Sentences with phrase «tested by high school students»

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It's a test that is published by the Educational Records Bureau that is utilized to compare students apply to independent schools at the Sixth Grade level, the Middle School level, and the High School level.

The program must require the testing of a statistically significant number of students multiple times throughout the year at approximately 30 percent of high schools that participate in athletic competitions sponsored by the League.

In addition to the Barrow Brainbook education module, the full program piloted by the five Bay Area high schools will incorporate a formal exam, which students will need to pass before beginning a sport, as well as ImPACT cognitive testing.

But with increasing dissatisfaction over the high - stakes testing currently consuming mainstream education; the growing recognition of the many benefits a child receives through experiences with art, movement, and nature; a concern over a reliance on technology by younger and younger students; and the news that leaders in the high - tech industry are touting the lifelong benefits of low - tech Waldorf schools in educating their own children, more and more parents and educators are taking a closer look at the Waldorf approach and what it has to offer.

Already science students at nearby Deerfield High School are keeping tabs on water quality by testing it monthly, and the Highland Park Park District is working on an educational program for the slough.

Some high schools in B.C. are weaning students off «fear of failure» by allowing them, after a failed test result, to review the unit on which the test was based and then take a different version of the test on the same topic.

We understand smart phones provide an invaluable reference with the Internet in our palms, but ask any high school student and even they will tell you it is not acceptable to cheat by using the phone for any reason during a test or in this case a debate.

Parents worry about funding and standards for their public school students and remain least concerned about the amount of testing in classrooms, a survey released by High Achievement New York and Achieve found.

The scores of last year's MCAS tests given to Springfield school students rose across the board at a higher rate than the gain recorded by school districts statewide, and the dropout rate has fallen more than any other school system in the state.

The questions have been field - tested by over 100,000 middle school and early high school students for their ability to assess students» knowledge of life and physical sciences and to identify students» common misconceptions about the sciences.

Researchers chose study participants by giving junior high schoolers the SAT, a test designed for college - bound high - school students.

In a series of experiments with middle school and high school students, Blikstein is trying to understand the best ways to teach math and science by going beyond relatively primitive tools like multiple - choice tests to assess students» knowledge.

At the high school level, one assessment tested whether students were familiar with key social media conventions, including the blue checkmark that indicates an account was verified as legitimate by Twitter and Facebook.

And some observers have speculated that the exceptional gains observed in Florida could be explained by a change in rules regarding the test scores of high - mobility students who move in and out of schools and districts often.

In a 2006 poll conducted by the Josephson Institute's Report Card on the Ethics of American Youth, 60 percent of the 35,000 high school students polled admitted to cheating during a test at school within the past twelve months, and 35 percent of students said they'd cheated two or more times.

By contrast, schools and students might have incentives and opportunities to manipulate the results of high - stakes tests, like TAAS.

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.

ESSA requires states to continue testing students in grades 3 - 8 and once in high school, and to disaggregate the results by student group.

States should seize the possibilities for more innovative approaches to school improvement posed by the Every Student Succeeds Act (ESSA), which replaces a law much criticized for its heavy - handed federal role and for focusing schools heavily on teaching for low - level multiple - choice tests in reading and math to the neglect of other subject areas and higher - level skills.

A comparison to three classes with students from the same schools showed that students participating in the gardening project had higher science test scores, as measured by pretest and posttest scores on a science test developed for the program.

«This is the best evidence to date on the impact of retention on a student's likelihood of graduating from high school, the chief concern raised by critics of test - based promotion policies.»

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

Indeed, we find strong evidence that some schools trying to attain a Recognized rating did so by exempting students from the high - stakes test.

As states across the U.S. move to adopt standardized tests as a means to determine grade promotion and school graduation, new research presented in the Harvard Educational Review shows that sole reliance on high - stakes tests as a graduation requirement may increase inequities among students by both race and gender.

In a recent session of Christopher Benson's AP U.S. History class at Marble Hill High School for International Studies, a public school in the Bronx set high above the Harlem River, students reviewed for an upcoming test by going over sample AP questiHigh School for International Studies, a public school in the Bronx set high above the Harlem River, students reviewed for an upcoming test by going over sample AP quesSchool for International Studies, a public school in the Bronx set high above the Harlem River, students reviewed for an upcoming test by going over sample AP quesschool in the Bronx set high above the Harlem River, students reviewed for an upcoming test by going over sample AP questihigh above the Harlem River, students reviewed for an upcoming test by going over sample AP questions.

On average across middle and high school math, TFA teachers out - performed veteran teachers by 0.07 standard deviations, the equivalent of 2.6 additional months of instruction or helping a student move from the 27th to the 30th percentile on a normal distribution of test scores.

There is no evidence that high school students who enroll in college - level courses such as Advanced Placement or International Baccalaureate classes improve their academic performance in college unless they take the tests offered at the end of each course, says a study by researchers at the University of California, Berkeley.

This is the best evidence to date on the impact of retention on a student's likelihood of graduating from high school, the chief concern raised by critics of test - based promotion policies,» says West.

Back when I was a classroom teacher, my principal — to whom I rarely spoke — came by one day to tell me that one of my math students had gotten the highest score in the school on a standardized math test.

The free resources, field - tested by teachers, are being used in middle school, high school, and college classes, building the pipeline of students interested in STEM careers.

The lottery study corroborates these results, as students admitted to the G&T magnet schools show little improvement in test scores by 7th grade, despite having higher - achieving peers and being taught by more effective teachers.

Washington — The «modified» ability tests that may decide whether a physically handicapped student graduates from high school or is accepted by a college do not and can not comply fully with federal regulations designed to prevent discrimination against the handicapped, according to a report issued here last week by the National Research Council, the research branch of the National Academy of Sciences (nas).

Only one in nine high - school students uses outside coaching courses to prepare for the Scholastic Aptitude Test, but those who do so rate them as helpful in raising scores, according to a new survey by the College Board.

The Iowa City, Iowa - based publisher of the ACT — the college - entrance exam taken by high school students primarily in the Midwest and the South — will open 40 testing centers in the next few months and is on its way to having 250 operating by the end of next year, said Richard L. Ferguson, the president of ACT.

For example, dissatisfaction with performance in a charter middle school that is not captured by test scores (such as discipline issues or a poor fit between the student's interests or ability and the curriculum being offered) could lead parents to choose to send their child to a traditional public high school.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

«The Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middle school math.

One highlight that had nothing to do with teachers was that a lot of the gap we see in end of 8th - grade test scores and high school course taking between advantaged and disadvantaged students can be explained by a student's 3rd - grade test.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

Some use these tests to create «high stakes» for students (preventing them from advancing to the next grade or graduating) or for educators (taking over underperforming schools, requiring the schools to accept external assistance, or simply shaming them by identifying them as poor schools).

The law also required annual statewide tests in grades 3 through 8, and again in high school, and states had to publish the performances of students on these tests for every school, breaking out the results by ethnicity, eligibility for a subsidized lunch, and a variety of other categories.

Several rural school districts in northeast Texas have been besieged by both rumors and reporters following the announcement that 6 of 197 students in one area high school tested positive for the human immunodeficiency virus that causes AIDS.

School districts that want to start pay - for - performance programs for school leaders should look beyond high - stakes student tests as the primary measure for awarding bonuses, a position paper released last week by the National Association of Secondary School PrincipalsSchool districts that want to start pay - for - performance programs for school leaders should look beyond high - stakes student tests as the primary measure for awarding bonuses, a position paper released last week by the National Association of Secondary School Principalsschool leaders should look beyond high - stakes student tests as the primary measure for awarding bonuses, a position paper released last week by the National Association of Secondary School PrincipalsSchool Principals says.

Alarmed by the high dropout and failure rates for college students who start out in remedial classes, Florida lawmakers voted last year to make such courses, and even the related placement tests, optional for anyone who... earned a [high school] diploma....

A study released earlier this month by Mathematica finds that students attending charter high schools in Florida scored lower on achievement tests than students in traditional public schools, but years later, the charter students were more likely to have attended at least two years of college and also had higher earnings.

As we continue to study choice - based policies in K — 12 education, one challenge we must confront is the push - pull created by high - stakes accountability measures designed to assess schools, students, and educators, based solely on test scores — an area where choice proponents and opponents often find common ground.

However, without the changes Massachusetts made to its entire system of teacher licensing (e.g., subject area licensing tests for all prospective teachers, criteria for achieving full licensure after beginning teaching, and criteria for license renewal for veteran teachers), it is unlikely there would have been enduring gains in achievement for students in all demographic groups and in all its regional vocational / technical high schools — gains confirmed by tests independent of control or manipulation by Massachusetts or federal policy makers.

Inspired by the writing of self - directed learning pioneers like John Holt (How Children Learn, 1967) and Ivan Illich (Deschooling Society, 1970), Resnick and his team envision a school in which in - depth, project - based learning — propelled entirely by students themselves and using the full resources of the community — replaces the more stifling aspects of modern high schools, like subject silos and grade levels, a static curriculum, and teach - and - test tactics.

The American Diploma Project, a joint venture by four national education groups and five states, will help participating states align their high school tests in reading, writing, and mathematics with the skills students need for college and high - performance workplaces.