Sentences with phrase «variety of achievement tests»

They work hard all year long to prepare our students for a variety of achievement tests — the ISAT, the Selective Enrollment test, NWEA, and others.

Not exact matches

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

To test the sensitivity of our results to this methodological decision, we constructed a value - added indicator that measures a teacher's contribution to student achievement (accounting for a wide variety of student and classroom characteristics that could affect achievement independent of the teacher's ability).

In work published in 1997, Susan Mayer, former dean of the University of Chicago's Harris School of Public Policy Studies, tried to answer this question by carrying out a variety of tests, each of them an attempt to see exactly how much changes in income directly affect student achievement.

The CORE is a consortium of nine California school districts that implemented a pilot to create a comprehensive accountability system by assessing school performance through a variety of measures that go beyond academic achievement tests.

For this reason, I performed a variety of sensitivity tests for math achievement because the reliability of the math test across countries and cultures is usually considered higher than it is for reading or science.

States participating in Title I are required to meet a variety of requirements for assessing the achievement levels of public school students, reporting results of achievement tests to parents and the public, and taking actions intended to improve the performance of schools where achievement results are deemed inadequate.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

School district annual reports are required to include a variety of information, such as progress in meeting accreditation requirements, status of the school improvement plan, achievement of students on state and national tests, retention statistics, parent / guardian participation in parent teacher conferences, curriculum details, etc..

Ongoing formal (i.e. Woodcock Johnson IV Tests of Achievement (WCJ IV)-RRB- and informal (i.e. core phonics) assessment of student progress and achievement using a variety of means to collect and report on acAchievement (WCJ IV)-RRB- and informal (i.e. core phonics) assessment of student progress and achievement using a variety of means to collect and report on acachievement using a variety of means to collect and report on academic data

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

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.

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

Value - added estimates for a teacher can fluctuate for a variety of reasons, many not necessarily related to actual effectiveness at producing student gains on achievement tests.

Everyone knows that «student growth» can be measured in a variety of ways but that «student achievement growth» is measured by standardized test scores.

Students whose achievement isn't measured well because the fixed - form test they took is not well - targeted to their ability level are put at a disadvantage when the results are used to make a variety of decisions, from promotion to inclusion in special programs.

Together, the team decided to collect a variety of additional data, including measures of student achievement (standardized test and report card grades), engagement (such as attendance and discipline), and teacher perceptions of parent involvement.

In general children's learning and achievement are regularly assessed in primary schools using a variety of tests and other methods.

The study used a variety of sources to measure outcomes, including mother, teacher, and child reports (e.g., on child behavior), school records (e.g., achievement test scores, GPA), and state administrative records (e.g., receipt of welfare and other government assistance).

Beginning in 2006, Hogshead conducted personality tests on more than 100,000 people in a variety of fields and levels of professional achievement.