Sentences with phrase «than test score data»

This view also relies on far more than test score data to analyze the contributions of school - based factors to student outcomes.

For example, in addition to information on achievement (which must include more than test score data), the public needs to know if schools lack basics like well - equipped and staffed libraries, art supplies and science labs, and clean bathrooms.

Not exact matches

Judge and co-author John D. Kammeyer - Mueller of the Warrington College of Business looked at data collected as part of a multi-decade study that followed more than 1,500 California children who had scored high on intelligence tests.

«To test these different hypotheses and determine the phylogenetic position of the new primate, we developed a massive data matrix including more than 1000 anatomical characters and scored for 157 mammals,» says Dr. Jin Meng.

► «Armed with new data showing black applicants suffer a 35 % lower chance of having a grant proposal funded than their white counterparts, NIH officials are gearing up to test whether reviewers in its study sections give lower scores to proposals from African - American applicants,» Jeffrey Mervis wrote on Thursday.

«To test these different hypotheses and determine the phylogenetic position of the new primate, we developed a massive data matrix including more than 1000 anatomical characters and scored for 157 mammals,» said Dr. Jin Meng.

For instance, data may show that the students who pass through one teacher's class consistently score lower on state achievement tests than the students in another teacher's class.

Compiled data from all 3,001 children and their families showed that Early Head Start children scored higher, on average, than their peers on standardized tests of cognitive and language development; and far fewer children tested as requiring remediation.

The report by the NRC committee claims that gains in test scores on the National Assessment of Educational Progress (NAEP) between 2007 and 2009 were no better than in the ten other school districts for which comparable data is available.

The only data ever published showing that test - optional and «don't ask, don't tell» test score practices get private and public universities stronger and more socially diverse students than admissions that require test scores; and

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.

Technology in the classroom can help to store test scores, attendance records and behavioural data more securely than manually filing assessments and paper records.

Yet the benefits of data - driven instruction go deeper than test scores.

Data also show that students in the reduced - size classrooms had higher standardized test scores in reading and mathematics than did students in the control group.»

Data from 22,000 children involved in this study of the kindergarten class of 1998 — 99 show that, after controlling for family income, children who attended more academically oriented preschools had significantly higher scores in reading, math, and general knowledge when tested in the fall of their kindergarten year than children in preschool settings without academic content.

Therefore, when policymakers seek to reward schools for improvements in test scores, they should do so based on multiple years rather than a single year of data.

That report, Dick and Jane Go to the Head of the Class, contends that data from those three studies indicate that students in schools with strong library media programs learn more and score higher on standardized tests than do their peers in schools with less adequate library facilities.

We're finally looking at growth over time, rather than a snapshot in time, and when it comes to teachers, we're complementing test - score data with observations and other on - the - ground information.

Understanding the effect of private school choice on real - world success beyond test scores requires data on outcomes like college enrollment and graduation, and thanks to three recent Urban Institute studies, we know more about this than we did a year ago.

-- those kinds of conversations around data can lead to much more productive work than the ones that are focused on «[let's use] data to think about how we're going to improve test scores».

For instance, in a study published in 1998, Meredith Phillips and her colleagues reported a raw black - white test - score gap of more than one standard deviation in vocabulary using data sets collected between 1980 and 1987.

The initial test - score gaps for Hispanic students in the Early Childhood Longitudinal Study data were even greater than for blacks — 0.72 standard deviations in math and 0.43 standard deviations in reading.

Comparing boys to their sisters in a data set that includes more than 1 million children born in Florida between 1992 and 2002, the authors demonstrate a persistent gender gap in graduation and truancy rates, incidence of behavioral and cognitive disabilities, and standardized test scores.

Thus adjusting the data for the effects of socioeconomic status reduces the estimated racial gaps in test scores by more than 40 percent in math and more than 66 percent in reading.

Maryland's scores on a national reading test may have been inflated because the state's schools excluded a higher percentage of special - education students than any other state, according to data from the U.S. Department of Education.

Based on test score data covering seven years, The Times analyzed the effects of more than 6,000 elementary school teachers on their students» learning.

If I had to bet on which intervention is most likely to work at scale, I'd be inclined to bet on a massive data set that found positive effects on test scores rather than a very narrow data set of three studies where only two study found higher degree attainment.

Richard Iannuzzi, the union's president, said some charter schools generate lower test scores than neighboring traditional schools, though state data indicates this is more the exception than the rule.

Using data on teachers» test scores from North Carolina, Murnane found that teachers with high test scores left teaching sooner than those who did less well.

The district wants to use test score data as one of several measures in its new evaluation system, as it is currently doing in a voluntary program involving nearly 700 teachers and administrators at more than 100 schools.

At the time, state data showed that, among Indiana schools with more than 90 percent of students receiving free or reduced price lunch, Christel House had higher test scores than every other charter school and all but a handful of traditional public schools.

While international tests and international comparisons are not without merit, international test data are notoriously limited in their ability to shed light on why students in any country have higher or lower test scores than in another.

Thursday's LA Times editorial about the use of student achievement data in teacher evaluations around the country (Bill Gates» warning on test scores) makes some valuable points about the dangers of rushed, half - baked teacher evaluation schemes that count test scores as more than half of a teacher's evaluation (as is being done in some states and districts)...

Many states are adopting teacher evaluations and pay structures tied to student test - score data rather than years of experience, degrees, and classroom observations.

But even so, data representing how students experienced your class, your staff, or your school feels really different than student test score data.

Collecting and sharing data on how their community is mastering learning standards (rather than just scoring on tests) changes both kids» and teachers» thinking about the purpose of assessment.

The academy is a K - 8 school where fewer than half the students scored proficient or above on standardized math and reading tests in 2014 - 2015, the most recent year for which state data are available.

Simply put, a data dashboard provides an array of information about school performance and practices, rather than a single number like a test score, to show whether a school is succeeding.

As Dropout Nation noted last week in its report on teacher evaluations, even the most - rigorous classroom observation approaches are far less accurate in identifying teacher quality than either value - added analysis of test score data or even student surveys such as the Tripod system used by the Bill & Melinda Gates Foundation as part of its Measures of Effective Teaching project.

I worry that vague terms like «multiple measures» lead non-educators to conclude that, if more than one test were used to produce VAM scores, or if you also included observations, using test data is sound practice.

This type of data was more powerful than any screener or test score.

The data on test scores and indicators like graduation rates are generally more complicated than the political debate allows and there has been progress and it's too often not acknowledged (and cherry picking of NAEP data is a pandemic in the ed world to make various points)...

Henderson and others point to data in the test results to argue that the answer is yes: generally higher test scores at the lower grade levels than in high school.

The research suggests another way that we can and should enrich data on effective teaching: examining the value that teachers add to outcomes other than standardized test scores.

The report by Alan B. Krueger, a professor of economics and public policy, analyzed data presented last year by Harvard University Professor of Government Paul E. Peterson that found black students in the voucher schools scoring 5.5 points higher on standardized tests than their counterparts in public schools.

Grade 4 test data, absentee students scored an average 12 points lower on the reading assessment than those with no absences — more than a full grade level on the NAEP achievement scale.

A state - by - state analysis of NAEP testing data shows that students who miss more school than their peers score lower on the NAEP tests in grades 4 and 8.

The 2017 Illinois School Report Card data was released this week with some results less than positive: Standardized test scores declined at a majority of suburban elementary and middle schools.

In analyzing these results, as well as other survey data, the nonprofit Center for American Progress (CAP) determined that teachers are more likely to support programs that rely on a variety of measures of teacher performance, rather than those that rely on only one measure (such as test scores).

The NAEP data does not include charter school students, but the Washington Post reports that black and Hispanic children in DC charters score better on standardized tests than their traditional - school peers.