Sentences with phrase «tests than any other students»

That is especially remarkable given that students in the South Bronx have a history of scoring lower on reading and writing tests than any other students in the country.

A majority (59 %) also say they are very concerned that students in lower - income areas are less likely than other students to be ready for college when they finish high school, and half (51 %) say they are very concerned that English Learners score lower on standardized tests than other students.

Not exact matches

The student of comparative religion begins with the postulate that it is possible to understand a religion other than one's own.44 In our day, this postulate is being tested — urgently, severely, by our concrete human situation.

The capacities that develop in the earliest years may be harder to measure on tests of kindergarten readiness than abilities like number and letter recognition, but they are precisely the skills, closely related to executive functions, that researchers have recently determined to be so valuable in kindergarten and beyond: the ability to focus on a single activity for an extended period, the ability to understand and follow directions, the ability to cope with disappointment and frustration, the ability to interact capably with other students.

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

New York spends more money per student than any other state in the country, and yet its schools yield mediocre education outcomes, such as test scores and graduation rates.

She gives the example of a school with five fifth grade classes, where students in one classroom score much better on the math tests than the other four.

Success Academy's students, most of whom are black or Hispanic, performed better on this year's state reading and math tests than did students in any other district in the state.

It did, however, note that by its calculations, New York spends more per student than any other state in the country, even as performance on standardized testing continues to lag.

It also manifested in instruction styles that required the kids to pay attention in class — such as randomly calling on students to respond to other students» answers during a lesson — rather than just hoping they absorbed the information and then testing them to find out.

The legislation would give the city the power to base teacher firings on factors other than seniority, including chronic absenteeism and poor student test scores.

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.

They also encounter a more thoughtful objection, which goes something like this: American students are tested so much already — far more often than students in other countries, such as Finland and Singapore, which regularly place well ahead of the U.S. in international evaluations.

In contrast, the alternative pathway that requires prospective teachers to take courses that are not transferable to other fields yields teachers who are less effective at boosting student test scores than either traditional - route teachers or teachers who entered the profession through other alternative pathways.

Although the participation of Blacks, Hispanics, and Native Americans in advanced high school mathematics classes increased between 1982 and 1994, their scores in standardized mathematics tests were still lower than those of other students, and the discrepancy did not diminish between 1990 and 1996 (NCES, 1996).

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

Unfortunately, the United States educates only a little more than 6 percent of its students to an advanced level in math according to the National Assessment of Educational Progress (NAEP), a small percentage when compared to the proportion in many other countries that score at a comparable level on the international PISA test.

In challenging the use of value - added models as part of evaluation systems, the teachers» unions cite concerns about the volatility of test scores in the systems, the fact that some teachers have far more students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction in unproductive ways, such as via «test prep.»

And it seems to be working: In spring 2007, Enota students scored higher in math on the Criterion - Referenced Competency Test (CRCT, Georgia's annual standardized exam) than any other school in the district.

Beginning in the 1990s and through the 2000s, analyses of year - to - year student - test data consistently showed that some teachers helped their students learn significantly more than did other teachers.

Some teachers provided more information than others, but the essentials of the student's productivity and accomplishments that week — including information about homework completion, test and project scores, major upcoming assignments, and classroom behavior — were related with consistent clarity.

Since the state department of education not only designs tests but constructs numerous other policies that affect operations both in New York City and elsewhere in the state, it is of interest to learn whether New York City students do as well or better than students across the rest of the State of New York.

I explain that 25 years of research has shown that score inflation is common, that it is often very large, and that the limited research on its distribution suggests that both inflation and bad test preparation affect disadvantaged students more than others.

Judge Robert B. Freedman agreed with the plaintiffs in Valenzuela v. O'Connell that students who have failed the test — especially English - language learners — have not had a fair chance to learn the material because they were more likely than others to attend overcrowded schools and have unqualified teachers.

American teenagers scored lower in science than students in a majority of other industrialized countries participating in a prominent international exam, in results that testing officials said they released early after the scores unexpectedly slipped out abroad.

To take an example, imagine that a particular sub-group of students do more poorly than expected (based on their performance on other questions testing the same math skill) on a math item that uses the word «foyer,» while other groups of students do just as well as expected.

Instead, the just - released tests administered by the Program for International Student Assessment show that other countries are making faster progress than the United States.

Ostensibly, these alternatives would require that the student meets the same Common Core graduation standards, but just by means other than just passing the Common Core tests.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

HFA scores on standardized tests are as much as four times higher than those of other Detroit schools, and 86 percent of the most recent graduated students were accepted at four - year universities.

Students who were assigned to read Hamlet or A Christmas Carol did no better on tests of their knowledge of the plays than did other sStudents who were assigned to read Hamlet or A Christmas Carol did no better on tests of their knowledge of the plays than did other studentsstudents.

This also invites the students to consider the fact that on a standardized test all questions are equal, with no single question having more value than the others.

The study found that deeper learning public high schools graduate students with better test scores and on - time graduation rates nine percent higher than other schools, a win for teachers and students alike.

The first state standardized test scores are in, and the 11th graders did no better than those at other comprehensive, non-selective city high schools: about one - quarter of the students met proficiency standards in reading and a mere 7 percent in math.

The students will test the hypothesis that there are more red Starbursts than any other color in packages of original - flavor Starbursts.

In other states strong teachers unions may mobilize high turnout among members, their families, and friends, and punish and reward board members for their treatment of teachers rather than hold them accountable for student test scores.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

Additionally, students can ask him no more than two questions during the group test, a practice that Chan says forces them to rely on each other.

The explanation for this odd fact: since 1981 Chile has had a more comprehensive school choice system than any other country in the world, as well as a system of publicly available information on student test performance.

But, lo and behold, test scores on the National Assessment of Educational Progress for students in Washington, D.C. have risen more than those of students from any other participating big city.

There was surprisingly little concern that some students would benefit by having the opportunity to learn the prompts or tasks in advance, if they happened to be tested later than other students in their school, district, or state.

To ensure that students are keeping up with the material, DoDEA schools administer more tests than any other school system in the U.S., in third through 11th grades, Lambe said.

Teachers entering the profession during recessions — and those entering when unemployment rates were high — were significantly more effective in raising student test scores than teachers entering at other times.

To participate in the lottery, students other than those who had yet to begin 1st grade were required to take a standardized test.

The dearth of student accountability for test score results other than tests given by teachers in the classroom is a remarkable aspect of current test - based accountability systems in the U.S..

First, the benefits of attending a private school are greatest for outcomes other than test scores — in particular, the likelihood that a student will graduate from high school and enroll in college.

In such circumstances, it is difficult to avoid statistical «mischief» and false negatives because test scores can bounce around from year to year for reasons other than genuine changes in student achievement.

Dee Alpert says that New York City, like other big cities, provides test accommodations to a higher percentage of students than do schools across the nation.

For example, in Alabama's 94 Reading First schools, the percentage of all 4th graders deemed to be proficient (stanine 5 and above) on the Stanford Achievement Test rose 12.7 points, from 40.1 percent in 2003 to 52.8 percent in 2007, more than twice as fast as the gain for students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same period).

A successful undergraduate teacher in, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professor.