Sentences with phrase «than test scores so»

Not exact matches

So were the average GMAT scores of its entering classes, which tended to range near 600, more than 100 points below the best schools, which typically report scores in the 700 - plus range on an entrance test where the highest possible score is 800.

The scores were lower than normal for a national championship and that made some upset, but it was a perfect modern test that rewarded all styles of play, so long as those styles were played well.

Toni Kroos has been the player of the tournament so far, Manuel Neuer has barely been tested and Mario Gómez looked much sharper versus Slovakia than in his first start against Northern Ireland, but he scored in both regardless.

The estimated gain from being offered a voucher is only half as large as the gain from switching to private school (in response to being offered a voucher), so the estimated impact of offering vouchers is no more than one - eighth as large as the black - white test score gap.

«One major new study shows that 54 of 64 school variables — attendance, grades, discipline, test scores, and so on — are better with a year - round calendar than with traditional calendars.

So producing students who are creative, who can navigate delicate social situations, who encourage their peers to perform better, who take extra science classes, or who can figure out the right questions to be asking in the first place is a lower priority than producing students who can nudge test scores higher.

So to the Regents and the NY state department of ed I say this: Your newfangled evaluation system is going to be miles more rigorous than what virtually all your districts have today, regardless of whether one - fifth or two - fifths of the ratings comes down to test scores.

So, you just sit down and visit or go out and purposefully talk about anything other than school, school kids, teachers, staff members, test scores.

The department should remember that while many states permit linking teachers to student test scores, few districts actually do so, and that while Virginia and Mississippi have each had a charter law for more than a decade, combined they have only five charter schools.

We caution, however, that our analysis is correlational rather than causal, so these patterns of findings are merely suggestive that socioeconomic test score gaps persist relatively unabated regardless of the degree of socioeconomic integration at the school level, and are far from definitive.

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.

The concept is simple: A series of influential studies in recent years have shown that teacher quality is one of the most important factors in student achievement, so «good» teachers — as reflected in growth in student test scores — should be paid more than their less able colleagues.

Even so, the test scores of students in tracking schools remained 0.16 standard deviations higher than those of students in nontracking schools overall (and 0.18 standard deviations higher with control variables).

America's performance on international tests engenders a lot of hand wringing anyway, so the reaction to disappointing PISA or TIMSS scores may be even more pronounced than what the disappointing NAEP scores generated.

The pressure to raise test scores has become so strong that testing often degrades instruction rather than improving it.

So when I'm proctoring my students as they take state exams, I will continue to have high expectations for my students, and I know that every one of them is capable of being more than a test score.

In just two years, Green Dot has improved test scores and achieved impressive gains in leading indicators, and has done so with less funding per student than the Los Angeles Unified School District and the national average.

However, among the various influences that schools and policymakers can control, teacher quality was found to account for a larger portion of the variation in student test scores than all other characteristics of a school, excluding the composition of the student body (so - called peer effects).

They say student achievement is much more than a score on a standardized test and that it's a mistake to rely so heavily on charter schools.

For us, being recognized as the highest performing charter school in CT means so much more than above average test scores and achievement results.

So, TREE has joined with more than a dozen grassroots organizations that support strong public schools across Tennessee to demand accountability from the TDOE in the wake of confusion created by the latest release of «quick scores» and associated raw «cut scores» from recent TCAP tests.

When we administer these exams, we attempt to keep the testing conditions consistent for all students so that we can be sure that differences in scores are due to differences in knowledge and abilities rather than other unrelated factors.

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

In addition, Hespe said the state will add an appeal process for the current year around the use of so - called «student growth objectives,» a separate measure that uses assessments other than standardized test scores.

Kim Henderson, president of the Wisconsin Parent Teacher Association, said parents pay closer attention to state test scores than NAEP scores, so the results could «bring up a lot of good questioning.»

So - called «out - of - level» testing is much, much more accurate than the grade level scores derived from an on - grade - level test like the one K took.

We demand that NYS change its education laws so teachers can return to the practice of seeing their students as human beings who are so much more than a test score or a robot that must adhere to absurd requirements under the Danielson Rubric in order for their teacher to be judged «effective» or «highly effective.»

There is so much more to a well rounded quality education than test scores.....

A teacher's observation scores are supplemented by a so - called «value - added» rating, which is calculated by determining whether a teacher's students made greater gains on standardized tests than statistical models would have predicted.

So, in the minds of the education reformers, the definition of «rather than focusing on mandates from bureaucrats,» is to mandate yet another set of standardized tests that will be given to all students, starting in middle school and then throughout high school, and then using the test, which has shown NO statistically relevant improvement as one - quarter of the entire «School Performance Score» that parents and policymakers are supposed to use to determine which schools are succeeding and which schools are failing.

We'll «Tiger Mom» those kids so that they have higher test scores than any other students anywhere in the world.

There's a strong correlation between lower socioeconomic status and lower test scores, so critics say the rankings are more a measure of poverty than anything else, and that test scores alone fail to tell the whole story of what's happening in a given school building.

It seems to me we need to do a lot more than look at a middle - class school's test scores, hold it up as a great school and an example of why we don't need to test so much.

Your child is so much more than a test score, and we know it.

And so what we found in that was even though girls had comparable test scores to boys and had actually higher grades, as was mentioned earlier, higher grades in math and science than boys, that teachers were more likely to rate the class as easy for the boys and as more difficult for the girls.

And educators know that students are more than a test score, so let educators teach and put an end the toxic practice of punishing students, schools and educators based on test results.»

While the existing SAT has more than its share of problems, experts are reporting that by aligning the NEW SAT to the so - called Common Core standards, students will need to have successfully completed Algebra I, Geometry and Algebra II, as well as Pre-Calculus, Trigonometry or Probability and Statistics in order to get a co-called «college ready» score on the math portion of the new SAT standardized test.

Studies so far tell us that we can expect the «better» teacher's students to score about 6 percentile points higher, on average, on a standardized achievement test than the students of the «worse» teacher.

WISH so far has a high concentration of students with special needs and ethnic diversity and shows test scores higher than the district average.

So if the students attending the Milner School are significantly more poor, have far greater language barriers and a far greater number need special education services, is it surprising that test scores are lower at Milner than at Jumoke?

The district's English learners scored worse than the state average for English learners on the Smarter Balanced tests, with only three percent exceeding or meeting English language standards and only five percent doing so in math.

«A lot of people think performance is all about tested skills and so there's been a lot of money put into programs aimed at improving student test scores — but what we find is that improvements in attendance in the middle grades are associated with better high school outcomes than improving test scores,» said Allensworth.

In a memo regarding the Smarter Balanced Assessments, LA Unified officials explained to Superintendent Ramon Cortines and members of the school board how the new test is so different from its predecessor and why scores may appear lower than in the past.

So now, the school in which 1 in 4 four students aren't fluent in English, 4 in 10 go home to households where English is not the primary language and more than 1 in 10 have disabilities that require special education services, remains a «low - performing» school when it comes to standardized test scores.

While Kentucky has not yet released its most recent test scores, more than half of the states across the country have done so.

Victims of a closed head injury who have focal memory damage do poorly on this test as well as those with further cognitive damage, so potentially scoring badly on this test could actually indicate brain injury rather than malingering.

However, that didn't stop the rear camera from getting an overall 98 rating (99 for photo, 96 for video) in DxOMark's smartphone testing, which is the highest overall score the firm has given a mobile camera so far, but there's more to a camera than just DxOMark scores.

OnePlus 3 comes with Snapdragon 820 + 6 GB RAM, so you don't have to worry about the performance, With some benchmark test, the device score higher than most of the high - end phone.

The benchmark tests in the Galaxy K Zoom don't say much as they produce decent scores (AnTuTu lately has been giving scores more than what the device averaged earlier, so don't go by just the numbers).

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107