Sentences with phrase «test score data for»

Within the last year, three influential organizations — reflecting researchers, practitioners, and philanthropic sectors — have called for a moratorium on the current use of student test score data for educator evaluations, including the use of value - added models (VAMs).

The city's Department of Education constantly mines test score data for patterns to show where improvement is happening and where it is needed.

At issue is a 2006 law that bars the state from using student test score data for measuring teacher performance.

At the same time, their silence gives tacit support to arguments by traditionalists that standardized testing should not be used in evaluating teachers or for systemic reform (even when, as seen this week from American Federation of Teachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to use test score data for their own purposes).

Not exact matches

One of the things we've seen from all our data crunching is that G.P.A.'s are worthless as a criteria for hiring, and test scores are worthless — no correlation at all except for brand - new college grads, where there's a slight correlation.

«Our data indicate that head trauma events can be effectively identified by K - D test time scores, and that analyses of this new measure in future studies can establish its role as a rapid sideline screening test for concussion,» she writes.

State officials have argued that the data will be secure and not used for commercial purposes, but the parents who filed suit are reluctant to allow the transfer, given the sensitive nature of the information, which includes demographics, test scores, behavior and suspension records and parents» contact information.

«To test these different hypotheses and determine the phylogenetic position of the new primate, we developed a massive data matrix including more than 1000 anatomical characters and scored for 157 mammals,» says Dr. Jin Meng.

Stanley W. K. Ng, a senior PhD candidate in the lab of Dr. Peter Zandstra at the Institute for Biomaterials and Biomedical Engineering, University of Toronto and co-lead author of the paper, used rigorous statistical approaches to develop and test the new «stemness score,» using AML patient data provided by the Princess Margaret leukemia clinic and collaborators in the United States and Europe.

«To test these different hypotheses and determine the phylogenetic position of the new primate, we developed a massive data matrix including more than 1000 anatomical characters and scored for 157 mammals,» said Dr. Jin Meng.

So on a bright November afternoon three weeks after the test, Hope's math specialist, Christine Madison, and two of the school's 4th - grade teachers huddled over five pages of test - score data assembled for them by ANet.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test - scores are a very imperfect proxy for those impacts.

Gary Natriello and Aaron Pallas suggest that test scores should provide policymakers with data for understanding educational processes and opportunities and for making educational resources more equitable.

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

For instance, data may show that the students who pass through one teacher's class consistently score lower on state achievement tests than the students in another teacher's class.

They agree that the 4 - year - old law has brought unprecedented attention to those students by requiring schools to isolate test - score data for English - learners.

It cites 2011 TIMSS (Trends in International Mathematics and Science Study) data showing no significant difference in the scores of Australian boys and girls in Year 4 and Year 8, and notes that male and female students perform equally in international comparative testing in Singapore — a top five country in PISA (Programme for International Student Assessment) mathematics.

For example, Krueger (1998) uses data from the NAEP and documents test score increases over time, with large improvements for disadvantaged children from poor urban areas; the Current Population Survey shows declining dropout rates since 1975 for those from the lowest income quartile (Digest of Education Statistics, NCES 201For example, Krueger (1998) uses data from the NAEP and documents test score increases over time, with large improvements for disadvantaged children from poor urban areas; the Current Population Survey shows declining dropout rates since 1975 for those from the lowest income quartile (Digest of Education Statistics, NCES 201for disadvantaged children from poor urban areas; the Current Population Survey shows declining dropout rates since 1975 for those from the lowest income quartile (Digest of Education Statistics, NCES 201for those from the lowest income quartile (Digest of Education Statistics, NCES 2012).

The second set of data includes school - level information on test scores for certain grades and subjects, collected since the early 1990s as part of Illinois» ongoing accountability program.

Consider, for example, the recent skepticism directed toward Tennessee's Project STAR study, a randomized field trial on class size that failed to collect baseline test - score data.

Since the mid-1990s, the North Carolina Department of Public Instruction (NCDPI) has required all districts to submit data that include demographic information, attendance rates, and behavioral outcomes, yearly test scores in math and reading for grades 3 through 8, and subject - specific tests for higher grades.

Test - retest reliability over short periods of time is the preeminent psychometric question for report card items because the data are not useful if scores that teachers generate for individual students on individual items are unstable during a period of time in which it is unlikely that the student has changed.

If elementary students are not affected by later start times, as my data suggest (albeit not definitively), it may be possible to increase test scores for middle school students at no cost by having elementary schools start first.

Test scores are reorganized according to new classroom assignments so that teachers can use those data in preparing for the year ahead.

Study coauthor Matthew Gaertner, who produced calculations for this article that were not part of the published study, said displaced student test scores dropped 12 percent in reading, 9 percent in math, and 19 percent in writing compared with what they would have scored had the school not closed (using modeling developed from historic test data).

We also need to continue explorations of data of all types (not just test scores), building on, for example, important research that's helping us develop early warning indicators to prevent students from dropping out.

The report by the NRC committee claims that gains in test scores on the National Assessment of Educational Progress (NAEP) between 2007 and 2009 were no better than in the ten other school districts for which comparable data is available.

We could not find evidence in our data to support this explanation for the initial drop in test scores upon transitioning to a middle school.

Still, even a modicum of school choice and competition can boost student test scores, especially when combined with a comprehensive examination system for high - school graduates, says Ludger Woessmann, whose systematic, sophisticated analyses of international test - score data best summarize what can be learned from abroad.

Additionally, two states — Florida and Wisconsin — had yet to report test - score performances at the time the data for this report were prepared.

Data on state math and reading test scores for all Florida students attending public schools in grades 3 to 10 from the 2000 - 01 through 2008 - 09 years were analyzed.

The Florida Department of Education's Education Data Warehouse provides test scores from the Florida Comprehensive Achievement Test (FCAT) and demographic characteristics for all students in the public schotest scores from the Florida Comprehensive Achievement Test (FCAT) and demographic characteristics for all students in the public schoTest (FCAT) and demographic characteristics for all students in the public schools.

Using test - score data from schools throughout Arizona that offer full - day kindergarten or preschool, Matthew Ladner, the vice president for research at the free - market - oriented think tank,...

In some ways, the push for tracking chronic absenteeism benefitted from timing, given the increased emphasis on education data and the ESSA's commitment to going beyond test scores to measure school success.

It is a central repository for student data and provides quick access to contact information for students, information on special health concerns or accommodations, student grades with complete assignment listings, and student test scores, Newlin told Education World.

Using the state test data and the full randomized sample, the evaluators report negative impacts for reading, math, and science scores at the end of third grade for children assigned to TVPK.

• Two states had yet to report test scores for 2015 at the time of the preparation of the data for this article: Florida and Wisconsin.

Data for this study consist of CPS administrative, personnel, and test - score information from the 2005 — 06 school year to the 2010 — 11 school year.

For which purpose, let us return to 30,000 feet and suggest that the two essential sets of data for tracking America's progress or lack thereof in revitalizing the high school are objective test scores and graduation ratFor which purpose, let us return to 30,000 feet and suggest that the two essential sets of data for tracking America's progress or lack thereof in revitalizing the high school are objective test scores and graduation ratfor tracking America's progress or lack thereof in revitalizing the high school are objective test scores and graduation rates.

Data from 22,000 children involved in this study of the kindergarten class of 1998 — 99 show that, after controlling for family income, children who attended more academically oriented preschools had significantly higher scores in reading, math, and general knowledge when tested in the fall of their kindergarten year than children in preschool settings without academic content.

The bill required teacher preparation programs to report data on their candidates (and share this information with their university), use higher cut scores on standardized tests for entry, and add portfolio - based assessments as graduation requirements, among other reforms.

In total, we have postintervention test - score data for 5,796 students.

The test - score data were adjusted statistically to account for any observed differences between the two groups, such as level of family income - an important predictor of academic performance - that might have biased the results.

For purposes of this analysis, we constructed a data set that contained pupil - level test scores for about 220,000 studenFor purposes of this analysis, we constructed a data set that contained pupil - level test scores for about 220,000 studenfor about 220,000 students.

In the second step, we calculate a growth measure for each school using test - score data that have been adjusted for student and school characteristics in the first step.

Therefore, when policymakers seek to reward schools for improvements in test scores, they should do so based on multiple years rather than a single year of data.

This required some effort from the local IT departments, and people outside the network could not access that subsidiary's content, but the solution worked for our client's purposes while letting them capture test scores and course completion data on the global platform.

The student data include test scores, race and ethnicity, eligibility for the federal free and reduced - price lunch program, and status as an ESL or special - education student.

Design and provide ongoing, sustained professional development for teachers based on test score data.

Now that test - score data for many countries over an extended period of time are readily available, it is possible to supplement measures of educational attainment with these more direct measures of cognitive skills.