Sentences with phrase «test score data from»

A new analysis of reading and math test score data from across the country confirms just how much socioeconomic conditions matter.

VAMs v. Student Growth Models: The main similarities between VAMs and student growth models are that they all use students» large - scale standardized test score data from current and prior years to calculate students» growth in achievement over time.

Using test score data from the National Assessment of Educational Progress, we also find that reforms cause gradual increases in the relative achievement of students in low - income school districts, consistent with the goal of improving educational opportunity for these students.

Schneider and his colleagues believe that consumer choice in schooling can have positive effects on education quality, and they support their belief with test score data from New York City.

Test score data from a diverse pool of schools is shared in context with peer like schools.

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.

To gauge the school's success, it will rely on the data from a variety of indicators the district collects, which include several that go beyond standardized - test scores.

Using longitudinally linked, student - level data collected from two urban school districts, New York City and Washington, DC, Mathematica estimated the impacts of five EL middle schools on students» reading and math test scores.

► «Armed with new data showing black applicants suffer a 35 % lower chance of having a grant proposal funded than their white counterparts, NIH officials are gearing up to test whether reviewers in its study sections give lower scores to proposals from African - American applicants,» Jeffrey Mervis wrote on Thursday.

An ongoing study that started in 1970 gathered data from 8,000 people, including their IQ test scores at ages five and 10.

«After developing our scale, data from follow - up testing confirmed that students» engagement scores were positively correlated with indicators of performance, such as good grades and independent learning outside of school motivated by interest.

Using data from 58 of the 59 infants, the algorithm picked out the brain connections that differ between children with and without autism, and that track with scores on any of the behavioral tests.

Before the randomized food challenge, researchers collected blood from all patients and analyzed the results, which showed a strong correlation between BAT testing data and food challenge severity scores.

We use test - score data from the years 2000 — 01 to 2005 — 06 from the 36 charter schools that enroll students in grades 3 through 12.

Using student - level data from two states, Harvard Professor Martin West and I found that 40 to 60 percent of schools serving mostly low - income or underrepresented minority students would fall into the bottom 15 percent of schools statewide based on their average test scores, but only 15 to 25 percent of these same schools would be classified as low performing based on their test - score growth.

My colleague Katharine Lindquist and I used statewide data from North Carolina to simulate the impact of opt - out on test - score - based measures of teacher performance.

The method used to calculate absolute poverty rates in 2010, as reported in Figure 3 of «America's Mediocre Test Scores,» required estimations from data made available by Timothy Smeeding.

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 2012).

To the extent, if any, that parents prioritize test scores in their decisionmaking calculus, they are likely to approve of the data from charter schools in Arizona, Colorado, New Mexico, and Utah (Figure 2).

Students entered the G&T program in 6th grade, and their progress was measured when they were 7th graders, using data drawn from their Stanford Achievement Test scores and attendance rates.

Consequently, NAEP data should be relatively immune to concerns about accountability - driven test - score inflation, such as may result from «teaching to the test.»

Compiled data from all 3,001 children and their families showed that Early Head Start children scored higher, on average, than their peers on standardized tests of cognitive and language development; and far fewer children tested as requiring remediation.

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).

Our outcome measures include Stanford Achievement Test scores and attendance rates, both of which are drawn from administrative data provided by the district.

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.

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.

We rely upon math test scores from the National Assessment of Educational Progress (NAEP) and various international tests to provide data on the cognitive skills of each state's adult workers.

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.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

The test - score data consist of reading and mathematics scores from the Iowa Test of Basic Skills and the Stanford 9, both nationally normed extest - score data consist of reading and mathematics scores from the Iowa Test of Basic Skills and the Stanford 9, both nationally normed exTest of Basic Skills and the Stanford 9, both nationally normed exams.

The initial government evaluation gathered data through 2008 - 09, so the graduation rate analysis is only based on about 300 students (as compared to 1,300 students from multiple grades included in the test - score analysis).

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

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.

But it also possible that choice is particularly effective in high school (as compared to elementary school, where test score data typically comes from).

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.

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.

Our analyses were based on the approximately 125,000 students in grades four through seven within these districts who completed the surveys in spring 2015 and whose responses we can link to data on test scores in grades three through eight from spring 2013 to spring 2016.

We use test - score data from the 1999 — 2000 school year through 2006 — 07.

Data from the tracking schools allow us to estimate the effect of being taught with a higher - achieving vs. lower - achieving peer group by comparing students with baseline test scores in the middle of the distribution.

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 authors infer solely from cost data that states with currently higher test scores on exams such as the National Assessment of Educational Progress (NAEP) should not need significant new resources.

Kane and Staiger have analyzed the statistical properties of value - added and cross-cohort changes in test scores, using data from North Carolina (see Figure 1).

Can they not take a lesson from America's experience with the uses of test - score data in making judgments about educators and schools?

That report, Dick and Jane Go to the Head of the Class, contends that data from those three studies indicate that students in schools with strong library media programs learn more and score higher on standardized tests than do their peers in schools with less adequate library facilities.

At Kernan Middle School in Duval County, Florida, charts in the conference room that serves as the data room list students» name, race, gender, homeroom, and scores from annual state reading and math tests.

The test - score data come from three different tests.

Using data on test scores and student records from the Chicago Public Schools, we developed a statistical algorithm to identify classrooms where cheating was suspected.

«It's a mistake to draw firm conclusions from a single data point, especially when students, parents and educators want the conversation... to go far beyond labeling them with a score based on unproven and disruptive standardized tests,» she said.