Sentences with phrase «through standardized test scores»

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

In addition to perusing students» histories, teachers should also assess skill levels in a subject area through standardized test scores and other assessments.

Not exact matches

Students in third through eighth grades in the Syracuse City School District have improved their standardized test scores in both math and English, but the scores still lag behind statewide scores.

Her team sifted through scores from standardized tests taken in 2005, 2006, and 2007 by nearly 7 million students in 10 states.

A composite measure on teacher effectiveness drawing on all three of those measures, and tested through a random - assignment experiment, closely predicted how much a high - performing group of teachers would successfully boost their students» standardized - test scores, concludes the series of new papers, part of the massive Measures of Effective Teaching study launched more than three years ago.

The law allowed for exceptions to the retention policy if a student had limited English proficiency or a severe disability, scored above the 51st percentile on the Stanford - 9 standardized test, had demonstrated proficiency through a performance portfolio, or had already been held back for two years.

With every bubble of knowledge that students darken using their # 2 pencils, our nation increases its infatuation with measuring teachers» performance through students» standardized test scores.

Similarly, some students who do not initially qualify later become eligible through an appeals process that allows parents to submit an alternative standardized test score or through additional evaluations conducted in 6th grade.

On average, the children started out as high achievers but year after year lost ground on the state's standardized tests, according to a Times analysis of scores from the 2002 - 03 through 2008 - 09 school years.

As explained in a guest blog this year by by FairTest's Lisa Guisbond, these measures use student standardized test scores to track the growth of individual students as they progress through the grades and see how much «value» a teacher has added.

The Times sought three years of district data, from 2009 through 2012, that show whether individual teachers helped — or hurt — students academic achievement, as measured by state standardized test scores.

«I am extremely disappointed in the feds and their insistence on tying teacher evaluations to standardized tests scores,» she told fellow members of the Oregon Education Investment Board, which oversees education from preschool through universities, at a meeting last week.

Amid the uproar over the exams and the Common Core education standards they are based on, the state agreed in 2015 to a moratorium on using the standardized test scores on teacher evaluations through 2020.

Through coaching provided by TSCCI partners Eskolta and reDesign, Bronx Haven's principal at the time, Lucinda Mendez, and a team of teachers launched a multiyear effort to shift the school's focus from traditional outcome measures — like standardized test scores — toward the learning process itself.

Jeb Bush's claim is that the education reform package that he pushed through in Florida has dramatically improved the quality of education in his state, as measured by standardized test scores.

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

VAM purports to be able to take student standardized test scores and measure the «value» a teacher adds to student learning through complicated formulas that can supposedly factor out all of the other influences — including how violence affects students — and emerge with a valid assessment of how effective a particular teacher has been.

In Indian River County, an English Language Arts middle school teacher named Luke Flynt told his school board that through VAM formulas, each student is assigned a «predicted» score — based on past performance by that student and other students — on the state - mandated standardized test.

Traditionally, the Distinguished Schools Program honored public schools that showed improved student outcomes as measured through Standardized Testing and Reporting scores and additional measures.

A composite measure on teacher effectiveness drawing on all three of those measures, and tested through a random - assignment experiment, predicted fairly accurately how much high - performing teachers would successfully boost their students» standardized - test scores, concludes the series of new papers, part of the massive Measures of Effective Teaching study launched three years ago.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

Building on research presented during the Kinder Institute's October KIForum, Reardon's working paper uses a measure of educational opportunity meant to track student growth from grades three through eight utilizing standardized test scores for roughly 45 million students in more than 11,000 school districts across the country.

This is clear in a project called the Schools of Opportunity, launched a few years ago by educators who sought to highlight public high schools that actively seek to close opportunity gaps through research - proven practices and not standardized test scores (which are more a measure of socioeconomic status than anything else).

First, they would have to embrace the comprehensive use of test score growth data (through Value - Added Measurement)-- and ultimately, the standardized tests they loathe — in evaluating districts, teachers, and school leaders.

The new G&T won't be one that begins at the Kindergarten level, which would require going through the city centralized process outlined here, but one that starts in 3rd grade and doesn't use standardized test scores, but instead employs grades and teacher recommendations to determine admission.

Schools benefit when measured through multiple assessments because graduation rates and school climate surveys are as important as standardized test scores.

Presentations include: analyzing student - teacher perception to improve school culture and climate; dropping everything to write to increase standardized test scores; using hip - hop to engage students in the writing process; advising math, literacy and test prep boot camp to address fundamental skills; transforming culture through continuity, expectations, and organization; promoting courageous dialogues about the perceptions of race; and discovering bills and taxes through real - life applications.

Louisiana standardized test scores for third - through eighth - graders stayed essentially flat this year: 69 percent of those students scored at or above grade level compared to 68 percent last year, according to results released Wednesday.

The Washington Post reports that for math and reading teachers in grades four through eight, half their evaluation depends on students» standardized test scores.

A contentious component of the NCLB bill was its emphasis on a flawed federal evaluation system in which every state was measured with the same measuring stick through an over-reliance on standardized test scores.

The ratings are developed using a «Big Data» approach that incorporates multiple data points, including the state's recently introduced, and heavily scrutinized, «A through F Ratings» system, average student scores on standardized tests like the ACT and SAT, and high school graduation rates.

Fit indices used to evaluate the model included a χ2 goodness - of - fit test (nonsignificant values indicate good fits), the comparative fit index (scores of > 0.95 indicate better fits), the root mean square error of approximation (values of < 0.05 indicate good fits), and the standardized root mean square residual (values of < 0.08 indicate good fits).43, 44 Missing values were imputed through multiple imputation by using functions in the missing data library in S - Plus (Insightful Corp, Seattle, WA).45, 46 The combined data for the cross - lagged / survival model converged more quickly with 15 imputed data sets than did the model that used a likelihood - based approach to missing data.