Sentences with phrase «too focused on test»

Finally, the article suggests that Rocketship is too focused on test scores, to the point where teachers have students retake standardized tests in order to boost scores (Kamenetz 2016).

Pallone was concerned that NCLB was too focused on test scores rather...

Not exact matches

I'm trying to focus on less CHO in our meals too right now, we've been doing a lot of recipe testing for the book and I'm noticing the hubs and I are both packing on a little extra weight haha.

At Challenge Success, we believe that our society has become too focused on grades, test scores, and performance, leaving little time for kids to develop the necessary skills to become resilient, ethical, and motivated learners.

If you find your child's teacher is the one focusing too much on grades and academics, try asking questions that address the parts of your child that can't be measured by test scores and homework, such as character and friendships.

We need to bring common sense to Common Core because New York is wasting too much time and money stressing children out to prepare for these tests which are of questionable educational value instead of focusing on supporting teachers so they can do their job and teach children what's really important,» said Assemblyman Jim Tedisco, a former public school special education teacher and guidance counselor.

«There is too much focus and too much stress on testing,» said Concetta Aloi, the PTA president of Public School 200 in Brooklyn.

Historically year on year I'd bring back old pieces and simply re-style them based on new season trends, but this year I'm really focussing on starting a capsule summer wardrobe from scratch, longer lengths for a little more modesty (30 is getting closer after all), loose and light weight fits to help me feel more comfortable, and a few staple items that can really form the basis of my wardrobe for the season ahead (and last the test of time too).

U.S. Secretary of Education Arne Duncan has released broad principles for renewing the Elementary and Secondary Education Act that seek to address perennial complaints that the law's current version — the No Child Left Behind Act — is inflexible and focuses too narrowly on student test scores to get a picture of a school's achievement.

Popham argues that assessment in the United States has suffered from six crucial, recurring problems: too many curricular targets; the underutilization of classroom assessment; preoccupation with instructional process; the dearth of «affective» assessments, i.e., those focused on attitudes, interests, and values; instructionally insensitive accountability tests; and the reality that educators «know almost nothing about educational assessment.»

Most of us think that schools and districts focus too much on tests and not enough on student work.

«Focusing too much on test scores can reinforce the identity of the discarded child,» Ungar explains.

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

Researcher's Goal: An Admissions Process That Rewards «Ethical Character» Chronicle for Higher Education, 10/4/15 «The project grew from the worry that many teenagers, focused on academic achievement and their own success, have too little concern for others and the world beyond their test - prep manuals.

I think all too often the narrow focus on what can be easily tested (and what schools are held accountable for) has a retrograde effect on depth of learning in the classroom.

In a culture of high - stakes testing, students can be too focused on finding the right answers, when they should also be thinking about the right questions.

The report highlighted that «students are spending too much time preparing for and taking tests,» teachers were «teaching to the test,» and the narrow focus on ELA and math has «diminished the joy in learning, inhibited creativity, and taken time away from other subjects.»

The State of Education survey also revealed that more than three - quarters (78 per cent) of secondary school leaders believe too much focus is placed on academic testing as a measure of pupils» success.

Education: Too Much Focus on Testing (Seattle Times) Mentions Daniel Koretz's book, The Testing Charade, which explains why high - stakes policies such as graduation tests lead to score inflation.

Some researchers speculate that those programs didn't offer big enough rewards and that they focused too narrowly on test scores rather than the instructional practices teachers can control more directly.

For years, critics have complained that the law's focus on test scores offers far too narrow a picture for judging school quality.

While the curriculum at Success Academy may focus more on tested skills than that at some other schools, the notion that these skills are too basic to be meaningful and are unrelated to critical thinking just doesn't ring true.

Promoting small schools, they grumble, is a goal too narrowly focused on raising test scores and too insensitive to the communitarian roots of the preexisting small - schools movement.

U.S. Schools Are Too Focused on Standardized Tests, Poll Says Washington Post, 8/23/15» «Clearly, there is anxiety about what's happening in teaching and learning,» said Andres Alonso, a professor at the Harvard Graduate School of Education and a former chief executive of Baltimore City Public Schools.»

The booming private tuition market is a symptom of the problem with an education system that is becoming too heavily focused on attainment in exams and tests and in a narrow range of so - called «core» subjects.

More Than a Score parents give CPS a «D» grade for a promotion policy that continues to focus too much on test scores and ignores the value of report cards.

Prompted in part by complaints that high schools were spending too much time on standardized testing, lawmakers last summer ordered a rewrite of the rules for graduation and a significant change in focus.

Co-principal Pat Finley says schools have become much too focused on teaching a narrow set of academic skills, the kinds of skills that can help kids do better on standardized tests.

The study, which brought together insights from teachers, universities and academics, also found that schools focus too much on increasing pupils» attainment and not enough on preparing them for interviews, personal statements, and other university admissions tests.

Educators repeatedly express concern that standardized tests focus too much on basic skills and not enough on deeper learning, and that testing, including test prep, takes too much time.

Preparing for SATs takes up too much class time with schools focusing on getting children through the tests.

But its inflexible accountability provisions have become an obstacle to progress and have focused schools too much on a single test score.

Yet seeking Mr. Duncan's ouster — he has been deemed too focused on «high - stakes testing» — was just one of 110 «new business items» on the convention agenda.

Too much focus on testing and test prep, narrowing of the curriculum, stressed students, concerned parents, exasperated teachers --- taken together it makes for a combustible mix of anger and frustration that leads many to the regrettable but understandable conclusion that taking a standardized test designed to measure student learning is not in the interest of student learning.

It's well known that NCLB's narrow focus on reading and math test scores meant that too many students, especially poor students, ended up with little in their school day other than preparation to take tests in math and reading.

b) «While the actual tests are ten hours (which by the way, is ridiculously too long for a third grader), the amount of preparation that goes into getting ready for the tests takes away from lessons that should focus on critical thinking.»

He says the worry is that some teachers will focus too much on these books in order to teach to the test and «may not include the other wonderful books that are out there.»

But teachers who took part in the focus groups also had concerns that a new system would rely too heavily on standardized test results, that evaluations from time - crunched principals could be «phony,» and that a new system would not account for students slipping in school because of factors outside a school's control, such as a divorce or death in the family.

The joy of teaching is too often undermined by the immense focus on standardized testing, proficiency expectations, and school report cards.

Linda: The criticism that charter schools are too focused on standardized tests is legitimate.

Too often the focus is just on improved scores while little focus is on how that goal will be achieved, besides the usual test - prep.

Steve Zimmerman, founder of the Coalition of Community Charter Schools, an organization representing New York City's independent charters and the conference's other co-sponsor, says he started his group in response to what he saw as too much focus on standardized testing — a trend he believes stifles innovation, collaboration, and charters» original promise.

I would like to think that our two organizations can be key players in facilitating a more progressive, democratic, and caring education for young children, at a time when too much focus around the world falls on test preparation, national rankings, shoving the curriculum of school into the preschool years, and focusing on science, mathematics and engineering, to the exclusion of the arts, humanities, and interpretive disciplines.

She had taken a full practice test earlier in the day at her mother's request, so we did not push too hard on test substance and instead focused on testing techniques.»

Steve DeLapp is right that his school should focus on the curriculum and not the test, but he has spent too much time in a high - functioning school if he doesn't see the overall value of testing.

But they are too comfortable with simplistic external assessments and too focused on developing increasingly intricate test - based teacher evaluation systems.

The notion that parents understand that Common Core SBAC testing is undermining public education was just too much for the State to handle and last Thursday, after communications that the State Department of Education has yet to release a response to a Freedom of Information request, the Sherman Board of Education held a «special meeting» to «focus solely on a presentation to the Board of Education by our superintendent, Don Fiftal, and a panel of educational experts to provide direct and up - to - date information about the Connecticut Common Core Standards and the SBAC Assessments.»

«In making the announcement, Toll acknowledged that the charter schools have focused too much on teaching to low - rigor standardized tests and are ready for a «disruptive» change in model.»

«Preparing for Sats takes up too much class time, with schools focusing on getting children through the tests.»

For too long, educators have focused only on getting students ready for the next test, for the next grade, for graduation, or maybe for college.