In online learning environments, it is often hard to tell whether a student is struggling. By the time test scores are lagging, it's often too late - the student has already quit.

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.

Increased physical activity during the school day can help children's attention, classroom behavior, and achievement test scores. Meanwhile, the decline of play is closely linked to ADHD; behavioral problems; and stunted social, cognitive, and creative development.

The world is a bell curve. Classroom test scores, employee performance in a company or how many people really, really like you. No matter the population you're studying, they always fit neatly across the standard deviations of the famous bell curve.

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.

Republicans believe that tax cuts can build buildings, all sorts of miraculous things. A lot of Democrats and liberals believe that spending more money in a school is going to up the test scores, no matter how much evidence there is that it won't, or hasn't.

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.

California is the highest-tax state in the nation and has been for a long time. It has the highest-paid teachers in the nation, by far - $400 a month more than New Jersey - and yet California is the third lowest state on test scores for fourth and eighth grade English and math in the nation, and has been at the low level for a long, long time.

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.

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.

It's important to underscore that it is not mediocre test scores that have caused the major problems in the U.S. It has been unnecessary wars, ranging from Vietnam to Iraq, and unfair financial practices on Wall Street. And these were brought about by 'the best and the brightest,' many of whom were educated at my own institution.

Asian American success is often presented as something of a horror - robotic, unfeeling machines psychotically hellbent on excelling, products of abusive tiger parenting who care only about test scores and perfection, driven to succeed without even knowing why.

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.

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'm not a policy oriented person. I'm constrained to what I study. But educational policy has not yet taken adequate note of the whole child. Kids are not just their IQ or standardized test scores. It matters whether or not they show up, how hard they work.