Sentences with phrase «test score gains produce»

MET could have allayed those concerns by telling teachers that test score gains produce information that is generally similar to what is learned from well - conducted classroom observations, so there is no reason to oppose one and support the other.

Not exact matches

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

What policy changes actually produced these test - score gains?

During this same period, high - performing urban charters grew rapidly and produced exceptional gains in test scores and college enrollment rates for black and Latino students.

We estimate that improvement from the 25th to the 75th percentile of test - score change — that is, moving from a loss of 4 percentile points to a gain of 3.8 percentile points between 1999 and 2000 — produced on average an increase of 3 percentage points in an incumbent's vote share.

A study of test scores from 2010 through 2014, by economists at the Massachusetts Institute of Technology and Duke University, found that Denver's charters produced «remarkably large gains in math,» large gains in writing, and smaller but statistically significant gains in reading, compared to DPS - operated schools.

Unfortunately, no excuses charters don't seem to produce long - term benefits that are commensurate with their huge test score gains.

... Focusing on test score gains may lead regulators to favor schools whose benefits could easily fade over time and punish schools that are producing long - lasting gains.»

As hypothesized, actual voucher competition produced the largest improvements in test scores, while the prospect of facing voucher competition produced somewhat smaller gains.

So, he asks «whether regulators are any good at identifying which schools will contribute to test score gains» and then says this: «The bottom line is that none of the factors used by authorizers to open or renew charter schools in New Orleans were predictive of how much test score growth these schools could produce later on.»

The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores.

Nor is it the frequency with which states and districts manipulate the scoring of the tests to produce inflated gains.

Charter middle and high schools produce test - score achievement gains that are, on average, similar to those of traditional public schools.

If the project had produced what Gates was hoping, it would have found that classroom observations were strong, independent predictors of other measures of effective teaching, like student test score gains.

Conversely, schools and programs that fail to produce greater gains in test scores sometimes produce impressive improvements in high school graduation and college attendance rates, college completion rates, and even higher employment and earnings.

On the other end of the scale are programs that appear to be failures when judged by short - term test - score gains, but that produce impressive long - term results for their participants.

Texting parents about students» missing assignments produces similar achievement gains on test scores as those produced by high - performing charter schools.

The Gates» foundation also «bought» many of the Common Core State Standards initiatives and it funds multi-state projects where teachers who produce above average gains in test scores are defined as «effective.»

Laura Du's empirical paper, «The Potential of K - 12 Blended Learning: Preliminary Evidence From California Schools,» found that these schools produced significantly higher test score gains than traditional schools who serve a similar demographic.

We find that increases in private schooling produce considerably large gains in student test scores and living standards.

Conceptually, linking salaries to student outcomes seems like a logical way to improve teachers» efforts or to attract those teachers most likely to produce student test score gains.

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.

The reason is that even if evidence showed the impact of such policies on observable outcomes, such as student test scores, we know that good teachers produce learning gains in areas that go beyond tested academic subjects.

«In some cases, these charter schools have quite large effects, such that attending one for three years produce test - score gains that are equivalent to the size of the U.S. black - white achievement gap,» said Sarah Cohodes, an assistant professor of education and public policy at Columbia University in a publication from Princeton University and the Brookings Institute.

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

NASHVILLE — Offering middle - school math teachers bonuses up to $ 15,000 did not produce gains in student test scores, Vanderbilt University researchers reported Tuesday in what they said was the first scientifically rigorous test of merit pay.

Click to enlarge NASHVILLE — Offering middle - school math teachers bonuses up to $ 15,000 did not produce gains in student test scores, Vanderbilt University researchers reported Tuesday in...

As reported in the Wall Street Journal, a rigorous long - term study found that TEP produced major achievement impacts, including test score gains equal to an additional 1.6 years of school in math, with significant gains in science and English.

That said, the highest - quality research studies find that charter schools tend to produce greater gains in math and reading test scores for traditionally disadvantaged students, compared to the gains these same students would achieve if they attended a traditional public school.

There is no evidence that evaluation systems that incorporate student test scores produce gains in student achievement.