Sentences with phrase «student scores on standardized tests as»

Fifty - five percent of Americans and 63 percent of public school parents oppose including student scores on standardized tests as part of teacher evaluations.

Not exact matches

Jackson had access to each student's scores on the statewide standardized test, and he used that as a rough measure of their cognitive ability.

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

The evaluation system pushed by Cuomo as part of this 2010 re-election campaign devotes half of a teacher's evaluation on their students» performance on standardized test scores that teacher unions argue is a poor measure of a teacher's ability.

The law, which bases as much as 50 percent of teachers» job ratings on student test scores, was strengthened during a time when more rigorous standardized exams, based on the national Common Core academic standards, were being introduced into classrooms.

The «growth score» is a state - produced calculation quantifying students» year - to - year improvement on standardized tests while controlling factors such as poverty.

It gave former Mayor Bloomberg outsize power over the system, and helped make sure that teachers, parents and advocates had to fight at meetings, on the streets and in the courts to block his efforts to close schools and establish standardized test scores as the only measure of students and teachers.

The research also finds that black students are 54 percent less likely than white students to be identified as eligible for gifted - education services after adjusting for the students» previous scores on standardized tests, demographic factors, and school and teacher characteristics.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

The original act held schools accountable to minimum percentages of proficient students, as measured by scores on standardized tests, with the threat of sanctions, including school closure, if they failed.

Fewer absences therefore may also explain why later - starting students have higher test scores: students who have an early start time miss more school and could perform worse on standardized tests as a result.

Granted, the fabulous standardized test scores of those high - performing charter networks who take on this special ed challenge may not be as uniformly high — at least in the short term, but when one in every twenty public school students now attends a charter, the movement is mature and entrenched enough to move to the next stage of reform for both moral and political reasons.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

HFA scores on standardized tests are as much as four times higher than those of other Detroit schools, and 86 percent of the most recent graduated students were accepted at four - year universities.

This is important to know because research has shown that teachers» aptitude, as measured by scores on standardized tests, significantly affects student achievement.

As schools narrow their focus on improving performance on math and reading standardized tests, they have greater difficulty justifying taking students out of the classroom for experiences that are not related to improving those test scores.

For the last four decades, students» scores on standardized tests have increasingly been regarded as the most meaningful evidence for evaluating U.S. schools.

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

Although the school still ranks as «low achieving,» students have made progress on standardized test scores, according to O'Blines.

Finally, the only study to have estimated the effect of charter school attendance on students» job prospects, although based on nonexperimental methods, finds that attending a Florida charter school increased students» earnings as adults despite having no impact on their standardized test scores.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

I would welcome the opportunity to determine who on my staff would receive differentiated pay, especially if value - added student achievement and standardized test scores are tracked as a part of the measurement.

Just last week, the annual conference of the Association for Education Finance and Policy featured new research on topics such as the importance of charter organization type, the characteristics of charter schools associated with effectiveness, charter student outcomes beyond standardized test scores.

In the face of these powerful forces, MI theory has served as a reminder to educators to focus on the strengths and weaknesses of the individual child and has also offered conceptual support for educators seeking to prevent individual students from being stigmatized by a low score on one of these standardized tests.

(2) When teacher evaluations of students count as least as much as the score on a one - time standardized test (3) When employment contracts are not for life and employee evaluations are fair and thorough.

Michael Soskil: We need a shift in focus from accountability measures based on standardized test scores toward metrics that take into account universal access to quality teachers and learning environments, robust curricula that include the arts, as well as student engagement and well - being.

Specifically, we predicted the percentage of students at the district and school levels who score proficient or above on their state's mandated standardized tests, without using any school - specific information such as length of school day, teacher mobility, computer - to - student ratio, etc..

Faced with these challenges, the administration has relaxed its aggressive timetables for states to begin evaluating all teachers based on objective measures of student learning, such as standardized test scores.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

According to Valerie Strauss in her Washington Post Answer Sheet blog, the study found that «the report, together with a number of other studies released in the past year, effectively serve as a warning to policymakers in states that are moving to implement laws, with support from the Obama administration, to make teacher and principal evaluation largely dependent on increases in students» standardized test scores.»

Summary: Morgan Polikoff, an associate professor at the University of Southern California Rossier School of Education, is calling on the federal government to stop measuring student achievement based on the percentage of students who score as proficient on standardized tests.

As educators, we realize that the quality of a child's education can not be measured solely by scores on standardized reading and math tests, which by their nature do not assess students» conceptual thinking, their ability to do research and to evaluate and defend ideas, their skill at written and oral expression, or their success in collaborative or teamwork settings.

No important academic decision about a student, a teacher, an administrator, a school or a district should be made solely on one type of evidence, such as standardized test scores.

KNOWLEDGE BRIEF 15 by Stephen Raudenbush Student scores on standardized tests are used as measures for teacher accountability, but, arguably, helping children score well on an achievement test is of little value in itself.

Some states made the standardized tests so easy or set passing scores so low that virtually all students were rated proficient even as they scored much lower on federal exams and showed up for college requiring remedial help.

Granted, the fabulous standardized test scores of those high - performing charter networks who take on this special ed challenge may not be as uniformly high - at least in the short term, but when one in every twenty public school students now attends a charter, the movement is mature and entrenched enough to move to the next stage of reform for both moral and political reasons.

The index, based largely on how well students score on standardized tests such as the Stanford 9, is part of a 3 - year - old carrot - and - stick program designed to make schools more accountable.

MARYLAND»S plunge in scores on standardized tests for elementary and middle school students has unsettled a state that, as a national leader in education, had become accustomed to yearly increases in student performance.

This new law will provide a measure of protection for our teachers, districts and students from consequences for student test scores on a standardized test whose validity and reliability as a tool for measuring their performance is not supported by data.

He was a co-author of a study that showed that teachers who helped students raise standardized test scores had a lasting effect on those students» future incomes, as well as other lifelong outcomes.

With regards to actual metrics, NCLB relies on objective measurement criteria such as standardized test scores that are then used to track student and school performance over time.

While the Department will likely add more academic performance measures in the future, for 2014 officials also included the level of participation in state assessments, achievement gaps between students with disabilities and the general population as well as scores on the National Assessment of Educational Progress, a standardized test used to gauge academic growth across the country.

The district has instituted a voluntary evaluation system that includes student growth on state standardized test scores as one factor in measuring a teacher's effectiveness.

During the strike, Chicago Teachers Union president Karen Lewis said she was concerned that «too much of the new evaluations will be based on students» standardized test scores,» and argued there were «too many factors beyond our control which impact how well some students perform on standardized tests, such as poverty, exposure to violence, homelessness, hunger, and other social issues beyond our control» (Chicago Teachers Union, 2012, para. 5).

The Senate passed legislation (S.B. 795 — The Excellent Public Schools Act) this session that would label students, schools, and teachers as failing on the basis of a standardized test score.

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

As reported in today's CTMirror, it wasn't even two hours after Governor Malloy signed the «education reform» bill into law before the three groups representing the school superintendents, principals and school boards went back on their word, claiming that the new law gave them the right to implement policies that student's standardized test scores can account for 50 percent of a teachers evaluation rather than the 22.5 percent that was listed in the draft bill and agreed to by all of the parties last January.

States and districts mostly have opted to look at student growth, as opposed to raw test scores, because raw scores can disadvantage teachers with large numbers of low - income, limited - English or special needs students, who tend to score lower on standardized tests.

IMPACT was designed to control for variables like the class's income level and English - language proficiency, and scores teachers on two major factors: classroom skill, as determined by multiple evaluations, and results, based on students» improvement on standardized tests.

The studies, both by the Community College Research Center at Teachers College, Columbia University, found that as many as a third of students sidetracked into remedial classes because of their scores on standardized tests would have earned a B or better if they had simply proceeded directly to college - level courses.