Sentences with phrase «state test score fact»

Not to mention she is flipping brilliant (state test score fact... not merely a parental opinion) and she was bottle fed from infancy.

Not exact matches

The changes made to the state's tests have made it difficult to compare student performance on the assessments over time — a fact that has not stopped the de Blasio administration from publicly celebrating rising scores.

These annual volumes make assertions about empirical facts («students» scores on the state tests used for NCLB are rising»; or «lack of capacity is a serious problem that could undermine the success of NCLB») and provide policy recommendations («some requirements of NCLB are overly stringent, unworkable, or unrealistic»; «the need for funding will grow, not shrink, as more schools are affected by the law's accountability requirements»).

In fact, state - and district - level evaluation systems that incorporate test - score growth also typically report test - score levels and include them in schools» overall ratings.

However, the most recent experimental evaluation of the D.C. voucher program showed negative test - score effects after one year, even though the study did not rely on a state - mandated test — and despite the fact that an earlier study of the program showed no effects.

As discussed previously, however, the percentage of students scoring at the proficient level on state tests is an imperfect indicator of school quality, contaminated as it is by the fact that student achievement is influenced by a host of factors outside of a school's control.

In fact, the measures on the GCI are influenced more by state and national industrial, health, trade, monetary, tax, and labor policies and regulations than by what a 15 year - old student scores on an international test.

Spurred on by these facts, by public pressure, and by the incentives offered by federally funded programs, states and districts are developing ways to measure the value that a teacher adds to her students» learning based on changes in their annual test scores.

I cited Wolf's evaluation, state test scores (which showed no edge for voucher students), and the fact that 75 % of the voucher students in his study did not remain in the voucher schools to graduate.

In fact, one of our five main conclusions is that it is very difficult, if not impossible, to prove causality between state test score trends and NCLB.

In 2000, a scoring error by NCS - Pearson (now Pearson Educational Measurement) led to 8,000 Minnesota students being told they failed a state math test when they did not, in fact, fail it (some of those students weren't able to graduate from high school on time).

Federal officials blamed the gap on several factors, including the fact that some states switched to new tests during the study period, making it impossible to compare student test scores over time.

Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sincescores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sinceScores of children eligible for free lunch programs have dropped since 1996.

In fact, Wyoming's test scores went up across the board that year — despite the fears of state education officials, who asked the federal government months before getting the results to throw out the 2010 data.

In fact, the largest positive change for a state in any tested subject area and grade level was a +10 change in scale score by California in eighth grade reading.

In fact, we are not just the most segregated in the country, the state has now imposed a practice of divide and conquer, segregate and close.Closures, if you do not know, are based on the test score outcomes.

In fact, the Every Student Succeeds Act he signed last December will also require states to measure school and district performance on more than just test scores.

Some of the support can be ascribed to the fact that both Brown and the State Board of Education did not succumb to pressures from both the Obama administration and advocacy organizations to apply for waivers from the No Child Left Behind that would have required the state to link teacher evaluations to student test scores or other measures of «student academic growth.&rState Board of Education did not succumb to pressures from both the Obama administration and advocacy organizations to apply for waivers from the No Child Left Behind that would have required the state to link teacher evaluations to student test scores or other measures of «student academic growth.&rstate to link teacher evaluations to student test scores or other measures of «student academic growth.»

In fact, your school may have invested in a powerful data warehouse that provides you with access to reports that may include state test scores, benchmark assessment scores, and other assessment data.

On a statewide basis, a lot of those average scores, in math in particular, aren't so great, a fact being lamented by state education officials and providing fodder for testing opponents.

The fact that No Child never required states to set high test proficiency targets and cut scores (or even forced states to benchmark their tests to NAEP) allowed for states to undercut their overhauls of curricula standards.

In fact, if other states that have adopted new tests geared to the Common Core are any indication, Connecticut will likely see a steep drop in scores on the new tests, which does not necessarily mean that students aren't learning as well, only that they are being tested differently.

They also omit the fact that there actually was good reason to question this year's scores, with 14 out of 14 states using the Smarter Balanced English language arts tests showing no gains — a significant statistical curiosity.

This absurd, unfair and ignorant policy is state law despite the fact that every academic study has shown that standardized test scores are driven primarily by poverty, language barriers and the impact of students with special education challenges... all factors for beyond the control of Connecticut's classroom teachers.

# 2: Governor Malloy's education reform initiative requires that the state's teacher evaluation programs to be linked to standardized test scores despite the fact that standardized tests scores are primarily influenced by poverty, language barriers, and the lack of special education services for students.

In fact, Wes's algebra students, including those without disabilities, scored above the district average on targeted subsections of the state test that year.

In fact, over the past 16 years, most schools have been organized around one idea: that students score high enough on state standardized tests so that the school and district will meet acceptable benchmarks in the state accountability system.

Using any standardized achievement test for a purpose for which it was not designed violates nationally - accepted standards of the testing profession, of the state of Illinois and the U. S. Department of Education, and the guidelines of the test makers themselves (see Attachment 2 — PURE Fact Sheet: «Testing professionals oppose use of standardized test scores as sole or primary measures in high - stakes decisions&rtesting profession, of the state of Illinois and the U. S. Department of Education, and the guidelines of the test makers themselves (see Attachment 2 — PURE Fact Sheet: «Testing professionals oppose use of standardized test scores as sole or primary measures in high - stakes decisions&rTesting professionals oppose use of standardized test scores as sole or primary measures in high - stakes decisions»).

Some even reported that principals changed their observation scores to match their EVAAS scores; «One principal told me one year that even though I had high [state standardized test] scores and high Stanford [test] scores, the fact that my EVAAS scores showed no growth, it would look bad to the superintendent.»

the break from the trend of far exceeding state averages, and the fact that the tests fell at around the same time as SAT and AP tests, there is reason to believe that this scores are not representative of actual school quality.

The fact of the matter is is that all states have essentially the same school level data (i.e., very similar test scores by students over time, links to teachers, and series of typically dichotomous / binary variables meant to capture things like special education status, English language status, free - and - reduced lunch eligibility, etc.).

Since I'm so good at prognostication: I predict that state test scores, in New York and elsewhere, will continue to be used as a basis for important policy decisions, despite the fact that test scores tell us just a little bit about the things we care about.

Daniels remembers some skeptics questioning the validity of the jump in state test scores, noting the fact that Kansas City students» average ACT scores — which he remembers as being in the 15 - 17 range — had not improved as much as the state scores.