Sentences with phrase «very high test scores»

The schools had very high test scores and they rated as the most challenging in the nation.

I've already seen at least one post from a teacher of «gifted» students, complaining that she now has a negative value added measure because her students started the year with very high test scores.

Not exact matches

Both the High Veg Pots and Soup & Dippers achieved outstanding scores when tested with consumers, which is very promising for retailers as only 10 % of new products achieve this rating.»

The hottest variety tested was a chocolate habanero with a rating of more than 300,000 Scoville Units, a very high score.

Your allergist will likely prescribe an epinephrine autoinjector for your child if your child has experienced anaphylaxis, has scored very high (4 +) on a skin prick allergy test or Immunocap RAST blood test to a specific substance or is believed to be likely to experience anaphylaxis in the future.

The type of learning you're describing, with open classroom discussion, a lot of choice for students, inquiry - based learning, projects, it seems at odds with the kind of call - and - response, very teacher - directed style that you see at a lot of so - called «no excuses» charter schools that produce high test scores with disadvantaged populations.

All our four study groups had test scores very close to the average, which is reassuring — and shows the high validity of the study.»

Scoring very high on intelligence tests also has been linked to good mental health.

Individuals are only included in the findings if they scored «high» or «very high» on the various domains during both tests.

The groundswell of community support for the school helped create and maintain what is now the most ethnically and socioeconomically diverse school in the district, with consistently some of the highest test scores — and very little teacher or student attrition.

Sommers notes that in intelligence tests, the normal distribution for boys spreads out wider at the tails than for girls — more scores at very high and very low levels, which is consistent with what President Summers was suggesting.

The standards are still very much alive; cut scores are dramatically higher than ever; school - level comparability is largely a lost cause; and the quality of what matters the most — the tests and the classroom instruction — remains mostly unknown at present.

But Dunbar says that when you get down to measuring the ability of students at Dallas's Woodrow Wilson High School, for example, where you're comparing this year's ninth graders to last year's, accountability test scores are not very useful.

For example, voters from precincts with lower test scores might respond more strongly when test scores improve than do voters from precincts with test scores that already were very high.

(Sometimes the calls to parents are supplemented with teacher calls to students) These parent relationships seem to be linked to very high parent - satisfaction ratings, and in turn we have thought those were related to our high test - score growth.

Standardized test scores for these schools are high compared to the national average and very high compared to schools with similar students.

In this era of high - stakes testing, be wary of score inflation; improvements in scores, particularly very large and rapid ones, may be illusory.

In 2007, Hidalgo Early College High School created the Success Initiative Academy for students who continually scored low on the yearly Texas Assessment of Knowledge and Skills (TAKS) test, providing separate teachers and very small classes for these students most at risk for dropping out.

Each of these results is statistically significant at a very high level, meaning that we can be highly confident that the test - score gains made by schools facing the actuality or prospect of voucher competition were larger than the gains made by other public schools.

Studies suggest that 1:1 programs slightly improved students» writing and seemed to improve students» skills in using digital tools; there was some evidence that 1:1 programs very slightly improved students» scores on high - stakes tests.

Urban charter schools have an incredible track record of increasing student achievement, while increasing school funding by as much as 10 % yields very modest test score effects, and these effects come at a very high cost.

All three studies achieved very high response rates on all data collections, whether teacher surveys, classroom observations, collection of teachers» scores on college entrance exams or precertification exams, student achievement tests, collection of student data from district administrative records, principal surveys, or interviews with program officials.

If I had to bet on which intervention is most likely to work at scale, I'd be inclined to bet on a massive data set that found positive effects on test scores rather than a very narrow data set of three studies where only two study found higher degree attainment.

That's perhaps a clue that even if you could magically get low - income children in other countries to do as much homework as their high - income peers, as the OECD researchers are suggesting, you might not raise their PISA test scores very much.

They also show that American student test scores are generally in the middle or in the top third but not at the very highest levels among the world's nations.

There is always a big hullabaloo when American students score average on international tests, but the fact is that American kids in very low - poverty schools score as high or higher than anybody else on the planet.

That's a very high number, surpassing the average white test score of Massachusetts by 16 points.

Still, there would not be compelling evidence that national standards produce optimal outcomes; economic growth, as well as personal fulfillment, could very well require an education focused on much more than just high test scores.

Positions long held by MORE, like strenuous opposition to high stakes testing and the use of VAM growth scores to evaluate teachers, were until very recently considered by the power structure to be extreme.

Effectively, this would make NAEP a moderately high - stakes test as states align their tests to it, and that would eliminate the NAEP as an effective independent, neutral monitor (this refers to the test and the scaled scores, not to the very flawed and misleading «levels»).

We in CT have some very wealthy areas where students score extremely high on tests - higher than students in many other states - which creates a wider gap between low poverty and high poverty students.

«Using standardized test scores to make high stakes decisions about teachers, and therefore schools, is very problematic,» Caputo - Pearl said.

As the numbers of students scoring in the very high ranges of APTS were, naturally, significantly smaller than those scoring in the mid and low ranges, the sample size was expanded by the inclusion of highly gifted students who had been tested at GERRIC's clinic, which specializes in the assessment of intellectually gifted children and adolescents.

Some of the highest scoring nations on the digital tests don't use computers very much at school.

In the reading test, a raw score of 35 equates to a scaled score of 111, and only 22 out of 50 needed to reach the national expected standard, that doesn't seem to be of a very high standard, can anyone advise as to why this is?

The Black homeschool children's high achievement test scores were very remarkable.

The reason we in the US can not fire our way to the high test scores in Finland is because Finland has a very low child poverty rate — which is why their students have such high test scores.

New Jersey teacher, Rutgers graduate student, and blogger Jersey Jazzman deftly explains that even when New York set its cut scores to a very high level, the distribution of scale scores on the state exam barely moved, and that is because the decision to place cut scores is independent of how students do on the test itself and of how schools and districts and states compare to each other.

If a test does not contain a wide range of items, it will artificially limit the scores of very low and very high - performing students.

A majority (59 %) also say they are very concerned that students in lower - income areas are less likely than other students to be ready for college when they finish high school, and half (51 %) say they are very concerned that English Learners score lower on standardized tests than other students.

What is clear is that charter chains like Success Academy, which boast very high scores on state tests and very little tolerance for even mildly divergent behavior, are pleased since they will no longer have to bother with new teachers who have actually learned to teach and have existing teaching experience and knowledge of pedagogy.

When I taught in a school with mainly affluent children, the test scores were very high (above the 85th).

To put it simply, statistical analysis shows that specifically, the population of students who are socioeconomically disadvantaged and students who are English Learners have very high correlation with ELA test scores.

Despite the painfully bad educational outcomes in many public schools in ghettos across the country, there are also cases where charter schools in the very same ghettos turn out students whose test scores are not only far higher than those in other ghetto schools, but sometimes are comparable to the test scores in schools in upscale suburban communities, where children come from intact families with highly educated parents.

Auditors recognized the difficulty of increasing test scores when scores are already very high.

I would also add that for high schools, I believe the CAHSEE (an 8th grade level test) was also very heavily weighted, and a number of schools gamed their scored by doing lots of CAHSEE prep, and thus ensuring their 10th and 11th graders could pass 8th grade material with proficiency.

Victory Prep (Commerce City)- has some of the highest overall SAT scores for any high school in Colorado and does very well by low - income and Latinx students with state and college readiness tests.

«When you look at my test scores through the years, they're very high.

The 2015 sienna scored very high on government and Insurance Institute for Highway Safety crash safety tests, as well as tests for whiplash protection.

Although the first Forte was generally a good car that also boasted strong crash test scores, the more refined second - generation version propelled this Kia to high honors in a very competitive class.