Sentences with phrase «terms of test scores»

«My hunch is, when all is said and done... it's going to be a wash in terms of test scores.

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.

We are more than 10 years into a massive reform effort revolving around high stakes attached to standardized tests, and there is no significant growth in actual learning — even in terms of the test scores most valued by proponents.

A recent study speaks to the unintended consequences of this pressure to perform well on tests; demonstrating that the majority of teachers deemed less effective in terms of test scores were moved out of the tested grades.

«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.»

«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.

For example, the Florida program has a positive track record in terms of college enrollment whereas the Louisiana voucher program has a negative track record in terms of test scores.

Chalfant ordered the district to negotiate the terms of test score use with the teachers» union.

Not exact matches

«It's ironic — with a group of professionals who have such high credentials,» in terms of graduate and undergraduate degrees and test scores and career ambition, «you would think the odds would be stacked in their favor for success and advancement,» said co-author and Georgetown University professor Laura Morgan Roberts.

The state's propensity to assign individuals identities through voter registration lists and social security numbers or more generally to reinforce conceptions of individual rights serves as an example; the roles of educational systems (through individualized test scores) and professional careers (organized around cumulative skills attached to the individual's biography) provide further examples.7 This work is important because it shows the dependence of self - constructs on markers in the culture at large: the self is understood not only in terms of internal development but also as a product of external reinforcement.

In terms of creating and scoring goals, I think he has been one of the top players, so it'll be a good test.

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

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.

Clearly tell your child what you expect in terms of grades and test scores based on these capabilities.

Paul Tough says his research shows that test scores are not good predictors of long - term achievement

«The research and evidence is that test scores are not as good a predictor of long - term or medium - term success,» Tough said.

There is at least one approved device and scores of experimental treatments being tested that could improve the odds of longer - term survival for patients with the type of extremely aggressive brain cancer afflicting U.S. Sen. John McCain.

«We really need legislative change in terms of having the test scores decoupled from the teacher evaluations.»

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.

People with mild cognitive impairment were defined as those who have a slight decline in cognition, mainly in memory in terms of remembering sequences or organization, and who score lower on tests such as the California Verbal Learning Test, which requires participants to recall a list of related words, such as a shopping list.

But when the test was framed in terms of preventing losses due to forgetting, the results flipped: participants reminded of the stereotypes about aging and memory loss actually scored better than those who were under no stereotype threat.

Late - term infants outperformed full - term infants in all three cognitive dimensions (higher average test scores in elementary and middle school, a 2.8 percent higher probability of being gifted, and a 3.1 percent reduced probability of poor cognitive outcomes) compared to full - term infants.

However, evidence from both small - scale, intensive interventions and Head Start suggest that despite this convergence on test scores, there are long - term effects on important societal outcomes such as years of education completed, earnings, and reduced crime and teen pregnancy.

To be clear, the predictive power of these exams is not zero; longitudinal meta - analytic studies do find statistically significant linear correlation coefficients at the 0.1 - 0.2 level between test scores and long - term outcomes such as citations and scholarly output decades later.

However, after 24 months of continuous supplementation, the vitamin group scored higher on short - term memory tests.

All the company's antivirus products undergo rigorous independent testing to ensure the features function properly, and Bitdefender has consistently scored top marks in terms of performance.

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

We don't really care about test scores per se, we care about them because we think they are near - term proxies for later life outcomes that we really do care about — like graduating from high school, going to college, getting a job, earning a good living, staying out of jail, etc...

Despite the centrality of test scores, there is surprisingly little rigorous research linking them to the long - term outcomes we actually care about.

A less narrow concept of school quality (currently limited to short - term gains in test scores alone) is essential to refocus the movement on its ultimate object: setting children on a path for lives of self - sufficiency, upward mobility, and engaged citizenship.

As mentioned earlier, high - stakes testing poses the risk that it may cause teachers and schools to adjust their effort toward the least costly (in terms of dollars or effort) way of boosting test scores, possibly at the expense of other constructive actions.

Their peers» average test scores are about 0.15 standard deviations higher, and the new schools have higher - quality teachers, measured in terms of the fraction of teachers with less than three years» experience, the fraction that are new to the school that year, the percentage of teachers with an advanced degree, and the share of teachers who attended a «highly competitive» college as defined by the Barron's rankings.

Evaluations of school - reform measures typically focus on the outcomes that are most easily quantified, namely, test scores, as a proxy for long - term societal benefit.

Because test scores are not necessarily the best measure of learning or of likely economic success, we examine instead the relationships between SFR - induced spending increases and several long - term outcomes: educational attainment, high school completion, adult wages, adult family income, and the incidence of adult poverty.

Second, even in the absence of such behaviors, the correlation between test - score gains and improvements in long - term outcomes has not been conclusively established.

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.

The first limitation is that test scores are imperfect measures of learning and may be only weakly linked to important long - term outcomes such as adult earnings.

Studies of early - childhood and school - age interventions often find long - term impacts on such outcomes as educational attainment, earnings, and criminal activity despite nonexistence or «fade - out» of test - score gains.

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.»

Our study overcomes the limits of short - term analysis by asking: when schools face accountability pressure, do their efforts to raise test scores generate improvements in higher education attainment, earnings, and other long - term outcomes?

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

Research suggests that spaced review leads to higher test scores and longer term retention of learning than massed studying.

Positive impacts on long - term attainment outcomes and earnings are, of course, more consequential than outcomes on test scores in school.

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.

A growing number of studies show a disconnect between short - term progress on test scores and long - term success.

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.