Sentences with phrase «test scores run»
«When we conducted the recent Colorado study... we found the improvement of test scores runs 18 percent higher in elementary schools with stronger programs and 10 to 15 percent higher in secondary schools,» Lance said.
https://www.eschoolnews.com/ Not exact matches
More objective, more detailed, and more expensive is «Software Digest Ratings Newsletter» (800-223-7093; $ 445 for 15 IBM issues; $ 185 for 12 Mac issues), which runs each product mentioned through exhaustive tests and assigns a relative overall score.
I have done a lot of onpage optimization, and I get 75 % woorank score when I run a test.
Scores of residents on Monday, September 26, 2016 enjoyed free rides as a test run for the Bus Rapid Transit (BRT) system began in Accra.
I am going to run on a message that we created affordable housing, that we improved test scores in our schools, created pre-K and after school programs on an unprecedented level, reduced crime, reduced stop and frisk, created municipal IDs — now close to half a million people have them.»
«I'm going to run on a message that we created affordable housing, that we improved test scores in our schools, created pre-K and after school programs on an unprecedented level, reduced crime, reduced stop - and - frisk, created municipal ID's now close to a half a million people have them,» Mr. de Blasio said.
De Blasio spokesman Dan Levitan wouldn't comment on the possibility of running against Donovan, but cited a record the mayor will run on next year that includes, «crime just hit another all - time low, jobs are at record highs, the city is building and preserving affordable housing at a record pace, while graduation rates and test scores continue to improve.»
She said her run against Cuomo would be built on a critique of his use of high - dollar campaign donations and his support for linking teacher performance evaluations to student test scores.
«It is increasingly important to look at long - run outcomes of educational policies, including impacts on educational attainment and labor market outcomes, rather than just focus on test scores.
Researchers ran participants through a series of training sessions with a computerized test that was designed to become harder as the participants» scores rose and easier as their scores went down.
Treadmill running type tests typically return the highest VO2max scores.
We ran it through the same procedure that we used on all of our other test sites, and although it did not score as high as some of the others, it still seemed worthwhile in comparison to a lot of the other bogus sites that we found.
[1] We ran two sets of simulations: one where students opt - out randomly, and another in which opt - out occurs among the highest - performing students in each classroom (as measured by their prior test scores).
Students who attend five charter schools in the San Francisco Bay area that are run by the Knowledge Is Power Program, or kipp, score consistently higher on standardized tests than their peers from comparable public schools, an independent evaluation of the schools concludes.
We ran a regression analysis to estimate the relationship between states» absolute and relative poverty levels and student achievement, and the result was clear: absolute poverty is a powerful predictor of achievement, while the relationship between relative poverty and test scores in the U.S. is weak and not statistically significant (see Figure 5).
We address this limitation by focusing on the effect of school spending on such long - run outcomes as educational attainment and earnings rather than on test scores.
Yet there are surprisingly few studies that make this link explicitly, and none that ask whether schools that respond to accountability pressure by increasing students» test scores also make those students more likely to attend and complete college, to earn more as adults, or to benefit in the long - run in other important ways.
Just as we found no evidence in the 2002 and 2004 elections that a large block of voters held incumbents accountable for poor test scores, we failed to find any indication that incumbents in 2002 and 2004 based their decisions about running for reelection on student learning trends.
Because candidates either run for election in every precinct or do not run at all, we focused only on district test scores.
We began our analysis by comparing the vote shares of incumbent school board members who ran and faced an opponent with the test - score performance of the schools and districts they represented.
For starters, Winerip's story confuses the federal accountability test scores with run of the mill scores, said Rotherham.
Our basic approach in this analysis was to compare the probability of running (or running and facing a challenger) between incumbents who oversaw districts with stronger and weaker year - over-year test scores.
We decided to assess the relationship between test - score trends and incumbents» decisions to run for reelection, and then to estimate the effect of test - score trends on the probability that an incumbent who runs faces an opponent.
To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.
New York's latest round of state test results were released last week and the biggest news is the scores posted by Success Academy, the network of twenty - two charter schools throughout New York City run by Eva Moskowitz.
It's pretty clear that the ability of a school or teacher to increase students» standardized test scores is associated with long - run outcomes.
Education reform runs on moral justice, political will, and test scores.
In its analysis, the California Charter School Association compared one year of growth in state test scores in each Los Angeles charter school with that in three regular public schools run by the Los Angeles Unified School District.
States holding to a hard - and - fast cutoff score establish a high standard but run the risk of missing out on these high potential children, who may not perform well on a particular test or score slightly below the mark.
Even if teachers are not sufficiently aware of the statistical forces at work to recognize their rather limited influence on test scores in the short run, they may well become aware of this over time.
Our Physical Performance Coaches have been running specialist athletic development testing days where we were able to get some great data on the pupils by capturing their physical literacy scores.
After running a variety of analyses, Hitt, McShane, and Wolf concluded that «A school choice program's impact on test scores is a weak predictor of its impacts on longer - term outcomes.»
While the state - run Recovery School District created in 2003 has its share of critics, credible external evaluation suggest that test scores and graduation rates have indeed improved under the districtwide takeover by charter schools.
But the two years that KIPP ran the regular school in Denver, that school's test scores went up.
The new findings run counter to a spate of recent studies that found that incentives linked narrowly to test scores were not associated with a change in teacher performance.
First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.
In short, the superior performance of CMO schools vis - à - vis test scores does not imply that we should only focus on growing CMO - run schools.
That is, chartering is a movement that began with the aspiration of starting many kinds of schools, but it may have morphed into one that is only adept at starting one type of school: a highly structured school that is run by a CMO or an EMO and whose goal is to close achievement gaps for low - income kids of color while producing exceptional test scores.
In a similar vein, W. James Popham, professor emeritus at UCLA and test design expert, has concluded that the use of students» test scores to evaluate teachers «runs counter to the most important commandment of educational testing — the need for sufficient validity evidence.»
And helping Ms Rhee achieve her aims... and Mayor Bloomberg and Chancellor Klein, as the UFT's Mulgrew did by flipping from his previous «stance» and selling out NYC teachers by tying evals to test scores and allowing for a huge increase in charters - ca ching - back in the running for RttT!
I'll never forget running, in my excitement, to tell her when I received the state testing scores for her class and saw the incredible learning growth her students made.
The «temporary» period would run until one year after the school district had made substantial gains in their standardized test scores.
Children are More than Test Scores is a blog run by teacher Jesse Turner, called the «Walking Man» due to his passionate trekking for children from Connecticut to Washington, DC in 2011, and for a myriad of other activist activities fighting for public schools.
A long - running education poll's latest results this September find «Less than half of adults (42 %) say performance on standardized tests is a highly important indicator of school quality — that includes just 13 % who call test scores extremely important.»
If I were running a school I'd probably want to evaluate teachers using a mixture of student test score gains, classroom observations, and feedback from parents, students, and other staff.
The controversial National Council on Teacher Quality (NCTQ)-- created by the conservative Thomas B. Fordham Institute and funded (in part) by the Bill & Melinda Gates Foundation as «part of a coalition for «a better orchestrated agenda» for accountability, choice, and using test scores to drive the evaluation of teachers» (see here; see also other instances of controversy here and here)-- recently issued yet another report about state's teacher evaluation systems titled: «Running in Place: How New Teacher Evaluations Fail to Live Up to Promises.»
Farrell: In kind of meeting all the demands of American education including the test score one, we had to turn our attention to some things that took away time from having everybody go out for a two mile run every day or long periods of solitude and reflection.
Episode Info: Instead of just looking at the effect teachers have on the test scores of their students, researchers have expanded their focus to include the impact of teachers on student attendance and the long run outcomes of their students.
In a push to raise test scores and other metrics, such as high school graduation rates, the state of Louisiana took over most of the city's schools and converted them to publicly funded, privately run charter schools.
Test scores for students in Louisiana's state - run Recovery School District, a network of low - performing schools in New Orleans and several other cities in Louisiana, have grown faster than any other public school district in the state.