Statistical Data Report

With this information, a region of schools can compare their results and figure out how well a region is doing in comparison to other regions. However, this is not completely valid due to the difference in assessment in each region. Therefore, they cannot be accurately compared to other regions because of this difference. (Costa and Kallick, 1995)

This article is about how using standards and assessments do not fully measure the educational quality of the students. It also suggests that the standardized assessments promise something that is not possible with all students. It is important to keep the standardized assessments simple and not go to deep into each subject.

Wrotham School’s performance is judged not by the amount of profit it generates, but by the level of education its pupils leave with. The method used to measure this are A level and GCSE results.

Like the use of teacher evaluation tools like VAMs or standardized testing, the United States is attempting to diagnose academic achievement through the use of standardized testing. As explained by Gratz, “Standardized test scores accurately measure student achievement and [this] constitutes for the full range of goals we have for students.” (78). Disengaged politicians have taken the forefront in determining what the expectations of the education system should be, but the actual application falls

The data provided can provide a comparative analysis for states, districts, schools, teachers and parents to use as a measurement of a student’s knowledge at the time of testing, which can benefit the learning and assist in using the information to identify areas of concern in the students learning. The data can be one part of the whole looking at the student and monitoring for areas of weakness and strength in the students’ academic studies. Additionally, these tests provide a system of accountability and data collection. Which applied in this framework is useful as a tool to evaluate students’ progress, identify gaps and what an intentional teacher could use to assist student education (Alber, 2017). An additional use of the standard test information, suggested by Alber (2017) is to use the information to assess how you can group students in a way to promote and guide classroom learning and teaching, optimizing differentiation in the classroom. Instead of using high-stakes standardized tests to determine effectiveness, which has the potential of educational systems being influenced to spend more time teaching to the tests, versus teaching individual students according to their need, time devoted to using the gathered data more efficiently could occur. Such a shift would minimize

Measuring student achievement can be difficult because no source of information is strongly accurate. Even standardized testing, which is widely considered a good source, cannot take into account those who struggle with that type of assessment. In addition, they cannot be used when looking at their school’s impact, because their previous schools have effects on their learning as well (Stevans 171).

seven to twenty points higher than public school students among three different age groups on standardized exams. Thus, the score gap among Catholic and public school students has widened ten points since 1978 (NCES 2012:43). Evidently, these statistics indicate that while public schools have made significant gains with racial and gender gaps over time, they continue to achieve at lower rates than private schools.

In the U.S. today, there is a great deal of emphasis being placed on children passing the many standardized tests that have been imposed. By means of standardization, education can now be weighed and have its progress tracked. The performance of students is now a matter of numbers and statistics.

The recently published research work by the Royal Economic Society showed that a large number of low achieving pupils in class had negative impact on the bright children’s performance. The data about mixed ability classroom was released by Ofsted, after question by conservative MP for Kingswood. The data shows that in English state schools, 55 per cent of all lessons, taught to children in mixed ability classroom. The Ofsted inspectors observed 22,834 lessons in 2010/11. Only 45 per cent of these lessons employed some kind of ability setting. The number of streaming or setting ability decreased from 47 in 2000/1 to 45 per cent in 2009/10 (Patron, G. 2012).

The researchers gathered data from two school districts within the local area. A corresponding control sample of 300 students

Under-achieving, or "coasting" schools are to be targeted for improvement (of their exam results), if they have fallen below the expected level for three years. This will involve schools having to undergo assistance from education professionals (Department for Education, 2015) , and undoubtedly having to face increasing pressure from the government. Those who will be most affected by the measure however, are of course students. They will in turn be required to study and work harder than ever, as well as perform well in their examinations, in order to improve the overall results by which their school is judged. Yet as Elwood (2012) states, 'what tends to be of less centre stage [in this research] is a focus on students' perspectives and the impact of such policy proliferation on their experiences and outcomes' (Elwood 2012:2). The impacts of testing- the imposed stress and pressure placed upon students to do well in their assessments, is of utmost importance. Although the effects of persistent testing may not always be seen openly, it does leave many concerning issues to be addressed, such as students being fearful of academic

In 2012, Students who graduated from religious and independent schools surpassed the test’s college readiness benchmark score in English, compared to 64 percent of graduates from public schools. The share of students who met the benchmark scores in other subjects was also higher in private schools (CAPE,

Richard J Wilson Elementary School has 576 students. The population consists of a student body that is 96.5% Hispanic, 0.9% African American, 2.4% white, and 0.2%. The school employs 33 teachers that have been with the school an average of nine years. Altogether, the teachers average 10 teaching years of experience. The student-teacher ratio is 17.3 students for every teacher. The special education division has two assistant teachers. In addition, the elementary school also employs five education aids (Har,2016) Due to the high density of the Hispanic population, I expected to find a higher percentage of English Language Learners (ELL’s). The percentage found of ELL’s was 69.4%.

Statistical data analysis was performed using programs MATLAB R2012b or R2014a and was conducted at 95% confidence level. Amino acids in the hair protein were determined using the relative peak areas and the concentrations were determined from a calibration curve from liquid injections of standard amino acid solutions of GC/MS analysis [8]. Also, ANOVA (one-way analysis of variance) was used to compare the mean concentrations of each amino acid between the case-control study groups. The F-test that is used in ANOVA is used to determine the variability between group means is larger than the variability within groups. It can be concluded that not all the means are equal if the ratio is very large [5]. Rashaid et al. detected 4 amino acids

2) For this nation all schools should be have quality so that students from urban and rural become productive members.