Student Progress Quotes

It is commonly said that a teacher fails if he has not been surpassed by his students.

You know, it's been proven that 35 to 40 hours a year with one-on-one attention, a student can get one grade level higher.

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.

Teachers can use technology-based assessments to inform their instruction. These assessments can quickly produce data and surface patterns that help teachers identify where students are faltering and intervene with targeted coaching immediately, before the student falls too far behind.

There's very little that's comparable to seeing the spark in a student's face when she gets something that she's been struggling with.

Well, any teacher or coach derives his greatest pleasure in their profession or their process when they see their pupil succeed, so I would say I definitely enjoy that part of the game.

All the students have shown more advance in two months of summer study than they have in a year of ordinary instruction, largely due to their free and wholesome life in the open air.

Scholarships that allow students to get a good education are important, but first we want to measure the progress that the schools are teaching our students, we want to hold them accountable for the progress, we want to hold the schools accountable for teaching the young people in America.

For the educational establishment... test scores are treated as indications of the extent to which the required ground covering has been done. ...as educationally significant. However, while they may be prognostic of a child's ability to get through school... they do not provide us with an appraisal of the child's progress in the long process of becoming a generally educated human being -- the advance made toward a more skillful, thoughtful, and cultivated mind.

I think it is most important for a teacher to play the pieces and studies that are being played by the student.

How do you know if you don't measure if you have a system that simply suckles kids through?

I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning.

Rarely is the question asked: Is our children learning?

The greatest teachers are the ones that turn a B student into an A student, or a failing student into a B student.

I would like to see every parent either directly - if they are comfortable with the technology - or through a personal tutor, being able to access real-time information about their child.

Repeating a grade needs to be the last resort, not an automatic response to a child who is struggling to learn.

Test scores and measures of achievement tell you where a student is, but they don't tell you where a student could end up.

When teachers stop learning, so do students.

I basically started playing violin at the age of six. That lasted about three years because my previous teacher died and the second teacher didn't really know how to successfully get me going.

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 biggest barrier we've seen to student progress is this: School policies and practices often prevent good teachers from doing great work and even dissuade some talented Americans from entering the profession. This needs to change.

I've certainly enjoyed doing clinic tours for larger audiences, but the most valuable teaching experience has been the hundreds of lessons that I've given where I can hear the students play.

In book subjects a student can only do a student's work. All that can be measured is how well he learns, rather than how well he performs. All he can show is promise.