Sentences with phrase «tests as school districts»

They must administer the same federal - and state - mandated tests as school districts.

Not exact matches

As most would guess, kids with more disadvantages, such as poverty and less educated parents, come to school less prepared, which pulls down average test scores at districts where more kids face these challengeAs most would guess, kids with more disadvantages, such as poverty and less educated parents, come to school less prepared, which pulls down average test scores at districts where more kids face these challengeas poverty and less educated parents, come to school less prepared, which pulls down average test scores at districts where more kids face these challenges.

The CEP allows districts and schools to serve free meals without paperwork if at least 40 percent of their students are already automatically enrolled for free school meals due to their participation in other means - tested programs, such as the Supplemental Nutrition Assistance Program (SNAP).

In our school district, the elementary schools administer tests to the kids in September as a way of assessing reading skills.

Sometimes the best way to get this testing completed is through the school district or as part of the initial assessment process when a teen is placed in a residential treatment program.

As TWC News previously reported, the Ithaca school district tested its water and found high lead levels in some schools.

Nolan said the measure does not preclude individual school districts from using the test score results as part of their teacher evaluations, if everyone at the school agrees.

Mayoral control is commonly proposed as a solution for failing school districts like Syracuse's, which faces low graduation rates and test scores.

As many school districts around the region struggling with the fight over high - stakes testing, Buffalo School Board members discussed the issue at Wednesday night's lengthy meschool districts around the region struggling with the fight over high - stakes testing, Buffalo School Board members discussed the issue at Wednesday night's lengthy meSchool Board members discussed the issue at Wednesday night's lengthy meeting.

New York City schools and a handful of districts statewide have used the standardized tests under Common Core for grades 3 through 8 as a factor in promoting students to the next grade.

«As soon as you start coupling tests with state funding or grading a school or district against another school or district, we feel that the tests were never designed for that purpose,» Paz saiAs soon as you start coupling tests with state funding or grading a school or district against another school or district, we feel that the tests were never designed for that purpose,» Paz saias you start coupling tests with state funding or grading a school or district against another school or district, we feel that the tests were never designed for that purpose,» Paz said.

School districts had quietly raised concerns over the potential cost of enacting the test requirements as well as the reporting.

The measure also comes as school districts across the state on Tuesday reported high numbers of students choosing to opt out of the current round of English Language Arts standardized tests that will run for the next two weeks.

Public school districts across Long Island and the state are bracing for what many educators and parents expect to be a fifth consecutive year of Common Core test boycotts in grades three through eight, even as eight districts in Nassau and Suffolk counties and dozens elsewhere introduce computerized versions of the exams.

ALBANY — Some school districts will have to go back to the negotiating table as schools begin to navigate a moratorium on the use of test scores in teacher and principal evaluations.

The changes placed greater emphasis on student test scores as a component of evaluations and established financial penalties for any school districts that did not comply.

A summary of the test results, as well as individual school and district results, are available here.

Teachers, parents, union leaders and even some school superintendents and board members in New York are clothed in blue to show their concern for what they see as an overemphasis on testing, an under - emphasis on state education funding, and inequitable spending between districts.

The education department will also have the powers to create a second test for individual school districts, if teachers at the school don't want to use the existing standardized tests as a measure of their performance.

As more and more students refuse to take the Common Core standardized tests, school districts are dealing with what to do with the protesters during testing time.

«Cuomo's test - punish - privatize - and - segregate policy is using high - stakes testing to label students, teachers, and schools in high - poverty districts as failing.

Though specific ways to implement the plans were not addressed, he stressed the need to use troubled urban school districts as a testing ground for...

In a generally well - meaning effort to impose «accountability,» some policymakers have attempted to regulate school choice programs as they regulate district schools, including by mandating state tests.

When pushed, they may find a way: As one official at a recent State Education Technology Directors Association (SETDA) event noted, in his state districts and schools felt like they were being pushed off the cliff when online testing was implemented, but in reality, the cliff was only a couple of feet high.

This online resource is a highly organized repository of pacing calendars, classroom - tested lesson plans, presentations, and activities shared by teachers throughout the district, as well as 40 other partner districts and charter schools across the state.

The overwhelming majority of teachers (68 %) indicated support for this testing program when it is used as a diagnostic instrument, and even as a accountability tool when similar schools and / or school districts are being compared.

Established in 2004 as part of compromise legislation that also included new spending on charter and traditional public schools in the District of Columbia, the OSP is a means - tested program.

Like other schools in Aldine, Thompson Elementary also regularly administers its own tests to measure whether students are mastering the district's standards as well as the school's benchmarks.

Importantly, the schools attended by students in our sample include both open - enrollment public schools operated by the local school district and five over-subscribed charter schools that have been shown to have large, positive impacts on student achievement as measured by state math and English language arts tests.

We could have focused only on 8th - grade results, as Hanushek et al. did, but in doing so we would have greatly reduced the number of test results on which we were doing the calculations for school districts.

Despite making far larger test - score gains than students attending open - enrollment district schools, and despite the emphasis their schools place on cultivating non-cognitive skills, charter school students exhibit markedly lower average levels of self - control as measured by student self - reports (see Figure 2).

Here's one option which would be available now: (i) Administer the new assessments to all eligible students; (ii) Score the assessments for a randomly chosen 10 percent of students; (iii) Estimate the item parameters and weed out the items which did not perform as expected; (iv) Go back and score the remaining tests for the remaining 90 percent of students; (v) Provide scaled scores back to school districts, parents and teachers.

The first decade of the 21st century has also had a dominant strategy: incentive - based reforms, such as increasing competition among charter and district schools, merit - pay plans to improve teacher quality, and school - level accountability based on testing.

This month, 10 school districts in California charged in a suit that their state is not complying with the federal law's mandate to test English - language learners «in a valid and reliable manner,» as the law says.

Adjusting for many other factors that can affect student performance, Chingos compares changes in the rate of gain in student test performance in school districts that were forced to reduce class size with changes in the rate of gain in other districts that could spend the funds as they saw fit.

In Phase 2 Validation, the evaluator will a) conduct an experimental test of the cumulative effects (across 2 summers) of the most cost - effective version of READS (CE READS) in as many as 10 school districts, and b) compare achievement growth in the summer and school year for students who received CE READS and students who did not receive READS.

Educators then need to adopt processes — such as discovery - driven innovation — for testing, iterating, and refining their blended - learning models in low - cost, low - stakes ways before taking them to scale across a school or district.

Test scores in many of America's urban school districts are inching upward at rates that often outpace those of their states as a whole, according to a report released here last week by a national advocacy group for city schools.

Edwards Middle School Assessment Calendar - The assessment calendar for the 2012 - 2013 school year includes district predictive tests as well as state and national School Assessment Calendar - The assessment calendar for the 2012 - 2013 school year includes district predictive tests as well as state and national school year includes district predictive tests as well as state and national tests.

Though the decision received wide coverage (per above) and throws New York school districts a curve (they are supposed to have an evaluation policy in place by September 1), it's not clear that the decision will have any major implications for other states that are considering linking teacher evaluations to test scores (except as inducement to make sure their regulations correspond to their laws).

Previously, districts had strong incentives to resist high proficiency standards, as they feared their schools might be subject to increasingly severe penalties for not producing improved test results.

Detroit is the lowest - scoring metropolitan area on the Trial Urban District Assessment (TUDA), a series of math, science, reading, and writing tests administered in 21 urban school districts as part of the National Assessment of Educational Progress (NAEP).

The act burdens the states as well as local districts, imposing obligations to develop academic standards, test all students annually in grades 3 through 8, hire «highly qualified» teachers in core subjects, and reconstitute persistently failing schools in order to remain eligible for federal aid.

In poorly performing schools, there are usually more challenges to contend with, such as demoralized staff (which often leads to high turnover), increasing pressures from district staff to meet adequate yearly progress targets on standardized tests, and physical environments that are poorly maintained and often unsafe.

The assessment itself was first given in 1969, but the underlying political compromises meant that (a) students were tested by age, not grade level; (b) results were reported either as percentages of test takers getting individual questions right or (starting in 1984) on a psychometric scale that included no benchmarks, standards, or «cut points»; and (c) the «units of analysis» were the entire country and four big regions but not individual states, let alone districts or schools.

Instead, school districts, eager to be perceived as plugged in and afraid of being penalized for low test scores, have bought into expensive drill - and - kill software — the kind that costs a fortune and displays a silly animation of fireworks or cheering crowds for every five correct answers — with only minimal improvements on test scores and scant evidence of long - term progress among students.

I've come to view annual testing of kids in reading and math, and the disaggregating and public reporting of their performance at the school (and district) level, as the single best feature of NCLB and the one that most needs preserving.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

As a native Arkansan, former teacher educator, and present superintendent of an Oregon school district, I read with great interest Peggy Maddox's recent Commentary, «Testing Arkansas Teachers: The «Quick - Fix» Politics of Reform» (Education Week, Sept. 11, 1985).

Many educators were proud of this, but it had some of the same problems as the first year, primarily an inability to be «transparent» to the standardized test — based accountability system in use by the school district.