With
high test scores and graduation rates to flash around, suburban school officials have had an easier time than their urban counterparts arguing that charters are an unnecessary drain on their budgets.
The UCLA Center for Civil Rights Remedies reported in 2016 that many charter schools artificially boost
test scores and graduation rates by using harsh discipline to encourage lower - achieving youth to leave.
There I sat with teenage mothers from remote Jefferson Davis County on their first day of a two - year commitment, and on that first day we delved into discussions of how their children's schools were faring, looked
at test scores and graduation rates, analyzed whether their school leaders were following best practices, debated the Common Core State Standards, and more.
The annual report on New Jersey public -
school test scores and graduation rates brought mostly good news yesterday, with the 2011 - 2012 numbers up overall for high schools, less so for the lower grades, and all with the expected cautions and caveats.
The report was celebrated widely (see, for example, here) in that it «proved» that students in post-Hurricane Katrina (largely charter) schools, despite the disadvantages they faced prior to the school - based reforms triggered by Katrina, were now «beating the odds, while «posting
better test scores and graduation rates than predicted by their populations,» thanks to these reforms.
In the piece, headlined «Alternative» Education: Using Charter Schools to Hide Dropouts and Game the System, ProPublica reporter Heather Vogell describes how traditional schools and districts are pushing kids into low - cost, low - quality alternative programs in order to hide dropouts from the public and
boost test scores and graduation rates.
Mr. Klein can make many claims about the successes of his tenure, including
rising test scores and graduation rates, and the initial makings of an objective system to evaluate teachers and schools.
Removing services for high school students learning English may have harmful effects on
test scores and graduation rates if done too quickly, according to a study conducted in Los Angeles.
In his speech he said: «Firing teachers and closing schools if student
test scores and graduation rates do not meet a certain bar is not an effective way to raise achievement across a district or a state... Linking student achievement to teacher appraisal, as sensible as it might seem on the surface, is a non-starter... It's a wrong policy [emphasis added]... [and] Its days are numbered.»
For which purpose, let us return to 30,000 feet and suggest that the two essential sets of data for tracking America's progress or lack thereof in revitalizing the high school are
objective test scores and graduation rates.
African American and Latino students, as well as children and youths from low - income families, have been particularly hard hit, according to the unanimous court ruling, which pointed to
dismal test scores and graduation rates as evidence of the impact of insufficient funding.
In a district like mine, with high poverty and minority representation in the schools and terrible academic outcomes, it is an unfortunate given among those middle class people who have succeeded in school (or think they have) that the only reason that the district has such
lousy test scores and graduation rates is «the parents.»
On measures widely used to judge all public schools, such as
state test scores and graduation rates, virtual schools — often run as charter schools — tend to perform worse than their brick - and - mortar counterparts.
The local teachers union passed a vote of no confidence in the superintendent, while student
test scores and graduation rates languished among the worst in the state (Rennie Center for Educational Research and Policy, 2012).
These low ratings, which stand in contrast to the high marks given to the vast majority of teachers statewide, highlight the difficulty of turning around schools that have long had
poor test scores and graduation rates.
Test scores and graduation rates went up, but thousands of mostly black teachers were dismissed and thousands of students were suspended or expelled due to zero - tolerance discipline policies.
These schools generally enroll students from very poor families, have hard - working but dispirited teachers, have safety problems, and as a result, have had unacceptably
low test scores and graduation rates for years.
Narrowing the gulf
on test scores and graduation rates between low - income students — many of whom are in the state's urban areas — and their more affluent peers has been a daunting obstacle in Connecticut for years.
Second, we now judge schools by their results, not by their inputs, intentions, or reputations, and we're increasingly hard - nosed about those results, looking — probably too much —
at test scores and graduation rates and such.