Sentences with phrase «academic indicators include»

Not exact matches

Over the past several years Florida has attempted substantial reforms of its struggling public school system, the fourth - largest in the country and one that consistently ranks close to the bottom on academic indicators, including high - school graduation rates and scores on the National Assessment of Educational Progress (NAEP).

There is a strong desire to expand beyond just academic indicators — including a measure of growth is very important — but including things that are not direct learning outcomes and focus more on environment and other input measures blurs the vision on what we want students to know and be able to do.

ESSA also requires state accountability systems to include «a measure of student growth, if determined appropriate by the State; or another valid and reliable statewide academic indicator that allows for meaningful differentiation in school performance.»

ESSA requires state accountability systems to include an indicator of academic achievement «as measured by proficiency on the annual assessments.»

In addition to four academic indicators, the Every Student Succeeds Act (ESSA) requires state accountability systems to include one other indicator, such as student engagement, educator engagement, access to and completion of advanced coursework, postsecondary readiness, or school climate and safety.

At least one indicator of school success or student support — such as attendance, school climate, or access to AP or other advanced coursework — must be included in measuring school performance (though academic factors must still make up at least half of all indicators for accountability purposes).

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succAcademic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succacademic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

The «Secondary Academic Indicators» include a bunch more value added metrics (test scores), college admissions test participation rate, dual enrollment credits, industry credentials, honors diplomas awarded, AP participation rate, AP score (more test scores), IB participate rate, IB score (more tests), College / Career - Ready Assessment (another test?)

«Measuring Up» covers several key indicators of the state of higher education, including academic preparation for college in high...

States must use the same n - size for all accountability purposes, ensuring that a different n - size can not be selected for including English learners in the English language proficiency indicator than for the Academic Achievement indicator or Graduation Rate indicator.

ACCOUNTABILITY: Starting in 2017 - 18, the new accountability system, in accordance with ESSA, will include academic and school quality / student success indicators.

The nine categories include: goals, standards and assessments, accountability indicators, academic progress, all students, identifying schools, supporting schools, exiting improvement status, and continuous improvement.

I was encouraged this week to learn that ESSA — the new American education law — that replaced NCLB includes language that opens the door beyond academic testing to include «multiple measures of student learning and progress, along with other indicators of student success...» Education Week notes that sprinkled throughout the law are references to an instructional strategy that has enormous potential for reaching learners with diverse needs.

The new CA Dashboard is multi-measure and includes not only academic indicators (i.e. SBAC, grad rates) but also indicators of student climate (i.e. suspension rates).

View data — state assessments, national assessments, local measures, including both academic and behavioral indicators — from multiple disparate systems to provide real - time insight, and enable action to be taken when needed.

Pennsylvania's proposed indicators for federal accountability include a greater emphasis on academic growth, career readiness benchmarks, chronic absenteeism, and extended - year graduation rates for federal accountability purposes.

Under ESSA, state accountability plans have to include four academic indicators.

In 2005, Governor Rick Perry passed an executive order that provided for the creation of a system of college - readiness indicators, including the reporting of education remediation rates among college students and the creation of an electronic academic records system to facilitate the transfer of high school transcripts between school districts and between districts and institutions of higher education.

The federal law that replaces the No Child Left Behind Act requires states» accountability systems to include at least one «nonacademic» indicator of «school quality or student success» that «allows for meaningful differentiation in school performance» and «is valid, reliable, comparable, and statewide» alongside academic data (Ujifusa, 2016).

Students who completed social - emotional learning interventions fared better than their peers who didn't participate on a variety of indicators — including academic performance, social skills, and avoiding negative behaviors like drug use, finds the analysis, which examined follow - up data from dozens of published studies on specific interventions.

Eight schools in the east Denver area — including Denver Discovery School, Hill Campus of Arts and Sciences and George Washington High School — did not meet expectations for academic gaps, but none lost a green rating based on the indicator alone.

Each state's accountability plans need to include four academic indicators as well as a fifth indicator that may come from a group of suggested areas that include school culture and climate as well as student and educator engagement.

The fifth indicator, vaguely titled «other academic indicators» is 10 % and includes graduation, promotion, and attendance rates.

These provisions require school districts to compile and include on school report cards various career - ready indicators and include «success sequence» information in academic and career planning services.

States will now have the responsibility of designing an accountability framework incorporating and giving the most weight to academic factors, including student performance on state assessments and high school graduation rates, in addition to state - chosen indicators of school quality or student success, which can include measures of educator engagement and school climate / safety.

Department officials said that while Delaware's plan includes science as an academic indicator, it appears to include only reading and math as indicators.

Together, results from these three assessments will be included along with at least one other academic indicator chosen by the state to count more than other indicators in statewide accountability systems.

States are required to establish new accountability systems that include annual test scores, graduation rates for high schools, an additional academic indicator for pre-secondary schools and a measure of how well English learners are achieving proficiency.

In addition, for the first time, the 2018 school profiles include a «High Academic Growth» indicator for 54 public district and charter schools that have significantly exceeded the norm for academic growth over the most recent three - year period in both math and English language arts (ELA) on the Pennsylvania Value Added Assessment System Academic Growth» indicator for 54 public district and charter schools that have significantly exceeded the norm for academic growth over the most recent three - year period in both math and English language arts (ELA) on the Pennsylvania Value Added Assessment System academic growth over the most recent three - year period in both math and English language arts (ELA) on the Pennsylvania Value Added Assessment System (PVAAS).

May a State include other measures within the Academic Achievement indicator, such as achievement on the State's science assessment?

A State may, however, include other statewide achievement - related measures, such as results on statewide science assessments or student growth for elementary and middle schools, as an Academic Progress or School Quality or Student Success indicator.

The only measures a State may include within its Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and B - 15).

Indicators of academic achievement included test scores, grades, academic awards and honors, and observations of education professionals.

Academic and engagement - related indicators of readiness include student performance with respect to attendance, credit accumulation, course performance (grade point average and demonstration of proficiencies in context), performance on summative assessments, competitive course - taking patterns (Advanced Placement [AP], International Baccalaureate [IB], and career technical education options), and course completion.

In addition to academic achievement, the index includes a first in the nation — the use of social, emotional learning and school climate indicators.

Historically, indicators including academic proficiency rates and graduation rates have widely varying performance from school to school, while indicators such as attendance rates typically have the same performance across all schools.

And although some of the measured academic differences to peers without preschool do shrink over time, there is strong evidence of meaningful, long - term positive impacts of preschool on important indicators including high school graduation, health, employment, crime, and other outcomes.

The state board will also provide guidelines districts can use as they collect data for local indicators, including information that reflects parent engagement, implementation of the new academic standards, and the availability of quality educators, instructional materials and facilities.

2 Title IV, Part F, Subpart 2 — Community Support for School Success Full Service Community Schools program The bill also contains provisions that advance the community schools strategy, including the requirement for indicators beyond academics in state and district accountability systems; supportive programs including Promise Neighborhoods and 21st Century Community Learning Centers; and a new set of tools and resources to boost results - focused school - community partnerships for young people's success, including integrated student supports, needs assessments, and professional development for educators to work more effectively with families and communities.

The new system centers on six state indicators, increases the state's focus on equity, and includes valuable measures of both academics and a school's learning environment.

«While academic outcome indicators are important, it is equally important to include indicators of student and school conditions that predict outcomes, so that educators have information to use for diagnostic purposes and improvement decisions,» she wrote.

Participants will be representative of the characteristics and diversity of student bodies, including those students identified through early warning indicators (e.g., at risk of losing academic progress, becoming disengaged from school, etc.).

Participants will be representative of the characteristics and diversity of student bodies, including those students identified through early warning indicators (e.g., at risk of losing academic progress, becoming disengaged from school).

CEA believes this «other» 22.5 % should include non-standardized multiple indicators of student academic growth.

For elementary and middle schools, these indicators must include: test scores in Reading and Math, English language learner proficiency, at least one academic measure (such as a growth goal), and one non-academic measure.

Under ESSA, states must hold schools accountable for student performance in English / language arts (ELA) and mathematics, plus a second academic indicator, which could include:

Students who completed social - emotional learning interventions fared better than their peers who didn't participate on a variety of indicators — including academic performance, social skills, and avoiding negative behaviors like drug use, finds the analysis, which examined follow - up data from dozens of published studies on specific interventions.

The Every Student Succeeds Act (ESSA) requires state accountability systems to include indicators of «school quality and student success» in addition to indicators of academic outcomes.