Sentences with phrase «than test prep»

Are you not afraid that the obsession with testing will cause teachers, parents and children to do nothing more than test prep for the 13 years they attend public schools?

It is just that teachers caring is a little less strongly related than test prep.

Not exact matches

Less than a year after growth picked up at the test prep company, Hansoo Lee, Parikh's co-founder, passed away from lung cancer.

We've partnered with industry leaders and certified instructors to create mobile test prep apps for more than 20 different fields of study, from standardized tests to highly - specialized certifications.»

Armed with little more than kosher salt and olive oil, I will pretty much roast any vegetable during my allocated TV show - prep - time then taste - test a handful of them straight from the pan before they hit the table.

Other than testing them on your baby, there is really no way of knowing whether it is fully prepped or not.

Magee says teachers will be working in the next two years to make sure adopting the Common Core becomes more than just prepping students for standardized tests.

«The more weight put on standardized tests for children or teachers, the more school systems will focus on test prep rather than real learning.

In the teeth of the worst recession in decades, more than one - third of the over 6,800 teachers hired in 2006 - 2007 left New York City public schools of their own accord, largely because of the DOE's mismanagement and its obsession with test prep rather than real education.

This week we are going to see that a decade of test prep — rather than real learning — has left New York City school children far behind where they should be.

More than prepping for a test, teachers need to instill in students a sense that everyone can do math.

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.»

In fact, on page 24, the report clearly says that the relationship between test prep and value - added on standardized tests is weaker than other observed practices, but does not claim that the relationship is negative:

According to the interpretation in the NYT and LA Times, it would be correct to say «teachers who care about student problems tend to have lower value - added learning gains than those who spend a lot of time on test prep.»

Peter has led the creation of more than 85 apps and positioned the company to become the global leader in mobile test prep.

However it is more than just test prep because it is a dynamic and growing resource that students interact with formatively.

This provides an indirect test of the extent of teaching to the test, as gains due to crude test - prep strategies are less likely to persist over time than gains produced by improved instruction.

Those who can choose what sort of school their child attends by moving to a different district, or knowing enough to apply to a lottery, or prepping them for Gifted & Talented testing (many more qualify than there are seats), or paying for private school unassisted.

It is long overdue, but its current means may end up, save at the embarrassing margins, hurting the schools more than helping them, turning them into test - prep places and driving away the imaginative teachers that each of us as a parent wants in contact with our children.

To take just one example, one of the most disturbing negative effects of test - based accountability is that many young teachers have been trained specifically to use bad test prep — test prep that generates bogus gains in scores rather than true improvements in learning.

Night of Math Games Preps Families and Kids for Tests «The most memorable moment from our testing kickoff and math game night event was the evening's icebreaker activity — a round of Are You Smarter Than a 5th Grader?

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

Specifically, we've called for giving teachers tools to use assessments to inform instruction, minimizing test prep (which research suggests does not necessarily lead to increased test scores), focusing on student growth rather than absolute proficiency, and using test scores as only one measure among many in high - stakes decisions.

Earlier this month, the DOE was patting itself on the back and calling its test prep initiative a success — even though it enrolled 200 fewer students than initially intended, and not a single one of those students has yet to take the Specialized High - School Admissions Test (SHSAT), much less score highly enough to be offered a seat at one of the city's top performing schotest prep initiative a success — even though it enrolled 200 fewer students than initially intended, and not a single one of those students has yet to take the Specialized High - School Admissions Test (SHSAT), much less score highly enough to be offered a seat at one of the city's top performing schoTest (SHSAT), much less score highly enough to be offered a seat at one of the city's top performing schools.

Furthermore, the «test prep» complaint fails to account for the fact that Success Academy students get more science instruction than their peers - and frequently engage in the type of deep learning we described earlier.

One obvious reason is that drilling and test prep are no education: you typically have to do more than that in college.

If they have nothing to say to any of us about understanding what it means to be fully human and more fully ourselves, if they have nothing to tell us about the human experience as it has unspooled throughout human history, if they have nothing to say about the power of language to communicate across the gaps that separate us, if they have nothing to say about culture, if they have nothing to say about the rich heritage of the English language, if they have nothing to say about understanding the universal and the specific in human life, about how to grow beyond our own immediate experience — if they are, in fact, nothing more than fodder for test prep, then what the hell are we doing?

Without a doubt, the schools with scores demonstrating under 20 % proficiency on the SBAC spent more time on test prep than the schools in affluent districts with higher SBAC scores.

Compared to the bigger test prep companies, this is a steal of a deal, especially because the test prep comes with an extraordinary guarantee, too: score higher than a 508 on the MCAT after completing one of the 16 - week courses or you get DOUBLE your money back.

Between test - prep (which he does not count as teaching) and various other duties, nearly half of every day is spent on tasks other than educating students, he observed.

«Rather than being an incentive to cut back on testing, superintendents, principals, and teachers are faced with an increasing amount of testing to evaluate teachers» and serve as test prep to increase SBAC scores, said Williams.

Does that mean, at the first sign of less - than - stellar test scores, our schools should jettison the ideals of their mission and bring in basal textbook programs, no - excuses discipline and test prep?

Of course, it's not a perfect system, and it requires more than just test prep, but even in an unscreened school we find that it's possible to incorporate the tests in a way that works for our kids.

This suggests that improvements in state scores often reflect test prep that helps students score higher on one particular test, rather than genuine improvements in students» academic skills.

At the time of the videotaping, from 2010 to 2013, Massachusetts had a notably more challenging annual test than Georgia or Washington D.C., which gave the researchers a chance to see if the teachers they studied in Massachusetts had higher quality test - prep lessons.

Lockwood teachers also say, notably, that they did less testing last year during the school year than in any year in recent memory and basically no test prep in advance of the state exams.

Here the teachers» test - prep lessons earned much lower quality scores than their regular lessons.

Multiple choice standardized tests are good at demonstrating students» ability to spot what are called «distractor questions,» and students with the resources purchase test prep classes that are able to train students to eliminate wrong answer choices better than their peers.

Rather than innovate, most charters focus on test prep and drill.

«Schools that serve more black and brown students have become test - prep factories rather than incubators of creativity and critical thinking.

Though the lonely supporters of Pearson will conclude that a reading test taker doesn't have an advantage by using any one given test prep, there a good deal of evidence to indicate that reading comprehension often has more to do with subject knowledge than reading knowledge per se and that, therefore, test prep that provides content is likely to yield higher scores.

Additionally, a growing number of states are opting to cover the cost of college - prep entrance exams rather than issue standardized tests to assess high school juniors» academic progress to meet federal accountability requirements, including Wisconsin, Michigan, Delaware, Maine Illinois, Connecticut and Kentucky.

The UCLA report revealed that poor schools lose three times more instructional days than low poverty schools to standardized testing and test prep — more than four weeks of instructional time.

You may be better studying with a tutor than taking a class, or you may have an easier time studying by yourself with a book or app instead of signing up for a test prep course online.

New survey data suggest these impressions about over-testing and test prep are more than just anecdotal: They are the norm for the majority of public school teachers.

When I think about doing all that tracking with paper assessments, I end up imagining my whole classroom culture getting consumed by endless skills tests (and my energy being consumed by grading rather than lesson prep).

For the first time ever, I am thrilled with the offerings of a «test - prep» program because it is more than just test - prep; it is thinking prep, and thinking is what drives the processes for students to succeed.

The result will be score inflation: the artificial increase in scores that reflects «bad test prep» rather than an actual increase in achievement.

«While the UFT has supported some role for standardized test results in teacher evaluations, we also know that the more weight put on standardized tests for children or teachers, the more school systems will focus on test prep rather than real learning,» he said.

(Koretz also argues that the focus on test prep in such schools has led to more score inflation there, making the achievement gap appear narrower than it really is.)