Sentences with phrase «test scores alone»

And those have been followed - up by further research finding that that ninth - grade teachers who are particularly good in helping student acquire non-cognitive skills are more successful «much larger in magnitude» in having students graduate and attend college than those whose work results in higher test scores alone (see You'll Want To Read This Interview With Education Researcher Kirabo Jackson).

Diegnan said he also won some language that student test scores alone would not be a determinant factor in a teacher's evaluation, but one of several.

But in a joint response to our questions, their spokespeople said the state's criteria for special assistance and the list of districts set to get it reflect California's deliberate move away from accountability driven by test scores alone.

«Teacher effectiveness should not be based on student test scores alone,» said Gene R. Carter, ASCD Executive Director.

Simply put, it signals recognition that test scores alone are not sufficient to assess or improve public education.

The fact is, it was PURE's 1999 complaint alone that forced the biggest change in the policy, that is, ending the use of Iowa test scores alone as the retention trigger.

He also said test scores alone should not decide a teacher's salary, ``... but to somehow suggest we should not link student achievement to teacher effectiveness is like suggesting we judge sports teams without looking at the box score.»

It is especially important to look at how well the initiative is being implemented before drawing conclusions based on test scores alone.

Problem One: He assumes that test scores alone are an appropriate means of determining who the best teacher is.

I don't know any test developers who believe that standardized test scores alone are valid evidence for hiring or firing teachers (and, yes, I do know people who work in high - stakes testing).

The better colleges are able to and need to allocate more of their resources to assessing incoming students so that test scores alone do not play a dominant role in the admissions criteria.

There's a strong correlation between lower socioeconomic status and lower test scores, so critics say the rankings are more a measure of poverty than anything else, and that test scores alone fail to tell the whole story of what's happening in a given school building.

In an evaluation of four principal preparation programs, Matthew Clifford of the American Institutes for Research and Eva Chiang of the George W. Bush Institute determined that using student standardized test scores alone does not give a conclusive picture of how well a principal training program prepares principals to be able to improve student learning in their schools.

Test scores alone could not be used to discipline a teacher.

It turns out that tying teacher observation and evaluation to high - stakes test scores alone generates little if any increased student achievement.

But student test scores alone aren't a sensitive enough measure to gauge effective teaching, nor are they diagnostic enough to identify areas of improvement.

Teachers are increasingly judged and evaluated on test scores alone.

Third: when judging a school, one ought not settle for absolute test scores alone.

We need to make sure that politically, we are advocating for the idea that test scores alone do not define whether a school or teacher is a success or failure.

At Imagine Schools, we believe in accountability and continual improvement, reflecting our understanding that test scores alone do not measure how well a school is performing.

Along with other national testing experts, FairTest advises policy makers and educational practitioners that using standardized test scores alone as the basis for describing school performance or improvement is both unreliable and unfair.

But while some schools select on ranked test scores alone, others use a range of criteria to decide which pupils to admit once they have passed the test.

Using a variety of assessment measures provides a fuller picture of student learning than test scores alone.

The truth is that you can't tell simply from standardized test scores, yet there is a large majority that wants to use standardized test scores alone to judge both student and teacher performances.

It's still early, but it appears that parents and those of us in the education world are beginning to awaken from the fog of test - based accountability and the often implicit assumption that test scores alone capture the total value and worth of public education.

That is, assessing programs with value - added measures is easier than it is with test scores alone because the value - added measures account for differences in the students that teachers teach.

Indiana education officials disagree with Opt Out organizers» assessment, saying they've changed the guidelines of the state's school letter grading system to consider figures other than test scores alone.

But if we all agree that it's insane to measure teachers based on test scores alone, why should we keep doing that for schools?

The release Thursday of the results on the state's Academic Performance Index marks the end of a decade of judging student performance based on test scores alone.

Test scores alone aren't enough.

Anyway, Mike agrees that «not by test scores alone» should a school be closed.

«Back then,» we typically evaluated schools based on average test scores alone.

Test scores alone may not be the best way to measure the effectiveness of any education program and that problem may be worse with vouchers.

Measuring success by test scores alone, especially early in the life of a program, does a disservice to students, educators and schools — public or private.

But still, such initiatives may well be changing students» lives, although we wouldn't know that by looking at test scores alone.

We also left ourselves open to grossly misleading claims about our policies, such as the myth that we advocated evaluating teacher performance based on test scores alone.

Using student data to assess teachers raises a number of thorny objections, as unions and individual teachers balk at using student test scores alone to drive decisions on teacher effectiveness.

And it absolutely punishes schools for bad test scores alone.

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.

A lot of people feel that test scores alone are not a full measure of what kids are learning or how successful they're going to be.

As the state notes of its system, «A central tenet of AchieveNJ is that educators are never evaluated on a single factor or test score alone, but on multiple measures of both effective practice and student learning.»

«As a central... tenet, we believe that educators should never be evaluated on a single factor or test score alone, but on multiple measures of both effective practice and student learning outcomes.»

Not exact matches

This year alone, the groups saw major elements of their platforms come to pass, such as tying teacher evaluations more closely to test scores, adding hurdles to earning tenure and increasing the number of charter schools, measures all unpopular with the unions.

Though each of these policies has been tied to student test - score improvements, either the effect size was too small or the policy affected too few students to alone account for the substantial test - score improvements seen on the NAEP and FCAT.

Jay accuses the foundation of failing to disclose the limited power of classroom observation scores in predicting future test score gains over and above what one would predict based on value - added scores alone.

Without accounting for any differences in students» socioeconomic status, the Spanish language and mathematics test scores of students who attend network schools are considerably higher than the scores of those attending stand - alone schools.

What we do know is that even these go - it - alone states have made it more challenging to pass their tests, by setting their «cut scores» at dramatically higher levels than before.

Before passage of ESSA in 2015, Ladd said «there was no way schools alone could succeed and help children flourish as long as we had this narrow focus on test scores.»

Even better, they were hoping that the combination of classroom observations, student surveys, and previous test score gains would be a much better predictor of future test score gains (or of future classroom observations) than any one of those measures alone.

The current strategy that schools alone can do the job of reducing social inequalities, including the test score gap between minorities and whites, is simply flawed.