Sentences with phrase «student test scores even»

In Connecticut we will commission a «study» of the practice of assessing teachers» performance on student test scores even though the actual makers of the test, and mountains of literature, warn against the practice.

Researchers found no difference in student test scores even after teachers spent as much as 60 hours in training.

The district's leaders say blended learning strategies have helped improve student test scores even as the district coped with a tight budget.

Not exact matches

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

And she found that it's incredibly predictive, that people are pretty honest about their grit levels and that those who say, «Yes, I really stick with tasks,» are much more likely to succeed, even in tasks that involve a lot of what we think of as IQ: She gave the test to students who were in the National Spelling Bee and the kids with the highest grit scores were more likely to persist to the later rounds; she gave it to freshmen at the University of Pennsylvania and grit helped them persist in college; she even gave it to cadets at West Point and it predicted who was going to survive this initiation called «Beast Barracks.»

It seems even a total delinking is under discussion, a 180 degree shift from his imposed law passed this spring hardwiring a teacher's survival to student scores on state mandated Common Core driven tests.

Even though the elementary school is doing well academically, low test scores by students at the upper school have hurt the school's grade, Mulgrew noted.

But test scores and other evidence show that many U.S. middle and high school students struggle to understand even basic chemical reactions such as oxidation or photosynthesis.

The students who used their assigned strategy correctly had the highest scores on their science tests, even when the researchers controlled for students who had better reading skills to begin with.

«Students with higher intelligence had better grades and test scores, but those who also enjoyed and took pride in math had even better achievement.

However, when tests include cognitively challenging questions that require elevated critical thinking, females and lower socioeconomic students score lower than their male or high - status peers, even though the students have equal academic ability.

Students who didn't score well on the image test tended to receive lower math scores, even after factors, such as IQ levels, were taken into account.

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.

Even if two students from different colleges score similarly on a given placement test, one may be placed in remediation at her school, while the other passes into regular college - level courses.

My best estimate is that it lowers test scores for both boys and girls by approximately 4 percent of a standard deviation and has even larger effects on various measures of student engagement.

Furthermore, studies in Texas and elsewhere have found that some schools raised their published test scores by retaining low - performing students in 9th grade, by classifying them as eligible for special education (or otherwise exempting them from the exam), and even by encouraging them to drop out.

That city's merit - pay plan proposed in 2002 was overwhelmingly voted down by teachers (1892 to 73), even though it did not base bonuses on student test scores.

In response to the criticism that teacher impacts on student test scores are inconsistent over time, the authors show that «although VA measures fluctuate across years, they are sufficiently stable» that selecting teachers even based on a few years of data would have substantial impacts on student outcomes, such as earnings.

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.

We measure FCAT performance using developmental - scale scores, which allow us to compare the test - score gains of all the students in our study, even though they took tests designed for different grade levels.

In addition, if they describe a plan for generating student - level scores as workable, they risk alienating the organized interests in California who relish the prospect of a year without test scores (even if it's not a year a without testing!).

It never occurred to me that teachers would be «evaluated» based on the scores achieved by other teachers» students or that districts would have to scramble to find any tests they could just so that they could claim to be evaluating teachers, even those teaching physical education or the arts, based on scores on standardized tests.

When including all students, even those lacking baseline test scores, one can only hope that the two groups are similar with respect to this critical characteristic.

But you don't emphasize an important point: Whatever benefits students experienced in kindergarten that resulted in higher test scores, they did not cause higher test scores in later grades — even though they produced better later - life outcomes.

This means that in many of California's public high schools, students can graduate, but they won't be able to get into a UC or CSU college even if they have a good GPA and good test scores.

That is, even when we measure the extent to which schools contribute to student test - score growth — something that test - based accountability systems rarely do — we can not consistently predict which programs or schools will help students be more successful later.

Still, even a modicum of school choice and competition can boost student test scores, especially when combined with a comprehensive examination system for high - school graduates, says Ludger Woessmann, whose systematic, sophisticated analyses of international test - score data best summarize what can be learned from abroad.

My first set of results demonstrates that inspector ratings are correlated with student - and parent - reported measures of school quality, even after controlling for test - score results and other school characteristics.

After three years of relatively flat and sometimes declining test scores, K12, Inc.'s full - time students appear to have increased their proficiency levels in both reading and math, even as K12, Inc. serves a population with 62 percent of its student eligible for free - and - reduced price lunch, compared to 49 percent nationally.

This approach shows that the percentage of an elementary school's students enrolled in bilingual education is significantly and negatively related to a school's average test score for English Learners in both reading and math, even after accounting for the characteristics of its students.

Second, exploiting a natural experiment, I show that a fail inspection rating leads to test - score gains for primary school students that remain evident even after the students move into secondary schools.

Even if the largest estimates of peer effects are correct, however, the improvement in peers» prior test scores would appear to benefit KIPP students» achievement only by about 0.07 to 0.09 standard deviations after four years at KIPP.

Even when we estimated the probability that an incumbent won a majority of the votes in each precinct, or accounted for test - score changes and levels as a function of dollars spent on students, or measured the relationship between an incumbent's vote share in one election and the previous election, the overwhelming weight of the evidence indicated that school board members were not being judged on improvement or weakening in school test scores.

If your students do not find summative test scores reflective of the extent of their learning, help them recognize other ways that you have seen them demonstrate their learning about the topic, whether through group work, projects, discussions, homework, or even the questions they ask.

Even as the numbers and diversity of students taking college admissions tests are rising, average scores on the tests are increasing.

Following years of below - average scores on the state achievement test, King students began outscoring the state average in six out of seven subjects in 1999, and they even moved into the top third in some subjects.

The Arkansas Department of Education has announced that students who score at level 3 or above on new Common Core tests will be deemed «proficient,» even though the makers of the test say that only students who score at level 4 or above are on track to graduate from high school with the skills they need to be ready for college or a career.

Instructors» effects are even larger when standardized test scores are the measure of student outcomes.

[4] Among low - income students, the effect was even more dramatic: for every 1,000 low - income students who had taken the test before 2007 and scored well, another 480 college - ready, low - income students were uncovered by the universal test.

Unlike test scores or even a supervisor's rating, teachers inherently care what their students think.

They proclaimed in a front - page banner headline that the students in the English immersion programs showed test scores 20 percent, 40 percent, and even 100 percent higher, depending on grade and subject level, than the students in bilingual programs.

Harvard economist Caroline Hoxby's quantitative analyses suggest that competition from vouchers in Milwaukee and from charters in Michigan and Arizona have improved the test scores of all students, even those «left behind» in district schools.

Even a mediocre school can expect high test scores if its students come from wealthy backgrounds.

This pattern of test - score effects — showing positive results in urban areas with many low - income students, but neutral or even negative effects elsewhere — also appears in a national study of oversubscribed charter middle schools funded by the U.S. Department of Education.

During their first year in the country, the students will be tested only if school officials recommend that they should be, and even then, their scores will be used only for baseline information.

Even so, the test scores of students in tracking schools remained 0.16 standard deviations higher than those of students in nontracking schools overall (and 0.18 standard deviations higher with control variables).

What explains the positive impacts of private schools on the amount of schooling students complete, even in the absence of test - score gains?

Yet even with the expansion of the AP program in recent years, only about a third of American students take at least one exam, and less than a quarter pass at least one test with a score of three or higher.

Student test scores in reading, English - even math - improved significantly in the schools that implemented this highly structured approach to the teaching of reading.

Even seemingly sophisticated proponents of compensation reform have too often advocated variations on the blunt Pavlovian approach of paying more for higher student test scores while neglecting the broader design of the profession.