De Blasio welcomed the gains but said pointedly that «a school is not
the sum of its test scores.»
I've always believed my own children — and the students I've taught — are more than
the sum of their test scores.
Not exact matches
The K - D time
score is the
sum of the 3
test card time
scores.
The Wilcoxon rank
sum test was used to compare a
score measuring the adherence
of the control and intervention groups to the Neonatal Resuscitation Program algorithm.Sixty - five healthcare professionals were recruited and randomized to the control or intervention group.
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.
To
sum up: 1) low - stakes
tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between
test -
score gain and other measures
of quality at either the teacher or school level.
To
sum up, our evidence confirms that the students
of high - VA teachers benefit not just by
scoring higher on math and reading
tests at the end
of the school year, but also through improved outcomes later in life.
The large
sums of money used to try and raise
test scores only pushes kids away from school and causes stagnation
of our educational system.
Across the board, all
of us, from real estate agents to the edu - press, have bought into the zero -
sum game
of comparing kids, schools, and neighborhoods by
test scores.
«In our view, average
test scores are more appropriately thought
of as measures
of opportunity — they reflect the
sum total
of educational opportunities that children have had,» wrote Reardon in a follow - up email.
And although
tests are hardly the
sum of education, reading
scores for 17 - year - olds on the National Assessment
of Educational Progress (the «Nation's Report Card») have basically not budged since the early 1970s.
On this note, and «[i] n
sum, recent research on value added tells us that, by using data from student perceptions, classroom observations, and
test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies]
of the relative effectiveness
of a set
of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis added].
Primary outcomes were the Posttraumatic Diagnostic Scale (PDS) 25,26 for PTSD symptoms and the Symptom Checklist Depression Scale (SCL - 20) for depressive symptoms.27 The PDS (17 items) assesses severity
of PTSD symptoms over the prior 4 weeks with high internal consistency and
test - retest reliability26;
scores are
summed and range from 0 to 51;
scores of 10 or less are mild; 11 to 20, moderate; 21 to 35, moderate to severe; and at least 36, severe.
Each
test was made generation - fair for G2 by replacing outdated words such as «muslin» with words
of comparable difficulty.5 For each generation,
scores from these
tests were standardized to a mean
of 0 and a standard deviation
of 1,
summed to create a total
score representing overall cognitive ability at 8 years, then re-standardized.