A Quote by Charles Best
Students who learn to collaborate and negotiate - on Capitol Hill, in the board room, in everyday life - will outperform peers who have higher test scores.
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I don't regard the fact that there's a disparity in test scores nearly as importantly as I do the need for diversity, because I know from long experience that test scores, though useful, are a very limited measure of things that matter in choosing students.
The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right? There are so many things that kids care about, where they excel, where they try hard, where they learn important life lessons, that are not picked up by test scores.
When teachers are forced to teach to the test, students get bored and genuine education ceases, no matter what the test scores may say… The examination as a test of the past is of no value for increased learning ability. Like all external motivators, it can produce a short term effect, but examinations for the purpose of grading the past do not hook a student on learning for life.
Scientific research and other studies have demonstrated that arts education can enhance American students' math and language skills and improve test scores which in turn increase chances of higher education and good jobs in the future.
If you improve education by teaching for competence, eliminating schooling, and connecting with students, the test scores will improve.
I think business has to be stupider. I want to do really straightforward, stupid business - just talk to me like a 4-year-old. And I refuse to negotiate. I do not negotiate. I can collaborate. But I'm an artist, so as soon as you negotiate, you're being compromised.
I opposed No Child Left Behind, I opposed the Medicare prescription drug bill, I opposed the Wall Street bailout. What the American people are starting to see is that Republican, Republicans on Capitol Hill get it and the Democrats, from the White House to Capitol Hill, just don't get it.
For teachers, getting annual test scores several months after taking the test and in most cases long after the students have departed for the summer sends a message: Here's the data that would have helped you improve your teaching based on the needs of these students if you would have had it in time, but since it's late and there's nothing you can do about it, we'll just release it to the newspapers so they can editorialize again about how bad our schools are.
A stuffy Capitol Hill hearing room differs quite a bit from the wide open, rural landscape of Louisa County, Va.
I travel a lot with my students. We go on the road and even learn about things like doing your laundry and managing your time. And maybe that's not on the test at the end of the year, but it's in the test of life and that's why my classroom is successful.
I don't know if anybody can second-guess what they will do on Capitol Hill.
While life is meant to test, challenge, and strengthen us, if we are attempting to negotiate the twists and turns and ups and downs of mortality alone, we're doing it all wrong. Mortality is a test, but it is an open book test. We have access not only to the divine text but to Him who authored it.
According to research, test scores improved by 17.3% for students regularly engaged in chess classes, compared with only 4.6% for children participating in other forms of enriched activities.
If there's one thing that 'No Child Left Behind' has proven, it's that more academics don't make for smarter children - or even higher test scores. And yet we somehow refuse to accept this reality.
I was always told that I was good in mathematics, and I guess my grades and standardized test scores supported that. My worst subjects were those that generally involved a lot of reading - English and history. So, having good test scores in math and mediocre ones in reading, I was naturally advised to major in engineering in college.
Researchers studied 34 students at the University of Virginia, taking them to the base of a steep hill and fitting them with a weighted backpack. They were then asked to estimate the steepness of the hill. Some participants stood next to friends during the exercise, while others were alone. The students who stood with friends gave lower estimates of the steepness of the hill. And the longer the friends had known each other, the less steep the hill appeared.
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