Sentences with phrase «successful test scores»

A combination of motivation, organization, time management, and concentration will help students stay on track and be able to achieve successful test scores.

Not exact matches

People on the more successful teams in Woolley's experiment scored above average on the Reading the Mind in the Eyes test.

A lot of people feel that test scores alone are not a full measure of what kids are learning or how successful they're going to be.

«Assessing the potential of students to be successful in STEM fields goes beyond just looking at tests scores and grades, though these are important,» Malcom said.

Successful schools have demonstrated their ability to dramatically increase crystallized knowledge and thereby raise test scores, improving other important student outcomes in the process.

Minority students with the same test scores tend to be much more successful in college if they attended interracial high schools.»

For example, while these five urban charter schools offer an existence proof that high standardized test scores are possible and within the grasp of every student in this country, it is equally true that the several practices of successful traditional schools in areas such as special education, the arts, or second language proficiency, offer insights for the charter world.

A school with many poor children, scoring at the 35th percentile, could be highly successful, though it tests below average.»

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.

In a profession that already feels under siege, the decision in most states — encouraged by the U.S. Department of Education — to press ahead with using student test scores as a significant component of a teacher's evaluation «just fuels the perception that we care more about weeding out weak teachers than giving the vast majority of teachers the time and support they need to make a successful transition to Common Core,» says Schwartz.

Students at Mother Hale, KIPP, and Crossroads may not have the highest standardized test scores in the city, yet administrators at all three schools consider their programs successful.

The successful schools model typically assumes that a school's high test scores are primarily a function of its budget, rather than a student's family background.

The persistence of the benefits of tracking is striking, as many evaluations find that the test - score effects of successful interventions fade over time.

A successful undergraduate teacher in, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professor.

To be considered successful in Tacoma, Wash., schools must show they can deliver a lot more than good test scores.

The child who works consistently and diligently may be more successful in life than another who studies 12 hours a day and gets high test scores.

Kindred arguments have erupted over whether the most successful «no excuses» charters, such as Eva Moskowitz's Success Academies in New York City, deter unpromising or troubled students from entering and suspend others whose test scores might tarnish the schools» reputations.

Despite successful implementation of this professional development based on what many experts believed to be the best practice for improving math instruction, scores on the NWEA and state math tests showed small declines (and the NWEA decline was not statistically significant while the state test decline was).

And that brings us to those unanswered questions: Can the charter - school movement grow to sufficient scale for long - term political sustainability if we continue to use «quality» — as measured by such factors as test scores — as the sole indicator of a successful school?

To argue that she has been even moderately successful with her approach, we would have to ignore the legitimate concerns of local and national charter reformers who know the city well, and ignore the possibility that Detroit charters are taking advantage of loose oversight by cherry - picking students, and ignore the very low test score growth in Detroit compared with other cities on the urban NAEP, and ignore the policy alternatives that seem to work better (for example, closing low - performing charter schools), and ignore the very low scores to which Detroit charters are being compared, and ignore the negative effects of virtual schools, and ignore the negative effects of the only statewide voucher programs that provide the best comparisons with DeVos's national agenda.

Taylor Delhagen tells Neufeld that he and his colleagues left his former school because, while they were successful at producing high test scores, they «felt stifled» in what they see as the greater task: «developing human beings» and serving all students.

Advocates contend that test scores offer a more objective measure of a teacher's performance than most evaluations currently in place, which rarely consider student progress and rate nearly all teachers as successful.

While test scores rose in cities like Boston, Chicago and New York after mayors took control of the schools, state takeovers have been less successful.

Enabling successful schools (according to standards set between the school and the district, probably including but not limited to test scores) to have greater autonomy over core elements such as hiring, curriculum and financial resources will help improve Indy's educational outlook, the report suggested.

What reformers should do is develop the tools that can allow families to make school overhauls successful; this includes building comprehensive school data systems that can be used in measuring success, and continuing to advance teacher quality reforms (including comprehensive teacher and principal evaluations based mostly on value - added analysis of student test score growth data, a subject of this week's Dropout Nation Podcast) that can allow school operators of all types to select high - quality talents.

Further, a preliminary evaluation of the BTR from 2012 showed that in their early years of teaching, BTR graduates are less successful in raising test scores than other novice teachers.

State education departments warned that the enhanced rigor of the Common Core would cause test scores to plummet by as much as 30 percent, even in successful districts.

Many school systems have gotten the message that they need to be more data driven, and they are now awash in data - not just yearly student test scores, but figures on how different groups of students are doing in particular subjects or grade levels, how successful a school is at attracting and retaining teachers or closing the achievement gap among disadvantaged students, or how equitable funding is from school to school.

Portfolio management guided solely by test scores would seriously harm students by unwittingly closing a bunch of successful schools, like those Booker, et al studied in Florida, while expanding and pouring more resources into ones with less impressive long - term results, like those studied by Angirst, et al, Dobbie and Fryer, and Tuttle, et al..

Before LA School Report published a new district database that breaks down state standardized test scores at LA Unified's magnet programs and schools, parents weren't able to compare which magnet programs were academically successful and which ones weren't.

I understand the pressures schools are under to achieve the standardized test scores to prove they are successful, but my wish, my hope is that school leaders do not forget their philosophy of education, that they continually reflect on what they believe students really need to learn to succeed in life, that they encourage a culture of listening at their schools.

No one has any idea if a high score on a Common Core - aligned standardized test will result in a student being successful in college or in a career.

To the extent that they are successful at reducing class size, teachers unions have another positive impact on student outcomes: For every one - student decrease in class size, test scores tend to improve by 0.8 - 1.1 points.

While teachers could easily see student performance indicators and test scores, they could not dig deeper into those measures to see exactly where individual students were struggling or successful.

González wouldn't want it any other way — he takes pride in his school's duty to educate all comers — but the endless flow of underperforming students drags down test scores, demoralizes teachers and makes the already daunting challenge of transforming 223 into a successful school, not just a relatively successful one, that much more difficult.

The most likely explanation is that placing too much emphasis on test scores reduces classroom time in doing those things that develop innovativness and entrepreneurship, the keys to driving a highly successful economy, and abilities that are not tested on tests.

Perhaps most important, states now have the opportunity to use a framework of indicators for school success that is far better aligned with the skills and knowledge students need to be successful in college, career, citizenship and life, rather than default to standardized test scores.

The point of this example is that knowledge of content and of the vocabulary acquired through learning about content are fundamental to successful reading comprehension; without broad knowledge, children's reading comprehension will not improve and their scores on reading comprehension tests will not budge upwards either.

The irony is that if we want our kids to be truly successful (happy, healthy, fulfilled, and prepared for life outside of school), we need to challenge the narrow conception of success as solely related to grades, test scores, and educational credentials, and we must focus on these other critical components.

It's significant that PEAC's recommendation is unanimous, for 2 reasons: First, it appears that the leadership shown by CEA last year in striving to work with PEAC members to have deeper discussions about the issues has been successful, which, in turn has brought a more clear understanding of the negative impact brought about by including mastery test scores in teacher evaluation; and second, a unanimous decision will, hopefully, have a greater impact on the way the State Board of Education discusses and reviews the recommendation.

Reliance on standardized achievement test scores as the source of data about teacher quality will inevitably promote confusion between «successful» instruction and «good» instruction.

Within the U.S., how school performance is measured is with standardized test scores meant to indicate student achievement, so whether or not a school is considered to be successful or failing at educating students is based on how students at that school score.

For example, a meta - analysis of school - based and afterschool SEL programs found that participation improved elementary and middle school students» test scores by an average of 11 to 17 percentile points, decreased conduct problems, and increased students» problem - solving skills.17 Similarly, a meta - analysis of school - based SEL programs for students in kindergarten through 12th grade found that participation improved students» academic performance by 11 percentile points, reduced their anxiety and stress, and increased their prosocial behavior.18 These programs were successful in all geographic locations, including urban, suburban, and rural school environments.19

But all of them share the idea that teachers who are particularly successful will help their students make large learning gains, that these gains can be measured by students» performance on achievement tests, and that the value - added score isolates the teacher's contribution to these gains.

Rae Ann Knopf claims, «As measured by test scores, students at Jumoke were more than twice as successful as students at Milner.»

I don't know whether her friend was able to read by the end of kindergarten or not, but both are now in high school and their grades and test scores define them as being extremely academically «successful.»

As measured by test scores, students at Jumoke were more than twice as successful as students at Milner.

Once that program has proven to be successful with higher test scores, graduation rates, or other measurements, many administrators may begin looking to expand.

Because, if you are a charter school and you want to appear successful, you don't want to risk taking on the special education students since they will inevitably lower the school's average Connecticut Mastery Test scores.

But when the researchers compared California schools districts, based on their English learners» standardized test scores and mastery of English proficiency, and then followed up with site visits and interviews with administrators, they discovered that many of the most successful districts viewed the Common Core as a means to higher achievement for these students, and used strategies in line with its goals to achieve their good results.