Sentences with phrase «test score gains in»

While almost all student subgroups have experienced test score gains in math, these improvements were higher among the more affluent black and Hispanic students.

While white, black and Hispanic children all made modest test score gains in DC since 2003, the Rhee agenda has not significantly narrowed achievement gaps between the various demographic groups, nor has it brought disadvantaged DC youth up to the national average scores for peers of their same race and class in other cities.

When Sara Neufeld wrote in The Hechinger Report last year that Newark's Quitman Street Renew School had the greatest test score gains in reading of all 45 elementary and middle schools in Newark the prior spring, we at Education Elements saw it as triumph.

Studies show that one - third of the variance in test score gains in North Carolina result from «luck of the draw,» according to FairTest, while a half million students in Virginia have been miscategorized due to their state test's imprecision.

I do see problems with judging teachers solely on test score gains in reading and math, but we've got to start somewhere.

In the pilot, state test score gains in a particular class were analyzed and scored relative to the student's predicted growth based on past scores, and relative to the average gains seen across the district and within different groups of the student population.

Even if we were confident that the test score gains in New Orleans are not being driven by changes in the student population following Katrina (and Doug and his colleagues are doing their best with constrained data and research design to show that), and even if these test score gains translate into higher high school graduation and college attendance rates (which Doug and his colleagues have not yet been able to examine), we still would have no idea whether portfolio management and other high regulations in NOLA helped, hurt, or made no difference in producing these results.

A growing number of people, including both school choice advocates and education reform opponents, say there's little evidence that standardized test score gains in math and reading lead to improved long - term life outcomes.

A new study of international and U.S. state trends in student achievement growth shows that the United States is squarely in the middle of a group of 49 nations in 4th and 8th grade test score gains in math, reading, and science over the period 1995 - 2009.

After four years at the charter school, eighth - graders showed average test score gains in math equal to an additional year and a half of school, compared with district students.

They also could have genuinely reassured teachers anxious about the use of test score gains in teacher evaluations.

The researchers found, for example, that a school with improvements in school climate and violence in one time period tended not to see test score gains in a subsequent time period.

The report took aim at the validity of standardized - test score gains in Texas.

In our new study, published today in Education Next, my colleagues and I found that only 22 percent of teachers were evaluated based on test score gains in the four urban school districts we studied.

The question is whether a test score gain in a given year of schooling represents growth in skills that matter over the long term.

Not exact matches

New York's school children made incremental progress in math scores but no gains in English tests in the second year of Common Core - related exams.

Last week, Schools Chancellor Carmen Fariña released a statement celebrating citywide gains in Advanced Placement test scores for the second year in a row.

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

The scores of last year's MCAS tests given to Springfield school students rose across the board at a higher rate than the gain recorded by school districts statewide, and the dropout rate has fallen more than any other school system in the state.

«In addition to gains in achievement test scores we also saw improvements in engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education LaIn addition to gains in achievement test scores we also saw improvements in engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lain achievement test scores we also saw improvements in engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lain engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lain attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lain the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lab.

They scale the gain in black students» scores by the standard deviation of test scores computed for a select sample of students, and observe that the gain in their scores due to attending private school is «roughly one - third of the test - score gap between blacks and whites nationwide.»

Boston charters (Angrist, et al, 2014)-- Huge test score gains, no increase in HS grad rate or postsecondary attendance.

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

And some observers have speculated that the exceptional gains observed in Florida could be explained by a change in rules regarding the test scores of high - mobility students who move in and out of schools and districts often.

In four studies, charter school programs that produce impressive test score gains appear to yield no or little improvement in educational attainmenIn four studies, charter school programs that produce impressive test score gains appear to yield no or little improvement in educational attainmenin educational attainment.

But ever since becoming a federally funded turnaround school in 2010, these meetings have become cherished time for the teachers and, according to Nolan, one of the key reasons their elementary school — once one of the lowest achieving in Boston — has seen significant gains on test scores.

If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample of low - income black students is used - the gains in test scores after two years of attending a small class (average of 16 students) as opposed to a regular - size class (average of 23 students) is 9.1 national percentile ranks in reading and 9.8 ranks in math.

The estimated gain from being offered a voucher is only half as large as the gain from switching to private school (in response to being offered a voucher), so the estimated impact of offering vouchers is no more than one - eighth as large as the black - white test score gap.

When comparable samples and measuring sticks are used, the improvement in test scores for black students from attending a small class based on the Tennessee STAR experiment is about 50 percent larger than the gain from switching to a private school based on the voucher experiments in New York City, Washington, D.C., and Dayton, Ohio.

Gains in student test scores also outpaced previous levels as well as the increases in district scores, he added.

Students of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course in person.

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.

Finally, while exam - school students have considerably higher fluid cognitive skills (as would be expected of students who gain admission via test scores and grades), attending one of these locally renowned schools in the company of other bright students confers no systematic advantage.

There is ample reason to believe that the test - score gains generated by these schools are meaningful, despite the lack of corresponding improvement in fluid cognition.

While these schools succeed in generating test - score gains for students of all cognitive abilities, it is still the case that students with strong fluid cognitive skills learn more.

The correlations between our summary measure of fluid cognitive ability and test - score gains in math and reading were 0.32 and 0.18, respectively.

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.

In the school with more teachers, the diffusion of responsibility for test - score gains across many teachers may erode the incentive that any individual teacher has to increase effort in the classrooIn the school with more teachers, the diffusion of responsibility for test - score gains across many teachers may erode the incentive that any individual teacher has to increase effort in the classrooin the classroom.

Yes, many interventions that boost test scores, such as being assigned to an effective teacher, have been shown to generate substantial gains in later earnings (see «Great Teaching,» research, Summer 2012).

In other words, programs can yield long - term benefits without raising test scores, and test - score gains are no guarantee that impacts will persist over time.

In addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearIn addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearin test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearin math over the middle school years.

In 1998, Florida scored about one grade level below the national average on the 4th - grade NAEP reading test, but it was scoring above that average by 2003, and made further gains in subsequent years (see Figure 1In 1998, Florida scored about one grade level below the national average on the 4th - grade NAEP reading test, but it was scoring above that average by 2003, and made further gains in subsequent years (see Figure 1in subsequent years (see Figure 1).

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

«Some supporters of the Act contend that early gains in state test scores mean that the Act is being administered effectively and is succeeding, so no changes are needed.

This statistically significant difference of -0.23 standard deviations is in the opposite direction of that expected, based on the student - level relationships between self - control and test - score gains displayed above.

He is currently directing studies that will explore new methods for evaluating gains in scores on high - stakes tests and evaluate the use of value - added models in educational accountability systems.

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

But gains in precision obtained by increasing the number of students observed will be offset by losses associated with failing to control for baseline test scores.

Perhaps surprisingly given the gains in test score graduation requirements reported in Table 4, the estimates in Table 7 suggest not.

We measure FCAT performance using developmental - scale scores, which allow us to compare the test - score gains of all the students in our study, even though they took tests designed for different grade levels.