Sentences with phrase «test scores do»

The test scores do not tell the full story.

High School Grades / Test Scores Standardized test scores do not significantly enter the decision - making process for the Schools of Art and Architecture, but are important components of the engineering admissions criteria.

Admission is very competitive and even high grades and high test scores do not guarantee admission.

Crash test scores don't get any higher.

Importantly, we also found that average test scores do not change dramatically across a relatively large range of reported sleep hours.

New Mexico is one of just 18 states where the student scores from various tests count for half of teacher ratings or prevent a teacher from being rated effective if student test scores don't hold up.

Increasing test scores do not always correlate to more learning or achievement, the study authors said.

They also questioned why the lowest test scores don't automatically activate outside help.

More than NCLB, Race to the Top blames teachers if student test scores don't go up, which has demoralized millions of teachers.

Like the small schools we studied, we believe that the quality and depth of the work students produce tell more about their learning than test scores do.

For several months, Bennett has been meeting with the schools to warn them of the sea changes that may come if their test scores don't measure up.

'' «Because the state test was transitioning into the Common Core stuff this year, we are finding that many students» state test scores do not accurately represent their abilities.

Quote of the day: «Even though standardized test scores don't measure even a fraction of what we want good schools to do, look at scores over time.

The finding that course grades matter over and above achievement test scores suggests that grades do indeed capture something important about students that test scores do not.

The state has dispatched coaches to work with schools where the observation and test scores don't line up.

In doing so, the law recognizes that test scores do not tell the whole story and shines a spotlight on additional indicators of student performance.

Koehl said sometimes test scores don't show that, but at the same time other good programs or practices are helping students succeed.

FairTest goes on to explain that schools are moving away from the use of standardized tests because academic studies have consistently shown that «Test Scores Do Not Equal Merit» and are not appropriate or correct indicators of how students will actually do in college.

The latest state test scores don't offer many statewide trends beyond stagnation and persistent achievement gaps.

Stamfords test scores do not reflect his claims.

Test scores don't lie.

A valedictorian shares the speech she delivered to her graduating class about why her test scores don't make her any smarter than the rest of her peers and why you should contact a state legislator to oppose turning students into a score.

Schools with a history of low test scores spend concentrated time on test prep; schools with traditionally high test scores do not spend time on test prep.

Teachers here in Connecticut and around the country know that state mastery test scores do not accurately measure student growth and that it's impossible to disentangle specific teachers» effects on student scores from other home and school effects.

Test scores don't tell the whole story, she says, and her school is on the rise.

He further testified that standardized test scores don't provide enough information about what goes on in a classroom and should therefore not be used to assess a teacher's effectiveness.

I would agree with the blog and say that test scores don't make a qualified teacher or principal.

Test scores do not rocket, but neither do charter schools cream off the most advantaged students or dramatically undermine public support for public schools.

Yes, as he says in closing, «parents and policymakers might do a great deal to reverse the intensifying segregation of American public education simply by educating themselves about what test scores do and don't say about school quality... Questioning what they have long accepted, however, they might begin to create something different.»

The initial test scores don't put off Robinson.

Widely used in nearly two dozen states, SGPs are not without their critics, who contend test scores do an injustice in judging school and teacher performance.

I.e., I agree — test scores don't mean much unless they correlate to something «real» later.

If that is the case, am I wrong to think that these test scores do indeed tell us a lot with one simple test administration?

If test scores do not fully measure school quality, they at least provide a consistent metric on which parents, other taxpayers, or government officials can compare all schools.

If the test scores don't come back as high as we would like, we can put our heads together and find a solution instead of just blaming the school district.»

But we see similar patterns in charter schools too: a number of studies have shown that charter school students have a higher chance of high school graduation or college enrollment even when their test scores do not differ on average from their traditional public school counterparts.

Like educators at many traditional schools, Kahakalau said test scores do not always show how well a school is doing.

Conversations between students, mentors, and teachers may reveal competencies and potential futures that test scores do not.

Others will complain that I've degraded the true meaning of Christmas by measuring it as consumer spending, and that test scores do not fully capture student performance.

Test Scores Do Not Equal Merit: Enhancing Equity & Excellence in College Admissions By Deemphasizing SAT and ACT Results by Charles Rooney with Bob Schaeffer and the FairTest staff (FairTest, 1998: 77 pp.)

These data make clear that average test scores do a poor job of identifying the schools that contribute the least to students» learning.

We know test scores don't tell the whole story.

-LSB-...] A recent evaluation of the the SEED School in DC again shows schools that raise test scores don't always improve students» later - in - life outcomes.

Teachers at schools with higher test scores don't need to do this.

Furthermore, we can exhibit our intelligences through our ideas, creations, and performances — but test scores do not necessarily measure any sort of intelligence.

If there are reasons to believe that test scores don't capture all the value the school is providing, its leaders have ample opportunities to make their case to officials.

Even now, few educators lose their jobs if test scores don't rise.

Moreover, Simone says, the test scores don't truly reflect her students» abilities and are too vague to help her pinpoint individual needs.

Will results be demanded too quickly, and will the program be discontinued if test scores do not rise in a year or so?

There is always the fear that results will be demanded too soon, and then the program will be discontinued if test scores do not rise in a year or so.