Sentences with phrase «terms of student test scores»

If results were positive, we would know our investment in the program is sound, at least in terms of student test scores if not other measures of success.

But, as with most providers, there are no independent reviews of AUSSIE's performance in terms of student test scores or other measures of school progress.

The school is among the state's worst performers in terms of student test scores.

Not exact matches

They carefully matched these FRI students with peers who did not participate but were otherwise comparable in terms of socioeconomic background, gender, race, ethnicity, scores on standardized tests and other factors.

Test scores are predictive of student outcomes, both short - and long - term.

Performance incentives may cause schools and teachers to redirect their efforts toward the least costly ways of raising test scores, at the expense of actions that do not boost scores but may be important for students» long - term welfare.

But it's not just Uncle Sam who should quit judging performance by students (and schools and districts) via «short - term test score measures of basic skills.»

Each student's score also is analyzed in terms of year - to - year gains and compared to test norms.

With a few exceptions, our analysis sample closely resembles the nation in terms of student demographics (e.g., percentage African American and percentage Hispanic), observed socioeconomic traits (e.g., the poverty rate), and measures of the levels and pre-NCLB trends in NAEP test scores.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

Granted, the fabulous standardized test scores of those high - performing charter networks who take on this special ed challenge may not be as uniformly high — at least in the short term, but when one in every twenty public school students now attends a charter, the movement is mature and entrenched enough to move to the next stage of reform for both moral and political reasons.

Now, this is all within a pretty limited context of thinking about teacher performance in terms of value - added on student test scores, and that could be missing a lot about what makes a teacher great.

The letter says that the district has never evaluated the teachers using student test scores, and, as a consequence, has never told teachers where they stood and counseled them on how to improve in terms of increasing their students» learning — all of which are required by the law.

Finally, although the lion's share of teacher - quality research since the Coleman Report has focused on the connections between teacher quality and student test scores, new evidence is shining a light on the extent to which teachers affect other long - term non-test student outcomes as well.

«Success» in implementing standards - based reforms under this model is defined not in terms of test scores in a limited number of subject areas, but broadly, in terms of providing all students a sound basic education on a sustained basis.

The brief progress report on student performance in those subjects, released last week by the U.S. Department of Education, is the latest study of scores in the long - term trends analysis that uses National Assessment of Educational Progress tests.

So the next time someone asks me why it matters whether students go to art museums or see live theater, I can tell them that there is at least as much rigorous evidence showing the long term benefits of cultural activity as there is for interventions designed to boost standardized test scores.

Instead, school districts, eager to be perceived as plugged in and afraid of being penalized for low test scores, have bought into expensive drill - and - kill software — the kind that costs a fortune and displays a silly animation of fireworks or cheering crowds for every five correct answers — with only minimal improvements on test scores and scant evidence of long - term progress among students.

We report our results in terms of standard deviations of student test scores.

Both expanded access to private school options and greater variety of options that students have in terms of the religious (or secular) affiliations of private schools are positively associated with public - school students» test scores following the introduction of the FTC program.

For example, a low - SES school that is performing well can be encouraged to continue to refine and improve an already - effective instructional strategy (in terms of raising test scores compared to similar schools) but still be reminded that the students are not scoring sufficiently high relative to an absolute benchmark.

«So, we'll look at if it improves the students» mindset, engagement, enjoyment — especially towards mathematics — and we're also going to measure it in terms of their test scores to see if there is any change.»

Yet robust evaluations of NMSI's program, conducted by the economist Kirabo Jackson, show how incentivizing outcomes can powerfully affect both short - and long - term student outcomes, particularly when coupled with teacher support (see «Cash for Test Scores,» features, Fall 2008).

The new study by Raj Chetty, John Friedman, and Jonah Rockoff asks whether high - value - added teachers (i.e., teachers who raise student test scores) also have positive longer - term impacts on students, as reflected in college attendance, earnings, avoiding teenage pregnancy, and the quality of the neighborhood in which they reside as adults.

And policies tethering teacher evaluations to student test scores are based on studies that link high - performing teachers to long - term improvements in the lives of students, particularly the most disadvantaged.

For example, that same study following 2.5 million students found that an English teacher who raises students» reading test scores by the same amount as a math teacher raises students» math test scores has an impact on long - term life outcomes approximately 1.7 times that of the math teacher.

Which has properly led the organization to look at much more than just short - term test scores as indicators of whether their students are on track.

But, it raises profound challenges to the interpretation of score trends on high - stakes tests, to the meaning of achievement trend and gap reports in terms of percent proficient, to the interpretation of crossnational achievement comparisons, and to popular assumptions about testing of students in special populations (including some assumptions written into law).

For instance, the high school graduation rate is at a record high, and the test scores of Black and Hispanic students have outpaced those of white students on long - term measures of reading and math achievement.

The Horace Mann League and the National Superintendents» Roundtable have rendered a service to the country by educating us on the factors that influence student test scores and that help to frame the long - term results of the American educational system.

Across grades three through eight, the six grades tested annually in both Math and ELA, the Buffalo charter sector outperformed the district in terms of the percent of students scoring «proficient» by 8.2 percentage points in Math and 7.5 percentage points in ELA.

I have a guess and it has to do with mountains of test prep with the express purpose of producing high test scores which are not necessarily of preparing students for long - term positive outcomes.

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..

The team compared the NGLC MAP scores with the scores of students who did not attend NGLC schools, but who were otherwise similar to their NGLC peers in terms of gender, grade levels, starting test scores, and geographic locations.

Granted, the fabulous standardized test scores of those high - performing charter networks who take on this special ed challenge may not be as uniformly high - at least in the short term, but when one in every twenty public school students now attends a charter, the movement is mature and entrenched enough to move to the next stage of reform for both moral and political reasons.

Many of these students can not be exited from the ELA program because, in spite of scoring the maximum score in the ACCESS test, they do not have the rest of the body of evidence (grades, state test scores) DPS requires to get them exited due to lack of work ethic, motivation or teachers who know how to teach this type of long term ELs.

To do this, they matched up the charter students with all the students at their former public school who closely matched them in terms of test scores, ethnicity, family income and other factors.

Colorado students in 2014 took slight steps backward on the small academic gains made on standardized tests in recent years, part of a long - term trend of flat scores, results released Thursday show.

How the tests get used also varies widely in terms of how much states break out student test scores by subgroups of different kinds of kids, according to Lovell.

According to the terms of the state deal, 40 percent of a teacher's annual review will be based on student performance on standardized test scores.

The term «achievement gap» refers to the gap between the test scores of low - income students (or students of color) and their wealthier (or white) peers.

These programs showed significant positive benefits in terms of student self - confidence, positive social behaviors, and achievement test scores.

Many schools use student scores on standardized tests for making decisions in terms of grouping and class placement as well as other generalizations about the student.

These are institutions where the average test scores of incoming students indicate that they admit a wide range of students in terms of academic preparation and achievement.

Yet even when the «cut scores» (the point selected on the scale above which students pass and below which they fail) on these improved state tests are set at the level of bona fide readiness for the next grade, the results of a child's test performance are apt to be reported to his parents (and himself) in misleading terms.

For that reason, USA TODAY used open - records laws to secure the test scores of millions of individual students from four states — Ohio, Michigan, Florida and Arizona — and Washington, D.C., then analyzed them to determine long - term trends for those individuals.

Even the AFT and CEA have admitted that Governor Malloy's 2012 Corporate Education Reform Industry Initiative sought to eliminate tenure for all public school teachers in Connecticut and replace it with a system of short - term contracts in which continued employment as a teacher would depend, in part, on the test scores teachers» students got on the unfair and inappropriate Common Core Standardized Tests.

Under the new standards, for the first time colleges of education will be required to track the performance of their graduates in K - 12 classrooms in terms of the growth in student achievement as measured by test scores and «other factors.»

Elsbeth's efforts help explain how TYWLS was able to beat a set of comparison schools on the state math test by 19 % in terms of the change in the percentage of students scoring proficient from the 2013 - 14 school year (the baseline year) to the 2014 - 15 school year (the first year PowerMyLearning partnered with TYWLS).

Additional mathematics tests and instructional programs have the ability to report students» scores in terms of Quantile measures.