Sentences with phrase «value testing over»

Not exact matches

The solution, it is widely argued, is to cut benefits — either directly by means - testing or indirectly by raising the retirement age or allowing inflation to erode their real value over time.

The Trump administration is committed to transforming the health care system into one that emphasizes value over marathon tests with hazy prices, while empowering consumers to find doctors and services the way they find restaurants on Yelp or Open Table, Health and Human Services Secretary Alex Azar told health insurers.

They then apply a regime - switching test to estimate whether deviations of actual gold price from fundamental value enter bubble territory over their sample period.

Campaigns SCA tested in 2016 contributed to over $ 10m total value to the business.

That will test if users value it enough to pay a premium over rival Apple.

If the loan is for more than the fair market value of your home (i.e., if your mortgage is underwater), then the loan amount that is over the fair market value counts as a liability under the net worth test.

Up front we have a few world - class players surrounded by some serious pretenders... Sanchez is by far the most accomplished player in our attack but the controversy surrounding his contractual mishandling could see him go before the window closes or most definitely by season's end... obviously a mistake by both parties involved, as Sanchez's exploits have never been more on display than in North London, but the club's irresponsible wage structure and lack of real intent have been the real undoing in this mess... Lacazette, who I think has some world - class skills as a front man, will only be as good as the players and system around him, which is troubling due to our current roster and Wenger's love of sideways passing... Walcott should have been sold years ago, enough said, and Welbeck should never have been brought in from the get - go... both of these players have suffered numerous injuries over their respective careers and neither are good enough to overcome such difficulties: not to mention, they both are below average first - touch players, which should be the baseline test for any player coming to a Wenger - led Arsenal team... Perez should have been played wide left or never purchased at all; what a huge waste of time and money, which is ridiculous considering our penny pinching ways and the fact that fans had been clamoring for a real striker for years... finally Giroud, the fact that he stills wears the jersey is a direct indictment of this club's failure to get things right... this isn't necessarily an attack on Giroud because I think he has some highly valued skills, but not for a team that has struggled to take their sideways soccer to the next level, as his presence slows their game even more, combined with our average, at best, finishing skills... far too often those in charge have either settled or chosen half - measures and ultimately it is us that suffer because no matter what happens Wenger, Gazidis and Kroenke will always make more money whereas we will always be the ones paying for their mistakes... so every time someone suggests we should just shut - up and support the team just think of all the sacrifices you've made along the way and simply reply... f *** off

Considered a pilot for other Olympic sports, the plan called for the cycling union to record the results of riders» blood tests over time and track the changes of several key values, including hematocrit and reticulocyte levels.

«Despite the efforts of teachers and pupils, the value of this year's test results will be poured over and questioned and schools face the prospect of being held to account unfairly on the basis of this year's results data.

The speech typically includes an argument that Success values progressive educational values over test scores, a joke about what might happen if Success students were allowed to voluntarily attend school, and a swipe at the de Blasio administration.

But because we do not know whether the aggression of more recent efforts added value to strategies such as hotspots, there is no way to test the contribution of unaggressive prior efforts to the larger marginal changes over time.

Further tests show that the materials are, in fact, supercapacitors, with specific capacitances of 367 Farads / gram, which are over three times higher than values seen in some graphene supercapacitors.

«Blood test can effectively rule out breast cancer, regardless of breast density: With over a 99 percent negative predictive value, a liquid biopsy test can help clinicians manage difficult - to - diagnose dense breast patients.»

This project indicated that not only a vast number of novel potentially functional variants in a total of 231 pharmacogenes was identified but also demonstrated the value of whole - genome sequencing for pharmacogenomic testing by capturing over 18,000 variants per individual in these pharmacogenes.

While discussion continues over the value of screening healthy men for prostate cancer by testing for levels of prostate specific antigen (PSA) in their blood, scientists have found another use for PSA.

Show Notes: [1:36]-- nourish balance thrive podcast [4:44]-- Overcast podcast app [5:48]-- Chris the pro mountain biker [9:54]-- How Chris began in FM [16:10]-- The value of using a copywriter [19:32]-- How Chris meet Dr. Tommy Wood [23:00]-- Clinical Concierge Coaching [24:30]-- Kalish Institute, Functional Nutrition Diagnostics, metabolic fitness pro by Brian Walsh [29:00]-- What Chris learned from doing over 1000 free consultations [35:50]-- Some mistakes Chris made early on [38:44]-- Iron overload [43:50]-- The trap of overtraining, and how to help people get better without reducing exercise [48:42]-- The beauty of working with athletes [50:18]-- The software that Chris uses for tracking functional medicine blood chemistry — Blood Chemistry Software [53:44]-- Chris's software he created to extrapolate the raw data from Ubiome [59:22]-- Thoughts on Blastocystis by Christen Rune Stensvold [1:03:54]-- Chris's experience with Nutritional Ketosis [1:09:12]-- Tim Ferris interview with Patrick Arnold, Peter Attia [1:16:18]-- Organic Acid Testing — Byran Walsh Metabolic Fitness Pro and the Khan Academy

To study whether glycemic index values are accurate and reproducible, Matthan and her colleagues recruited 63 volunteers, who underwent six testing sessions over 12 weeks.

The general signs of insulin resistance may make it difficult to pinpoint but it can be diagnosed clinically by taking a fasting insulin level (over 25 ml / U / L) or blood insulin and glucose levels obtained during 120 min of a standard (75 g glucose) Oral Glucose Tolerance Test (OGTT), see normal values below.

But this goes beyond bizarre with its gleefully off - putting content, as if Leigh is putting all the arthouse goodwill he has developed over the years to the test, to determine if critics and cineastes are ravenous enough for the unusual to see the value in this.

These «value - added» measures are subject to some of the same problems, but by focusing on what students learn over the course of the year, they are a significant improvement over a simple average test score (or, worse yet, the percentage of students that score above an arbitrary «proficiency» threshold).

Analysis of Year 3, 5 and 7 test data across almost 3000 Australian schools show «single - sex schools on average provide no better value - add over time than coeducational schools».

Over the past 20 years, many school systems around the globe have undergone some form of education reform and yet the trillions of dollars being spent in school systems, ongoing debates over the value of teacher pay incentives, and standardized test movements have yielded little effect in many countrOver the past 20 years, many school systems around the globe have undergone some form of education reform and yet the trillions of dollars being spent in school systems, ongoing debates over the value of teacher pay incentives, and standardized test movements have yielded little effect in many countrover the value of teacher pay incentives, and standardized test movements have yielded little effect in many countries.

Jay accuses the foundation of failing to disclose the limited power of classroom observation scores in predicting future test score gains over and above what one would predict based on value - added scores alone.

The Los Angeles Times has obtained seven years worth of test scores for individual students and used them to calculate «value added» scores for over 6,000 teachers.

Classroom instruction in these charters frequently appeared to honor the acquisition of basic, fundamental skills exactly the topics and items commonly found on standardized tests — over more cognitively engaging tasks such as arguing, defending, supporting, valuing, or evaluating.

I worry that, because of all testing today in schools, kids will value facts over ideas and creative thinking.

On the «managing by results» side, there has been the big battle over the use of test data for accountability purposes (CompStat for schools), culminating in the fight over value - added measurement of teacher performance.

A 1999 study by the Center for Research in Educational Policy at the University of Memphis and University of Tennessee at Knoxville found that students using the Co-nect program, which emphasizes project - based learning and technology, improved test scores in all subject areas over a two - year period on the Tennessee Value - Added Assessment System.

Low MCAS Scores Launch Dispute Over Test's Value and Use (Bay State Banner) Paul Reville weighs in on the results from a new MCAS, which debuted last spring in Massachusetts and resulted in plunging scores.

Analysis of Year 3, 5 and 7 numeracy and reading test data across almost 3000 Australian schools show «single - sex schools on average provide no better value - add over time than coeducational schools».

He's referring to the current college admissions process and its tendency to value personal success (test scores, résumé - boosting extracurriculars) over concern for others.

The Times analysis relied on a statistical approach known as «value - added,» which estimates the effectiveness of teachers by crediting them for the gains students make over their performance in previous years on standardized tests in math and English.

We certainly look at test scores — especially individual student progress over time, a.k.a. «value added.»

Much like the debate over global warming, these non-believers refuse to validate an unassailable fact: standardized testing does have positive — and predictive — value in education and in life, just as the Earth is, indeed, getting warmer.

Rejecting test scores as a core value Los Angeles Times (Sandy Banks): The Chicago teachers strike reflected the nationwide divide over «market reforms,» shorthand for the accountability metrics that tie teachers» salaries and jobs to how well their students perform.

Our reputation for being the most creative and innovative country in the world is in jeopardy as our nation now values honing test scores over fostering critical thinking and creativity.

Quantitative editor Andrew Flowers argued that a key part of the debate is over, and that recent studies have converged on the finding that value - added measures accurately predict students» future test scores.

«The teachers in our study confirmed what we at Teach Plus have learned from previous research and from speaking with thousands of teachers over the past five years: that alignment between assessments and curriculum, access to highly valued activities, and the autonomy to choose what's right for students all contribute to how teachers perceive the value of activities they use to prepare their students for tests, and are all factors that can be changed to reduce wasted time and increase valued instructional time.»

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

The lesson of the NRC - NAEd report is that even though value - added methodologies offer a number of advantages over other approaches that consider test - score data in a vacuum, policymakers need to move carefully in adopting any approach — value - added or otherwise — in making important decisions about individual teachers.

You don't really care about treatises on whether families are best being customers of schools, or ideological debates over the value of Common Core, or pablum from school choice activists with jobs to protect about why state tests shouldn't be used to hold accountable private schools taking vouchers for serving kids, or if an Obama Administration plan to address suspensions is somehow a punishment to traditional district schools that have been failing kids for decade after decade.

To adjust for student - preparedness levels that teachers can't control, value - added emphasizes test score improvements that teachers cultivate over a year, not high or low scores by themselves.

However, the essence of their respective educational policies are alarmingly similar: marketization and privatization of public schools; pockets of «success» valued over educational justice; teaching discounted as a profession; compliance trumping professional responsibility; free market competition as the arbiter of all; and test - centric, data - driven regimens that crush student - centered quality teaching and learning.

Beginning this fall, in Collier County Florida as per the state of Florida's new teacher accountability policy, district teachers / administrators are to create new tests for each and every class it offers (including all electives) to hold all teachers accountable for the value they purportedly add to student learning and achievement over time.

Test scores have value, especially over time, but lawmakers and parents should know the additional positive outcomes researchers are investigating.

She also testified that the weight of the research shows using value - added methods for evaluating teachers is invalid due to the instability of results over time, and because they rely solely on student performance on tests that were not designed for teacher evaluation.

In examining the issues and exercise of power that are sustained in the long - standing policy of standardized testing in schools, this work provides a big picture perspective on assessment practices over time in the U. S.; by examining the rise of value - added assessment in Tennessee, a fine - grained and contemporary case is provided within that larger context.

Though arguably, because growth measures look at changes over time, test - changes are even more problematic for Griffith's preferred value - added models.

It is important to note that while opposition to high - stakes testing and value - added analysis often seems self - serving — it is easy to see why ineffective teachers might resist accountability — moving towards embedded software - based assessment actually raises the level of transparency, by allowing us to monitor not just what happens on the day of a high - stakes test, but rather to see how students learn over time.

The consensus seems to be that there is a substantial decay over time in value - added to future achievement test scores.