT, to see if the results were similar.

In many states, the new Common Core - aligned tests of reading and math that have recently reported student and school results from 2014 - 15 have set a higher bar than ever before, and — if accurately and honestly reported to parents — should go a long way to deflating the «proficiency illusion» under which many schools have sheltered.

If you look at student achievement data, say in New York state, results on the typical New York state test correlate to socioeconomic status in reading, one and a half to two times as much as they do in math.

Still, the number of students not taking the exams is significant because both federal and state officials have indicated sanctions could result if too few students take state tests.

Test - Refusal Movement's Success Hampers Analysis of New York State Exam Results New York Times, 8/14/15» «I remember the bad old days when achievement gaps between groups of students or between schools and school districts were hidden as if they were a dirty secret,» Thomas Kane, an economist and professor at the Harvard Graduate School of Education, said in an email.

National opponents of high - stakes standardized testing say if as few as five or six percent of students were to skip statewide exams, state officials could no longer consider the rest of the test results valid.

If states or districts tested math or literacy proficiency in more than one grade in elementary or in secondary schools, we averaged the percentages across the grades within the building level, resulting in a single achievement score for each school.

If this year's New York State test results told us one thing, it's that Rochester families still desperately need more high - quality school options (read: the results for the city schools were abysmal once again).

The results announced yesterday would be considerably dimmer if state officials hadn't changed the scoring system for the test, administered each spring in elementary, middle, and high schools.

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these skills and competencies — and if so, whether we should use those results to gauge school quality.

However, if the NAEP results are accurate, it is not true that poor children are now at least getting the basics: the score increases on state (or local, as in Chicago) tests simply indicates that somewhat different particular things are taught, but overall NAEP results show there usually is no improvement in states which test the most and use tests for high - stakes decisions about students.

The process of eliminating required assessments can be a long one, requiring local and state approval, but it is worth it if the result is fewer tests.

The tests must also be able to evaluate the validity and reliability of future questions because if the state is going to mandate the dismissal of teachers and principals based on student test results, or ruin their reputation by posting their scores in the newspaper, then it must also require that the tests be designed to stand up in court (whether or not they ultimate do stand up is still an open question).

If Tennessee had the most «growth» of any state on the latest NAEP results led by our state teachers, why were their promised salaries a lower priority than unproven PARCC Testing or adding Media / Marketing and Event Coordinators at the Tennessee Department of Education?

Looking again in the «Fast Facts» section to the lower left, if the school's state test results show that the percentage of students who approach, meet, or exceed state standards is less than or equal to 60 %, that school qualifies as a school of academic need.

If «proficient» and «highly proficient» are achievement labels that should be reserved for students likely to go to a four year college or university, then education reform advocates have never effectively made that case to the public, preferring instead to point to the results on state testing that have been designed with this specific result in mind and declaring themselves correct about how poor a job our nation's schools are doing.

As for teacher evaluations tied to student test results, the state does not require a certain percentage at this time, but that does not mean local districts can't require it if they so choose.

Targeted academic initiatives are relatively easy to assess: if you are putting in a new reading program, you can assess its success by looking at test scores (from state tests, district benchmarks, or other internal assessments) and comparing results before and after the program was put in place.

The state's decision to revamp or overhaul standardized tests for elementary and middle school students has the support of School District U46 CEO Tony Sanders if it means test results will get to school districts more quickly.

If the state is going to impose sanctions for not meeting the standards based in part on test results, then it is essential that the tests measure what the standards call for.

In a recent study, we calculated the consequences for economic growth, lifetime earnings, and tax revenue of improving educational outcomes and narrowing educational achievement gaps in the United States.1 Among other results, we found that if the United States were able to raise the math and science PISA test scores of the bottom three quarters of U.S. students so that they matched the test scores of the top quarter of U.S. kids (and thereby raised the overall U.S. academic ranking to third best among the OECD countries), U.S. GDP would be 10 percent larger in 35 years.

If the Governor or legislature do not move quickly to eliminate the expensive Common Core SBAC testing scam or decouple the use of the SBAC results from the state's teacher evaluation system, Connecticut's public schools will be forced to give the inappropriate Common Core SBAC test this spring and towns will be mandated to use the results from that unfair test to measure the «effectiveness» of their teachers.

MADISON, Wis. (AP)- Three cash - strapped states may find themselves left at the starting line in the competition for more than $ 4 billion in education stimulus funding if they don't amend laws that prevent student test results from being tied to teacher evaluations...

If you don't have state test results, please send the in - class assessments you used to measure student academic progress (e.g. MAP or Terra Nova).

-- Maryland: When a DWI defendant refuses to take the breath test or has a blood alcohol content result (through a breath or blood test) of 0.08 or higher, the police officer ordinarily seizes the driver's Maryland license (if the driver has one) and, regardless of the licensing state, issues a suspension notice that takes effect in forty - five days unless the defendant timely and correctly delivers a hearing request to the Maryland Office of Administrative Hearings.

Regulations state that testing must occur «as soon as practicable» after an accident if the accident resulted in the following:

But the law in most states having a «per se» statute (see question # 10) provides for immediate suspension and confiscation of the license if the breath test result is above the legal limit or there is a refusal.

If you have been arrested for DUI, and you either refused to take a breathalyzer test or took a breathalyzer test that resulted in a.08 BAC or higher, then you may face a driver's license suspension, even if you are caught driving under the influence out - of - statIf you have been arrested for DUI, and you either refused to take a breathalyzer test or took a breathalyzer test that resulted in a.08 BAC or higher, then you may face a driver's license suspension, even if you are caught driving under the influence out - of - statif you are caught driving under the influence out - of - state.

The Canadian Life and Health Insurance Association, however, currently has a voluntary code stating that insurers will not require genetic tests, but results of prior tests should be disclosed if the insurance policy is for more than $ 250 thousand.

If he employs outside help to interpret testing results, the expert most likely would not issue an opinion or offer any input other than stating what the test results indicate.