Sentences with phrase «use of student test score data»

Abstract Researchers have devoted substantial attention to the use of student test score data to measure teacher performance.

Within the last year, three influential organizations — reflecting researchers, practitioners, and philanthropic sectors — have called for a moratorium on the current use of student test score data for educator evaluations, including the use of value - added models (VAMs).

Because they have spent little on developing robust data systems that can monitor student achievement and teacher performance means (and thanks to state laws that had banned the use of student test score data in teacher evaluations), districts haven't been able to help those aspiring teachers by pairing them with good - to - great instructors who can show them the ropes.

Not exact matches

Using longitudinally linked, student - level data collected from two urban school districts, New York City and Washington, DC, Mathematica estimated the impacts of five EL middle schools on students» reading and math test scores.

Using student - level data from two states, Harvard Professor Martin West and I found that 40 to 60 percent of schools serving mostly low - income or underrepresented minority students would fall into the bottom 15 percent of schools statewide based on their average test scores, but only 15 to 25 percent of these same schools would be classified as low performing based on their test - score growth.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test - scores are a very imperfect proxy for those impacts.

Study coauthor Matthew Gaertner, who produced calculations for this article that were not part of the published study, said displaced student test scores dropped 12 percent in reading, 9 percent in math, and 19 percent in writing compared with what they would have scored had the school not closed (using modeling developed from historic test data).

Using student data to assess teachers raises a number of thorny objections, as unions and individual teachers balk at using student test scores alone to drive decisions on teacher effectiveUsing student data to assess teachers raises a number of thorny objections, as unions and individual teachers balk at using student test scores alone to drive decisions on teacher effectiveusing student test scores alone to drive decisions on teacher effectiveness.

We know of no legitimate statistical text that argues it is irrelevant to use tests of statistical significance to guard against random fluctuations in the data - in this case, scores on tests of student performance.

Using a large data set provided by the New York City Department of Education (NYC DOE), we analyzed student test scores as well as information about the students, their teachers, classrooms, and schools.

While complete data were not available for any other year, we repeated this analysis with the Class of 2012 using 10th - grade test scores to control for differences in student ability and found, reassuringly, a similar pattern.

Gates and his foundation have been pushing the use of student achievement data (ie, test scores) in teacher evaluations for several years now — as has the Obama administration, which has made it a key part of both Race to the Top and the so - called «waivers» from No Child Left Behind.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test scores are a very imperfect proxy for those impacts.

Los Angeles County Superior Court Judge James C. Chalfant had ordered L.A. Unified to show that it was using test scores in evaluations by Tuesday after ruling earlier this year that state law required such data as evidence of whether teachers have helped their students progress academically.

Using test score data from the National Assessment of Educational Progress, we also find that reforms cause gradual increases in the relative achievement of students in low - income school districts, consistent with the goal of improving educational opportunity for these students.

, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test scores are a very imperfect proxy for those impacts.

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)...

Arbogast, who taught elementary - school students, including special education, beginning in 1982 in SKSD before taking her current position, believes that using test - score data to evaluate teachers is flawed because each inherits a different set of circumstances.

The most - positive aspect of Kline's plan lies with its requirement that states develop teacher evaluation systems that use student test score growth data (along with other «multiple measures) in evaluating teacher performance.

Districts can use an Indiana Department of Education - approved evaluation system or design their own, but all schools must include student growth data — think test scores — as part of a teacher's rating.

What reformers should do is develop the tools that can allow families to make school overhauls successful; this includes building comprehensive school data systems that can be used in measuring success, and continuing to advance teacher quality reforms (including comprehensive teacher and principal evaluations based mostly on value - added analysis of student test score growth data, a subject of this week's Dropout Nation Podcast) that can allow school operators of all types to select high - quality talents.

Principals are also evaluated based on PARCC data: Principals of schools with any grade from 4 - 8 taking the PARCC tests will also have a median student growth score used as a 10 percent weight in their evaluations.

To determine the efficacy of the use of data from student test scores, particularly in the form of Value - Added Measures (VAMs), to evaluate and to make key personnel decisions about classroom teachers.

Data from student test scores should be used by schools to move students to mastery and a deep conceptual understanding of key concepts as well as to inform instruction, target remediation, and to focus review efforts.

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.

But the more measures you use beyond just student test scores, such as student evaluations, and the more years of data you use for rating each teacher, the more accurate the evaluations become.

According to the report, «value - added models» refer to a variety of sophisticated statistical techniques that measure student growth and use one or more years of prior student test scores, as well as other background data, to adjust for pre-existing differences among students when calculating contributions to student test performance.

Even for teachers with relevant student test score data available for evaluations, it is critical to use multiple measures to capture the myriad of important things teachers are expected to do.

The effort to analyze the performance of its university schools of education in recruiting and training teachers — using value - added analysis of student test score data — is one of the most - pathbreaking in the nation.

He said the school districts have argued that they do take student scores into account, that the Stull Act gives districts discretion on using test scores — and they could opt not to use them — and there is no reliable way of using student testing data.

This study reiterates what others have found before it: teacher effectiveness, which can be partly evaluated using test score data, has the power to affect the futures of innumerable students, for better or worse.

We seek articles on such topics as expanding our view of data beyond test scores, setting up a school culture in which teachers collaborate to examine student data and translate it into meaningful action, using qualitative data - collection techniques like peer observation and home visits, harnessing technology to organize data and make it more useful, and sharing data with school stakeholders to help them understand its implications and to mobilize support.

This detailed information about student academic growth should be used instead of AGT scores or any other measurements based on a single test, as teachers and administrators seek to use data to inform best practices that will improve student achievement;» [emphasis ours]

The No Child Left Behind Act (NCLB) has triggered increased attention to the uses of performance data related to student test scores, graduation rates, and other indicators of school and teacher quality.

This is an important question because it appears that the Obama administration is essentially allowing any evaluation system to gain its blessing long as it has unspecified use of longitudinal student test score growth data as one of the main components.

And considering the low - quality of subjective classroom observations that are the norm for traditional teacher evaluation systems, the state laws and collective bargaining agreements governing teacher performance management discourage school leaders from providing more - ample feedback, and that the use of objective student test score growth data is just coming into play, few teachers have gotten the kind of feedback needed to build such expertise in the first place.

After all, Obama has until recently made a compelling case thanks to efforts such as Race to the Top, which has managed to force states to lift or modify restrictions on the expansion of charter schools, and allow for the use of student test score growth data in teacher evaluations.

That emboldened Superintendent John Deasy — not that Deasy really needed a lot more encouragement, since he'd already been advocating data - based evaluation of teachers» effectiveness, using a formula that includes students» standardized test scores.

Unlike prior research, we directly assess teacher quality with value - added measures of impacts on student test scores, using administrative data on 33,000 teachers in Florida public schools.

Unskilled use of this kind of test score data can have damaging ramifications due to the misevaluation and potential loss of good teachers and the incentives for teachers to avoid the neediest students.

Judicious Use of Test Scores: Used judiciously, data from relatively infrequent, low - stakes standardized tests has some value as a snapshot of student abilities that can diagnose areas of strength and areas that need improvement.

Three states — in addition to the law's assessment requirements — use another cut of test score data such as improvement among subgroups of students, including those from low - income families, students from major racial and ethnic groups, students with disabilities, and English language learners.

They used data from six major urban school districts to examine correlations between student survey responses and value - added scores computed both from state tests and from higher - order tests of conceptual understanding.

The letter grade is based 80 percent on the school's achievement score (which uses various data including student performance on end - of - grade and end - of - course standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performing.

California's top education official sought Tuesday to counter federal criticism of the state's reluctance to use student test scores to evaluate teachers, paying a visit to Long Beach to highlight one of the few California school districts to make extensive use of such data.

Moreover, in many states, up to half of each evaluation score is based on value - added analysis, a complex statistical method that seeks to determine each teacher's contribution to student growth using student test score data.

On this note, and «[i] n sum, recent research on value added tells us that, by using data from student perceptions, classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis added].

[31] All of the analysts noted the importance of making sure that scores on the old tests are predictive of students» performance on the new tests before calculating value - added using data from both tests.

The suits allege district noncompliance with one requirement of the Stull Act: Teacher evaluation systems must use measures of student progress (e.g. student achievement data, test scores) as one component of a teacher's overall effectiveness rating.

Using administrative data from the state of Texas, we measure the impact of having a UTeach teacher on student test scores in math and science in middle schools and high schools.