Sentences with phrase «student test score results»

He said over time, student test score results and other measures of academic progress will be used to improve the hiring tool.

That may be partly because the city has been battling to get student test score results included in teachers» evaluations but won that fight with principals in 2007.

When small variations in student test scores result in failing ratings for teachers, and that can lead to automatic termination, it forces teachers to teach to the test, rather than teaching for learning.

«When small variations in student test scores result in failing ratings for teachers... it forces teachers to teach to the test, rather than teaching for learning.

Given the limitations of the data, our finding that spending increased time on lecture - style teaching improves student test scores results should not be translated into a call for more lecture - style teaching in general.

For example: there would be a 10 percentile point increase in student test scores resulting from the work of an average principal if she improved her «demonstrated abilities in all 21 responsibilities by one standard deviation» (2003, p. 3).

Not exact matches

When you present the facts about school breakfast, and its associated benefits — increased test scores, fewer behavioral problems, improved focus in the classroom — you give stakeholders the opportunity to understand the measurable results that come from feeding students a morning meal.

Schools certainly feel the immediate costs of failing to prioritize wellness — poor test scores for students, lower standardized test scores school - wide, reduced funding resulting from absenteeism, which is why it is so important to share this report with school administrators and boards of education.

Belluck has used his own Twitter handle in recent days to dog the State Education Department over the results of third - through eighth - grade English and math test scores that showed charter school students performing slightly better than their public school counterparts.

State Assembly Speaker Carl Heastie said the Assembly will take up a bill Wednesday to decouple the results of standardized student test scores from teacher evaluations.

While he has protected and promoted the growth of charter schools, other aspects of his education policy have not gone as planned - these include the rollout of the common core learning standards and tougher teacher evaluations by tying them more closely to the results of student standardized test scores.

They say the test results show that charter school students scored higher on the exams than did public school students.

Currently, the results of student scores on the new high stakes testing will be used to evaluate teachers this year, but Silver says that should be delayed for another two years.

While unions have said they worry that teachers could be unfairly judged based on their students» test results, the scoring for students and teachers is quite different — students get an objective standardized test score, while teachers are evaluated under multipart programs that are developed by local teachers unions and school leaders.

Currently, the results of student scores on the new high - stakes testing will be used to evaluate teachers this year, but Silver says that should be delayed for another two years.

Unlike in the recent past, student test results will not be included in teacher evaluation scores.

Pearson admitted the company incorrectly graded thousands of students» tests, resulting in incorrect scores.

In test results released Friday, 38 % of city students scored proficient in English - a jump of nearly eight percentage points from last year that put the city's scores on par with the state overall for the first time.

The test scores of students are taken from fifth - and sixth - grade results in the Massachusetts Comprehensive Assessment System (MCAS), in math and English language arts.

The results showed there were no statistically significant differences in test scores or students» assessments of the flipped classes compared to a traditional lecture course of study.

After adjusting the results to account for variability between each person's ability, they found that the black students» scored lower when they were told that the task was a test of their intellectual ability.

He takes the case of AP Calculus results in Detroit and estimates that if the city were to restrict the course to students who score 66 or above on the PSAT Math test, then the resulting cost per passing score on the AP test would be $ 1,167.

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

Another school profiled is the Denver School of Science and Technology, which enrolls a mostly - minority, 47 percent low - income student population and has achieved «national renown» for its results, including the second - highest longitudinal growth rate in student test scores statewide.

Now, results from the tests students took last spring won't be available until at least February after the state school board discovered a problem that led to incorrect scores on the science portion of the 11th grade test, graded by San Antonio - based Harcourt Assessment.

In this case, for example, the results for Los Angeles are likely to be overstated, because in 2000 - 01 Los Angeles counted SAT 9 scores only for those students who had also taken the test the year before.

The certification pathway that New York City teachers took to their classrooms seemed to have little relationship to how effective they were in raising students» scores, concludes a study that matched some 10,000 teachers with six years of test results.

And giving D.C. students money to behave in class, do their homework, and show up for school also resulted in better test scores.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

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.

Tough presents particularly compelling narratives about the progress of one Promise Academy elementary school and the middle school, the former achieving dramatic increases in test scores, and the latter temporarily closing its doors to new students as a result of poor (albeit improving) performance.

We ran a regression analysis to estimate the relationship between states» absolute and relative poverty levels and student achievement, and the result was clear: absolute poverty is a powerful predictor of achievement, while the relationship between relative poverty and test scores in the U.S. is weak and not statistically significant (see Figure 5).

Our results show that each year of attendance at an oversubscribed Boston charter school increases the math test scores of students in our sample by 13 percent of a standard deviation.

Still, it may be that test - score results will never convince parents that their kids need to step it up, at least until schools stop handing out As and Bs to students who aren't on track for success.

(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.)

An analysis of New York's state test results reveals that the tests have become significantly easier to pass over the last four years, so state education officials will be recalibrating the scoring for tests that were taken by students this spring.

Because the state has not yet identified students for retention, the test scores of students the first time they are in the 3rd grade are not affected by any change in the student cohort resulting from the retention policy.

The results indicate that the effect of a later start time in both math and reading is more than twice as large for students in the bottom third of the test - score distribution than for students in the top third.

Henry Levin likewise asserts that «the evaluators found that receiving a voucher resulted in no advantage in math or reading test scores for either [low achievers or students from SINI schools].»

The small number of common items makes the test developers nervous about the resulting student - level scores.

Figure 1 presents results for students with baseline test - score information - the first bar reporting impacts for the definition of African - American originally used, the latter three bars for alternative definitions.

When we examine the results of standardized test scores we typically think we are seeing evidence of what students know.

In sum, Krueger and Zhu take three methodological steps to generate results that are not statistically significant: 1) changing the definition of the group to be studied, 2) adding students without baseline test scores, and 3) ignoring the available information on baseline test scores, even though this yields less precise results.

The lottery study corroborates these results, as students admitted to the G&T magnet schools show little improvement in test scores by 7th grade, despite having higher - achieving peers and being taught by more effective teachers.

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.

I am sure that schools feel pressure to reach their adequate yearly progress (AYP) goals and administering constant practice tests may seem like the most assured way of raising scores, but so many of the most important needs of students are compromised as a result.

The New York Times woke many with a start over the weekend when it reported in its Sunday edition on a school in Arizona investing lots of money in technology but seemingly getting few results from the investment, as student test scores remained stagnant.

Achieving these expectations results in students who score well on standardized tests and go to college.

Yet some states now using student test scores to evaluate teachers don't seem to be producing results that should cause much stress for teachers.

American teenagers scored lower in science than students in a majority of other industrialized countries participating in a prominent international exam, in results that testing officials said they released early after the scores unexpectedly slipped out abroad.