Sentences with phrase «talking test scores»

Not exact matches

Apparently Mattison talked about how kids with 4.0 s and high test scores get turned away from Michigan all the time.

«Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina,» a talk by Kirabo Jackson

Paul Tough, author of How Children Succeed, talks about shifting the focus from IQ and test scores to traits of perseverance, curiosity, and grit for long term success in kids.

Talking to children about their emotions and helping them build up their ability to be emotionally intelligent has proven to reduce bullying, live happier lives, improve test scores, and create greater success later in life through their jobs and personal lives.

Story number 4: Older women who watch mostly talk shows and soap operas score poorly on tests of mental functioning.

Those who do talk and drive regularly, however, scored worse on the tests, even though most described themselves as having above average multitasking skills.

It's fine to talk about more technology in our classrooms, smaller class sizes, new teaching and learning strategies, teacher training, and higher test scores, but few of these discussions get us to the heart of the matter — the roots of our current system.

Talking about test scores to people who don't think test scores are important is not a winning strategy.

Teachers can talk with administrators to determine how student test scores fit into the overall picture of evidence for student learning.

So, you just sit down and visit or go out and purposefully talk about anything other than school, school kids, teachers, staff members, test scores.

Today, a greater understanding of the pitfalls and possibilities of everyday race talk is more important than ever, as the landmark No Child Left Behind (NCLB) Act requires that annual testing scores be broken down by race.

Harding praised Moe's efforts to talk about union incentives and behavior, accepted the notion that test scores are useful measures of learning, and suggested we can all «put our heads in our hands over the state of [teacher] contracts.»

Follow - up visits when the children were 30 months showed that toddlers whose mothers talked to them more at 15 months scored higher on a language development test.

When we talk only of test scores and economic rewards, we present too narrow a view.

Although acknowledging their challenges, both principals said they want to channel some of their resources toward improving standardized test results, particularly with talk at the federal level of tying funding to student test scores.

One student, for example, in feedback provided to Rachlin, talked about not giving up after receiving a devastating score of 49 on a chemistry test.

«I would definitely wait for test scores before making a decision,» said Rice - Thurston, former executive director of Parents United for the Washington, D.C., public schools, «but more important, I would visit the schools and talk to children and teachers.

Jason Kamras, deputy to D.C. Schools Chancellor Michelle Rhee in charge of human capital, talks with Education Next about the new teacher evaluation system put in place in D.C. Beginning this year, teachers in D.C. will be evaluated based on student test scores (when available) and classroom observations (by principals and master educators), and poorly performing teachers may be fired, regardless of tenure.

So they changed their talking points: Now the teachers were upset about evaluations that would link their performance reviews with students» test scores.

Beginning with the New York Times's front - page splash about an American Federation of Teachers (AFT) study in August of 2004 («Nation's Charter Schools Lagging Behind, U.S. Test Scores Reveal»), it seems that every study, no matter how problematic, has spawned a headline, simply because it talks about charters» effects on test scoTest Scores Reveal»), it seems that every study, no matter how problematic, has spawned a headline, simply because it talks about charters» effects on test sScores Reveal»), it seems that every study, no matter how problematic, has spawned a headline, simply because it talks about charters» effects on test scotest scoresscores.

Yet for all the talk, what educational tests can and can't tell you, and how scores can be misunderstood and misused, remains a mystery to most.

Mr. Romney, who never went that far, also seems hemmed in politically by the fact that President Obama promotes many solutions that were once Republican talking points, including charter schools and teacher evaluations tied to test scores.

In Part One of a two - part interview, LA School Report contributor Vanessa Romo talks with Deasy about his relationship with teachers, the challenges of pioneering the new Common Core curriculum and the possibility that district - wide test scores might fall this year.

There is talk of widening the criteria for what is considered struggling to specific standardized test scores.

From Wikipedia about de - «personalized education», in the Debate section - «What personalized learning really means is adjusting the difficulty level of prefab skills - based exercises based on student test scores... (and) requires the purchase of software...» From the first Wikipedia paragraph, citing 2017 US NETP,»... (students and teachers) talk about learning progress, process and / or PRODUCTS (my caps)».

Test scores get all the press when talking about how to measure the success of a school transformation.

«When people talk about their experience with a really good teacher, they're not talking about test scores,» said Aaron Pallas, professor of sociology and education at Teachers College, Columbia University.

His advice is 1) look at test scores 2) go for a tour and 3) talk to your friends.

The parents who oppose Ms. Garg say the changes are unfortunate but result from various factors: gentrification; a few well - connected Upper West Siders talking up the school; and the spread in East Harlem of charter schools, which appeal to many poor families because of their structured approach and high test scores.

It builds a foundation of trust and respect that will make talking about test scores more productive.

As the date for the releases of the test scores approached, we received many notices of «talking points» to inform our communities about the outcomes, with explanations of new baselines and how these tests do not reflect the efforts of students and teachers this year.

Suddenly, the quiet boy comes to life, offering his opinion in Lisa Johnson's English Language Arts class at Sanger Unified School District's Fairmont School, where clusters of four to six students meet often to talk about test scores and work through lessons.

In an interview last week, the 32 - year - old Marrocco talked about her path to excellence, a climb marked by a few stepping stones that are often overlooked in debates over teacher evaluation, tenure, and test scores.

Regardless of how many times you've watched a TED talk pop up on education reform, or read a depressing Washington Post article on how American students score on tests, you probably haven't heard a whole lot from the perspective of students themselves.

The President always talks about too much testing, but he endorses performance pay based on test scores.

No one has talked about correlating test scores with attendance with age, or about early interventions to prevent later dropouts, or about a host of other well researched tools available to teachers and schools to reduce retention - the absolutely worst thing a school can do to a student (according to virtually all relevant research, as reviewed in John Hattie's Visible Learning).

More importantly, in terms of evaluating Walker's claim, our colleagues concluded after talking with experts that «it's impossible to know whether collective bargaining has any role in causing test scores to rise.

Gary: with all due respect for those who post here, thank you for your patience with nit - picking, e.g., we could argue interminably over the use of the terms «validity» and «reliability» and «bias» as they are used generally and as they are used in very specific ways by psychometricians when talking about the construction and administration of standardized tests and the inferences that could be drawn about test scores.

Standardized test scores become the thing that people talk about and the focus of staff meetings, class instruction, and water cooler con - versations.

When the education reformers talk about using evaluations in the process of determining which teachers stay or go, they always talk about using CMT test scores to measure as a measure of effectiveness.

A lot of people talk about the value of formative assessment, but Carol Ann Tomlinson points out that, too often, it is reduced to a mechanism for raising end - of - year - test scores when it should be an ongoing exchange between a teacher and his or her students designed to help students grow.

We're talking to school boards, superintendents and other organizations about endorsements, and working on a piece of state legislation that would place a moratorium on state - imposed consequences tied to student test scores.

In my experience talking to those people, they universally express frustration that the test scores are misused in the ways you describe.

During the evaluation, the team reviews recent report cards and grades, standardized test scores, discipline reports and talks with parents and teachers about school performance.

The Democratic Assembly Speaker, for example, said that «he's always been troubled that teachers are rated on standardized test scores,» more specifically noting: «I don't think any single teacher that I've talked to would shirk away from being held accountable... [b] ut if they're going to be held accountable, they want to be held accountable for things that... reflect their actual work.»

The district curricula specialist repeated the established «talking point» that the test score is «only one small part» of a student's performance profile.

We can't get there by talking about numbers like standardized test scores, which will always be a reflection of the wealth or poverty of the students» parents, or graduation rates, which can be manipulated simply by redefining the course requirements or eliminating low achieving students.

It may also be a good idea to examine school report cards for the last several years and talk to the principal if test scores have declined or if one subject / section of the test leads to dramatically higher results than others.

In the car, she squeezes in a pep talk with a talented school leader who's disappointed by her students» marginal gains in test scores.

However, there has been talk in Sacramento to replace the defunct California High School Exit Exam with eleventh - grade test scores.