The Democratic platform amendment also states, «We oppose...
the use of student test scores in teacher and principal evaluations, a practice which has been repeatedly rejected by researchers.»
But her stance on Common Core could factor into Rosa's relationship with state Education Commissioner MaryEllen Elia, who has supported the move toward higher standards, as well as
the use of student test scores in teacher evaluations.
Rosa has garnered support from the state's teachers unions as well as test refusal leaders, but Common Core advocates are fearful that Rosa will undo the work of her predecessor, Tisch, who championed the Common Core and
the use of student test scores in evaluating teachers.
L.A. Unified Supt. John Deasy, although named as a defendant, said Tuesday that he agreed with the lawsuit's major assertions: that state law requires
the use of student test scores in evaluations and that the district does not use them except in a limited voluntary program involving 700 teachers and principals.
NOW, THEREFORE BE IT RESOLVED, that the Board of Education of the San Diego Unified School District calls on the U.S. Congress and the Obama Administration to overhaul the Elementary and Secondary Education Act, currently known as the «No Child Left Behind Act,» eliminate the federally - mandated, annual testing requirement in each of Grades 3 through 9, and at least once in Grades 9 through 12; promote multiple forms of evidence of student learning and school quality in accountability; and not mandate any fixed role for
the use of student test scores in evaluating educators; and
A recent New York court decision invalidated
the use of student test scores in teacher evaluations due to the arbitrary and capricious nature of the process.
King's comments came as the Education Department released its «testing action plan» over the weekend, which includes easing up on the controversial
use of student test scores in the Obama administration's final teacher preparation rule, expected in December.
UTLA president Warren Fletcher has repeatedly said that he opposes
any use of student test scores in teacher evaluations.
In the Obama administration's 2009 Race to the Top competitive grant program, for example, the federal government favored states that permitted
the use of student test scores in teacher evaluations.
In an August 2014 resolution, Vermont's State Board of Education called on the federal government to «reduce the testing mandates, promote multiple forms of evidence of student learning and school quality, eschew
the use of student test scores in evaluating educators, and allow flexibility that reflects the unique circumstances of all states.»
A vote on a bill that would delay
use of student test scores in teacher evaluations and delay for one year school report cards also was canceled.
State Sen. Alan Lowenthal (D - Long Beach), for instance, said he wanted the bill to contain clearer language ensuring
the use of student test scores in teacher reviews.
Armed with a court order mandating
the use of student test scores in teacher evaluations, Los Angeles Unified Superintendent John Deasy now faces the tough job of selling his achievement - based review system to the district's teachers, union leaders and even its school board members.
It is the latest in a flurry of recent proposals by L.A. teacher and community groups to endorse
the use of student test scores in job - performance reviews.
At the federal level, it calls on the U.S. Congress and Obama Administration to overhaul «No Child Left Behind» and «to reduce the testing mandates, promote multiple forms of evidence of student learning and school quality in accountability, and not mandate any fixed role for
the use of student test scores in evaluating educators.»
... Educators 4 Excellence, a teachers group that advocates
the use of student test scores in evaluations, called for union and district teachers to quickly resolve their differences.
For The Record Los Angeles Times Sunday, January 27, 2013 Home Edition Main News Part A Page 4 Local Desk 1 inches; 40 words Type of Material: Correction Teacher evaluations: The caption for a photo that accompanied an article in the Jan. 20 California section about members of United Teachers Los Angeles approving
the use of student test scores in teacher evaluations misspelled Lisa Karahalios» name as Karahahlios.
A coalition of groups supporting public education today launched an online petition asking the Tennessee General Assembly and Governor Bill Haslam to grant teachers a grace period from
the use of student test scores in their evaluations in the first year of new TNReady tests.
The petition tracks language adopted unanimously by the Knox County School Board, which passed a resolution last week opposing
the use of student test scores in teacher evaluation for this academic year.
We oppose high - stakes standardized tests that falsely and unfairly label students of color, students with disabilities and English Language Learners as failing, the use of standardized test scores as basis for refusing to fund schools or to close schools, and
the use of student test scores in teacher and principal evaluations, a practice which has been repeatedly rejected by researchers.
Rosa has garnered support from the state's teachers unions as well as test refusal leaders, but Common Core advocates are fearful that Rosa will undo the work of her predecessor, Tisch, who championed the Common Core and
the use of student test scores in evaluating teachers.
But her stance on Common Core could factor into Rosa's relationship with state Education Commissioner MaryEllen Elia, who has supported the move toward higher standards, as well as
the use of student test scores in teacher evaluations.
Cuomo's task force on academic standards and testing expects to hand in its much anticipated report this month, amid a continuing push by teachers unions to end
the use of student test scores in teacher evaluations.
New York is going back to the drawing board to rethink the way it evaluates school teachers and principals after controversy over
the use of student test scores in job evaluations helped fuel a massive boycott of state exams in recent years.
The vote came a few months after the state's teachers unions, closely aligned with the Assembly, claimed a victory in December when the Regents, prompted by the governor and Legislative leaders, placed a moratorium on
the use of student test scores in teacher evaluations.
Not exact matches
And, when research
uses standardized
tests to measure homework's impact, she continued, it is difficult to gauge how much
of the overall improvement or decline
in test scores is due to
student learning
in the classroom context as opposed to
student learning from homework.
Belluck has
used his own Twitter handle
in recent days to dog the State Education Department over the results
of third - through eighth - grade English and math
test scores that showed charter school
students performing slightly better than their public school counterparts.
Cuomo,
in a sharp reversal, vetoes the bill he helped negotiate that set the two - year moratorium on
use of student test scores.
For example,
in the current state budget, Cuomo and lawmakers enacted amendments to the Board
of Regents» implementation
of the Common Core, specifically prohibiting
students» standardized
test scores from being included on their permanent records or
used in promotion decisions.
At least going by his rhetoric, he seems to have almost declared war on the teacher unions and he has proposed a new system
of evaluation, which is more heavily based on
students»
tests scores than the one currently
in use.
Cuomo has sought a two - year moratorium on
using test scores in students» grades, but wanted to
use the
testing as part
of the job evaluations
of teachers and principals.
The state Education Department's review
of teacher evaluations and how
student tests scores are
used in that process will continue into 2016, state Education Commissioner MaryEllen Elia said.
Leadership
in both houses
of the state Legislature support a two - year moratorium on
using Common Core - aligned
test scores to evaluate teachers and principals or to make decisions about
student placement or promotion, a plan supported by teachers» unions.
She also questioned the reliability
of using student test scores in evaluations, something advocates and the American Statistical Association have said is not an accurate way
of evaluating teachers.
The draft also includes a space for the task force to weigh
in on the impact
of student test scores on teacher evaluations, and the panel will likely
use that space to recommend up to a four - year moratorium, according to a source familiar with the task force's plans.
A bipartisan draft bill to reauthorize the Elementary and Secondary Education Act, the original name
of the federal education legislation, would bar the federal government from requiring states to
use student test scores in teacher evaluations or forcing closure or other sanctions on struggling schools.
Most important, the United Federation
of Teachers still hasn't struck a deal with the city on how to
use student test scores in these evaluations.
Students of teachers using Cognitive Tutor, a computer - based curriculum for Algebra I students developed by Carnegie Mellon University researchers, for a second year showed a meaningful improvement in test
Students of teachers
using Cognitive Tutor, a computer - based curriculum for Algebra I
students developed by Carnegie Mellon University researchers, for a second year showed a meaningful improvement in test
students developed by Carnegie Mellon University researchers, for a second year showed a meaningful improvement
in test scores.
Similarly, if replacing the lowest - ranked school
in the survey with a top - quintile school,
student test scores would improve by 0.39
of a standard deviation
using a conventional VAM, and 0.53
of a standard deviation when
using the MIT team's own VAM method.
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.
If the same approach is applied to the STAR sample to adjust for the fact that some
students did not enroll
in the class they were assigned to - and a comparable sample
of low - income black
students is
used - the gains
in test scores after two years
of attending a small class (average
of 16
students) as opposed to a regular - size class (average
of 23
students) is 9.1 national percentile ranks
in reading and 9.8 ranks
in math.
Although familiarity with the
test can add a real boost to
scores, the bottom line is
students must understand and know how to
use and apply their mathematical skills flexibly
in a variety
of situations.
Because
test scores will be
used to penalize low -
scoring schools, they will act as high - stakes
tests for teachers and administrators especially
in schools serving high proportions
of poor and minority
students.
The Jefferson County, Kentucky, contract, for example, mandates that the district may not
use student test scores «
in any way to evaluate the work performance
of employees unless they agree voluntarily.»
After extensive research on teacher evaluation procedures, the Measures
of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues
using validated scales such as the Framework for Teaching or the Classroom Assessment
Scoring System, further described
in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2)
student evaluations
using the Tripod survey developed by Ron Ferguson from Harvard, which measures
students» perceptions
of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth
in student learning based on standardized
test scores over multiple years.
The most sophisticated approach
uses a statistical technique known as a value - added model, which attempts to filter out sources
of bias
in the
test -
score growth so as to arrive at an estimate
of how much each teacher contributed to
student learning.
In challenging the use of value - added models as part of evaluation systems, the teachers» unions cite concerns about the volatility of test scores in the systems, the fact that some teachers have far more students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction in unproductive ways, such as via «test prep.&raqu
In challenging the
use of value - added models as part
of evaluation systems, the teachers» unions cite concerns about the volatility
of test scores in the systems, the fact that some teachers have far more students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction in unproductive ways, such as via «test prep.&raqu
in the systems, the fact that some teachers have far more
students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction
in unproductive ways, such as via «test prep.&raqu
in unproductive ways, such as via «
test prep.»
Evaluations led by Harvard's Tom Kane and MIT's Josh Angrist have
used this lottery - based method to convince most skeptics that the impressive
test -
score performance
of the Boston charter sector reflects real differences
in school quality rather than the types
of students charter schools serve.
The measures
used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage
of students that
score proficient on state
tests, and high - school graduation rates — are at best rough proxies for the quality
of education provided by any school.
Because
students with adult arrest records can be tracked all the way back to kindergarten
in some cases, I
use all
of the potential predictors
of criminal behavior —
test scores, demographics, behavior, and neighborhood characteristics — to calculate an index
of crime risk.