Sentences with phrase «whether student test score»

An ongoing argument raging across the country over whether student test score gains are a fair way to gauge a teacher's skill has hit the courts.

These are just some of the questions that surround the issue of whether student test scores should be used to evaluate teacher performance.

The current debate among educational professionals and policy - makers is whether student test scores should (or should not) be one among a number of criteria by which teachers are judged.

Not exact matches

Remarkably, Jackson found that this simple noncognitive proxy was a better predictor than a student's test scores of whether the student would attend college, a better predictor of adult wages, and a better predictor of future arrests.

The calculated growth is determined by a New York State Education Department (NYSED) formula that factors in poverty, a student's prior test scores, whether a student has repeated a grade, whether a student is an English language learner or a student with disabilities.

Should the group decide that student test scores are invalid for rating teachers — and many Albany insiders expect that to be the case — it would be up to Gov. Andrew M. Cuomo and lawmakers to decide whether to rescind a state law that now links scores and evaluations.

ALBANY — A drive to repeal New York's legal requirement basing teacher job ratings largely on students» state tests scores ignited debate Monday over the question of whether repeal could mean «double testing» for students.

He says the commission should also look at changing a new requirement that 144 struggling schools in danger of state receivership be judged by their students» test scores and whether or not they opt out of the tests.

The findings held true for all students, regardless of whether they appeared likely or unlikely to attend selective schools, as predicted by student background characteristics such as race, gender, socioeconomic status, and pre-college test scores.

Others, however, question whether a greater reliance on video games is in students» best interests, indicating there is little proof that skillful game play translates into better test scores or broader cognitive development.

Test - Stressed Out: Strategies for Improving Attitudes, Scores Whether it is simple butterflies or a severe case of «test anxiety,» students can feel overwhelming pressure to succeed on high - stakes teTest - Stressed Out: Strategies for Improving Attitudes, Scores Whether it is simple butterflies or a severe case of «test anxiety,» students can feel overwhelming pressure to succeed on high - stakes tetest anxiety,» students can feel overwhelming pressure to succeed on high - stakes tests.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

But their strongest evidence comes from analyses that identify students who took one of those courses online and the other in person, and ask whether a given student's 10th - grade test scores were higher or lower in the subject he or she took online.

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.

Assessment is at the heart of education: Teachers and parents use test scores to gauge a student's academic strengths and weaknesses, communities rely on these scores to judge the quality of their educational system, and state and federal lawmakers use these same metrics to determine whether public schools are up to scratch.

Our research sought to examine whether schools that have demonstrated success in raising test scores also boost students» fluid cognitive skills — either as a byproduct or perhaps as a principal pathway for improvements in test scores.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

The extent to which a school is above or below that line indicates whether the average test - score improvement among its students has been greater or less than would be predicted based on their fluid cognitive skills.

Yet there are surprisingly few studies that make this link explicitly, and none that ask whether schools that respond to accountability pressure by increasing students» test scores also make those students more likely to attend and complete college, to earn more as adults, or to benefit in the long - run in other important ways.

Restricting the study to those students for whom baseline test scores are available affords a check on whether the lottery worked as intended and whether any problems arose downstream.

No matter whether students enter a middle school in the 6th or the 7th grade, middle - school students experience, on average, a large initial drop in their test scores.

We don't yet know whether the troubling slide in test scores for middle - school students persists through the end of high school, a question that is certainly worth studying.

Commentary on «Great Teaching: Measuring its effects on students» future earnings» By Raj Chetty, John N. Friedman and Jonah E. Rockoff The new study by Raj Chetty, John Friedman, and Jonah Rockoff asks whether high - value - added teachers (i.e., teachers who raise student test scores) also have positive longer - term impacts on students, as reflected in college attendance, earnings, -LSB-...]

The scores used to determine whether students demonstrated proficiency on the test were set too low, resulting in unexpectedly high passing rates for the state's elementary and middle school students.

Test scores may tell us something about whether a student will graduate from college, get a job, and so on.

The day after I receive the results of their multiple choice tests, whether they are scantron, peer - scored, or teacher scored, the students know that we will begin embarking on a series of what I call «lesson trails» to create a formative packet that becomes both evidence of their learning and a resource for their future test preparation.

That data ties back to other academic records, including what classes students took in high school, their grades and test scores, and whether they dropped out.

Up to eight states would be authorized to conduct demonstration programs testing whether state control of Head Start actually leads to better coordination of preschool programs, greater emphasis on school readiness, improvement in poor children's preschool test scores, and progress in closing the achievement gap between poor and advantaged students.

Specifically, I examine whether the results change when I adjust my results to account for differences in student characteristics, including prior (age 7) test scores; gender; eligibility for free lunch; special education needs; month of birth; whether first language is English; ethnic background; and census information on the home neighborhood deprivation index.

But it is precisely the focus on teacher evaluation — and whether it is connected to student test scores — that is at the center of the most hotly contested education policy debates.

Specifically, I examine whether the effects on age - 11 test scores can be detected when the students are tested again at age 14, three years after the students have left the primary school.

Student factors include prior test score, gender, ethnic background, parents» education, income and economic activity, and whether the family receives government benefits.

We further tested to see whether a one - student reduction in class sizes would increase TIMSS scores by just one point, or 1 percent of an international standard deviation.

So the next time someone asks me why it matters whether students go to art museums or see live theater, I can tell them that there is at least as much rigorous evidence showing the long term benefits of cultural activity as there is for interventions designed to boost standardized test scores.

As part of the settlement, Disability Rights Advocates, the civil - rights organization that had represented Breimhorst, and the College Board, the consortium of colleges that owns the SAT, agreed to jointly appoint a panel of «experts» to study whether scores on the SAT should continue to be flagged when students take the test with extended time.

The chief issue confronting the panel was whether the scores of students taking the test under standard conditions and with accommodations are «comparable» — in other words, whether they have the same weight and meaning and predict freshman GPAs with the same degree of accuracy.

In the end, our analysis of charter school effectiveness is based on the experiences of only those students for whom we observe annual gains (whether positive or negative) in test scores at least once in a charter school and at least once in a traditional public school.

Like you were working as hard as possible but then not getting the results, whether in the form of student engagement, test scores, and / or learning gains.

If your students do not find summative test scores reflective of the extent of their learning, help them recognize other ways that you have seen them demonstrate their learning about the topic, whether through group work, projects, discussions, homework, or even the questions they ask.

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

In order to determine the effect of scholarship - induced private school competition on public school performance, we examine whether students in schools that face a greater threat of losing students to private schools as a result of the introduction of tax - credit funded scholarships improve their test scores more than do students in schools that face a less - pronounced threat.

(We note that we've also investigated whether school - level SES is related to the SES gap in kindergarten readiness rates, and, as with test scores, there is no relationship between the SES of the overall student body of a school and the SES gap in kindergarten readiness.)

Scores on AP tests are a stronger predictor of whether students are likely to complete college than SAT and ACT scores are, but AP scores are not as strong a predictor as high school gScores on AP tests are a stronger predictor of whether students are likely to complete college than SAT and ACT scores are, but AP scores are not as strong a predictor as high school gscores are, but AP scores are not as strong a predictor as high school gscores are not as strong a predictor as high school grades.

Specifically, we look to see whether test scores showed greater improvement in the wake of the new policy for students attending public schools with more (or more varied) nearby private options that suddenly became more affordable for low - income students than did scores for students attending schools with fewer (or less varied) potential competitors.

She says, «Whether they like to admit it or not, college prep schools often are greatly affected by AP exam scores, SAT test scores, and the number of students they can place in prestigious universities.»

That is, we compare students with the same demographic characteristics, the same test scores in the current year and in a previous year, the same responses to the surveys for other social - emotional measures collected by the district, and within the same school and grade, to see whether students who look the same on all of these measures but have a stronger growth mindset learn more over the course of the following year.

A study of 1,450 Virginia secondary schools, published this month in Psychological Science, suggests that students» scores on state tests may be partly a function of where they live, how poor their classmates are, and whether they have access to competent teachers.

Researchers Daniel M. Koretz and Mark Berends drew from two nationally representative surveys of students to see whether increases in mathematics grades between 1982 and 1992 bore any relationship to changes in standardized - test scores over the same period.

Scores on the SAT and ACT tests are not good predictors of whether students are likely to graduate from college.

I was one of the two psychometricians on the panel that advised the College Board on the issue of whether the SAT scores of disabled students who take the test with accommodations should be «flagged» (see Miriam Kurtzig Freedman, «Disabling the SAT,» Feature, Fall 2003).