Student Performance Quotes

I was a good but not super serious student until about 10th grade, until I was about 14 or 15. Then I started to realise how competitive the world is. I started to meet kids who were more high-performing.

Definitely, in any teaching situation, there are the clueless students; then there are the ones who get it a little quicker.

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.

The Common Core State Standards are more rigorous standards than the great majority of states had in place previously.

You can't improve what you can't measure, and liberals have resisted any kind of meaningful measurement of success in the classroom for decades. Instead of focusing on the three R's, liberals have thrown up a barrage of silly things designed to distract us all from their awful stewardship of the schools.

I excelled in English while I was at school.

I've taught statistics, math courses and what I've found is that often if you teach them algebraically the formulas, you'll have one group of kids doing well.

As a 9th grader, I competed with the high school kids and out of 600 people, I finished 10th.

The best students always are flunking. Every good teacher knows that.

Research shows that there is only half as much variation in student achievement between schools as there is among classrooms in the same school. If you want your child to get the best education possible, it is actually more important to get him assigned to a great teacher than to a great school.

No one expected a first year engineering student to build the perfect bridge.

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.

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

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.

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.

The No Child Left Behind Program was an incentive to the schools to get their kids up to snuff on math and science and reading.

Children whose parents return to study do much better at school. Offenders who persist with studies are much less likely to reoffend. The national mental health strategy recognises the important role adult learning can play for people recovering from mental illness.

If we're going to have standards in schools, let's be honest and have standards.

One thing is for sure: most of the people admitting candidates to universities for technical subjects are pretty dissatisfied with the level of math education.

I was a really good student, first, second grade, third grade, and then fourth grade a little bit. And then I don't know what happened. I became a very terrible student. I wish I took it more serious.

I don't think anyone can accept us being 51st in the country dealing with fourth-grade math scores and reading scores in the fourth and sixth grades that are close to the bottom. That's not acceptable. It's not acceptable to the people of Alabama.

You could argue that [the decline of public schools] is one of the major disasters in our lifetimes. We took one of the greatest successes in the history of the earth and turned it into one of the greatest disasters in the history of the earth.

Studies show American students are becoming less proficient in math. Experts say we should have seen this coming, but nobody could put 2 and 2 together.

There has to be a consequence to failure. Schools in the inner cities cannot be told, 'Oh, we want you to teach every child to learn how to read and, incidentally, if you fail to do that there's no consequence,' .. There has to be a consequence to failure, and the Title I money needs to follow the child.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.