Sentences with phrase «test score data like»

Not exact matches

Farrell notes that colleges and universities tout the successes of their incoming students — test scores, academic achievement, acceptance rates, and the like — but rarely spend the same amount of energy sharing data about job placement and success rates of graduates.

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

Understanding the effect of private school choice on real - world success beyond test scores requires data on outcomes like college enrollment and graduation, and thanks to three recent Urban Institute studies, we know more about this than we did a year ago.

For example, in addition to information on achievement (which must include more than test score data), the public needs to know if schools lack basics like well - equipped and staffed libraries, art supplies and science labs, and clean bathrooms.

beyond test scores (like SBAC state testing) to include a variety of other important topics like teacher retention, the history of superintendents, and the accountability through the new CA data dashboard.

Simply put, a data dashboard provides an array of information about school performance and practices, rather than a single number like a test score, to show whether a school is succeeding.

We seek articles on such topics as expanding our view of data beyond test scores, setting up a school culture in which teachers collaborate to examine student data and translate it into meaningful action, using qualitative data - collection techniques like peer observation and home visits, harnessing technology to organize data and make it more useful, and sharing data with school stakeholders to help them understand its implications and to mobilize support.

Under the new Indiana law, schools must use an assessment that includes some kind of objective data — like scores on standardized tests — and link teacher performance to pay.

But many researchers argue that value - added models don't need to control for demographic factors like poverty, race, English - learner or special - education status at the individual student level, as long as enough test score data (at least three years) are included in the formula.

As a result, he added, «I would like to ask that any data or scores derived from [testing] not have a negative impact on state and / or federal funds that are allocated for the students in LAUSD.»

Much like disaggregating test score data by race and income in the early 2000s revealed inequities in what were generally considered to be good school systems, breaking apart graduation rates by school district shows that even high - performing states have pockets of failure.

I worry that vague terms like «multiple measures» lead non-educators to conclude that, if more than one test were used to produce VAM scores, or if you also included observations, using test data is sound practice.

Critics point to a report released last week showing how school districts in San Mateo and Santa Clara counties ignore objective data like test scores and grades, and they often place black and Latino ninth - graders in math classes below their level.

The data on test scores and indicators like graduation rates are generally more complicated than the political debate allows and there has been progress and it's too often not acknowledged (and cherry picking of NAEP data is a pandemic in the ed world to make various points)...

Let's also consider what the renewal process has looked like for some of Connecticut's charter schools that look better as measured by test score data.

Nationally, the data shows that test scores in key subjects like math and reading rose.

The data further indicates that like charter schools in Hartford and Bridgeport, New Haven's charter schools use what should be illegal tactics to push out certain students who might bring down their standardized test scores.

On this note, and «[i] n sum, recent research on value added tells us that, by using data from student perceptions, classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis added].

The report cards include things you might expect like student test scores and test score changes, but also a laundry list of data from graduation rates to school demographics.

In fact, the only people to «benefit» from this system are private test designers like Pearson, who are being handed not just lucrative contracts but also terabytes of data to mine for new products, and advocates of firing as many teachers as possible based upon student test scores.

This isn't the traditional, Kirkpatrick - style learning data most people think about, like post-workshop evaluations and test scores.

The report cards include things you might expect like student test scores and test score changes, but also a laundry list of data from -LSB-...]

Student data, like quizzes and test scores, helped them adjust lessons.

The fact of the matter is is that all states have essentially the same school level data (i.e., very similar test scores by students over time, links to teachers, and series of typically dichotomous / binary variables meant to capture things like special education status, English language status, free - and - reduced lunch eligibility, etc.).

The ratings are developed using a «Big Data» approach that incorporates multiple data points, including the state's recently introduced, and heavily scrutinized, «A through F Ratings» system, average student scores on standardized tests like the ACT and SAT, and high school graduation raData» approach that incorporates multiple data points, including the state's recently introduced, and heavily scrutinized, «A through F Ratings» system, average student scores on standardized tests like the ACT and SAT, and high school graduation radata points, including the state's recently introduced, and heavily scrutinized, «A through F Ratings» system, average student scores on standardized tests like the ACT and SAT, and high school graduation rates.

In places like Florida and Washington, D.C., value - added models have accounted for such factors, in part because of the limitations of using fewer years of test - score data.

And one of the best ways to tell if a car is safe is how it scores on crash tests conducted by organizations like the Insurance Institute for Highway Safety (IIHS) and its affiliate organization, the Highway Loss Data Institute (HLDI).