Jim Boeheim Quotes

Appropriate assessments are a crucial part of effectively educating students. But they only measure a narrow segment of what kids need to learn.

You can't just abandon accountability measures in schools... Educators want that because otherwise they can't identify achievement-gap issues for students.

I was told that I had to give grades to the students, which I wasn't particularly interested in doing.

Excitement in education and student productivity, the ability to get a result that you want from students, go together and cannot be separated.

We do recognise the need to move towards the publication of information showing the progress made by pupils from one stage of their education to another.

Paying teachers more improves student achievement.

We all know—not just from common wisdom but from hard research—that all children benefit from being in smaller classes.

As yesterday's positive report card shows, childrens do learn when standards are high and results are measured. —New York, Sept. 26, 2007

Whether you look at these recent PISA results, which we are mediocre at best, whether you look at a 25 percent dropout rate in this country, whether you look at, in one generation, we're not doing what we need to be doing to keep America great.

A top-quartile teacher will increase the performance of their class - based on test scores - by over 10 percent in a single year. ... That means that if the entire U.S., for two years, had top-quartile teachers, the entire difference between us and Asia would go away.

For decades, the public school system failed too many children, so we passed the No Child Left Behind Act and demanded schools show results in return for money.

In primary schools, I set two main objectives - to cut infant class sizes and improve literacy and numeracy.

As long as my sixth graders showed an average improvement of five years, the principal and district pretty much left me alone to create my own curriculum and teach whatever I wanted.

I think a lot of teachers feel like they're teaching to a test. Our response is you teach to a student, you really teach to the kid.

Common Core results finally give families an accurate barometer of whether our kids are mastering the skills they need to succeed in a knowledge-based global economy, early enough that we can intervene.

I have this rather amazing report which, roughly speaking, says I was the worst student the biology master had ever taught.

We have found that the most successful teachers in low-income communities operate like successful leaders. They establish a vision of where their students will be performing at the end of the year that many believe to be unrealistic.

With the enactment of the bipartisan No Child Left Behind Act, we have taken an important step toward achieving federal education policies that will allow students to learn and achieve at the highest possible level.

Here, class attendance is expected and students are required to take notes, which they are tested on. What is missing, it seems to me, is the use of knowledge, the practical training.

Although professors regard improving critical thinking as the most important goal of college, tests reveal that seniors who began their studies with average critical thinking skills have progressed only from the 50th percentile of entering freshmen to about the 69th percentile.

The higher the social class of other students the higher any given student's achievement.

Children from a given family background, when put in schools of different social compositions, will achieve at quite different levels.

Schools should be held accountable for results.

The single most important factor in determining [student] achievement is not the color of skin or where they come from. It is not who their parents are or how much money they have. It is who their teacher is.

Good tests can help teachers determine how their students are performing and identify the areas in which their students need assistance. Like an X-ray, however, tests can diagnose, but they cannot cure.