Sentences with phrase «other achievement measures»

Other achievement measures include the English learner reclassification rate, the percentage of students in a school who pass Advanced Placement exams and the percentage of students who graduate college ready.

All of the models being assessed by the pilot must rely on student test scores and other achievement measures for up to half a teacher's grade, from «ineffective» to «highly effective.»

Not exact matches

Going forward, our early achievement in building a reporting infrastructure will make it possible for the partners to continue to track and measure their spend with women - owned businesses and other underutilized groups of suppliers.

People share their successes because somehow we've learned that our achievements need to be measured by how other people respond to them.

After all, when we offer a person (in reality) demotion to the level of the lowest, no measure of achievement, and approval only from the poor — all for the sake of life - giving community to others ---- we are making the same offer a Certain Man made to all of us 2,000 years ago.

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

Each year public school children are subjected to standardized tests to measure their achievements in comparison to all other public - schooled kids.

Among the large number of available studies measuring developmental achievements in relation to diet, no suggestions are ever made of any intellectual or other neurological detriments associated with absence of formula supplements or human milk fortifiers, even when there is slower premature infant growth.

This achievement has emboldened Trump to claim that other American companies that move jobs overseas and then export back to the U.S. will face 35 per cent tariffs, but pushing through such measures will be dangerous, if not difficult.

Whereas, New York State is a leading voice for women's equality and has raised that voice in action through such significant achievements as passage of the historic «Women's Equality Agenda» in 2015 - eight laws that advance women's equality in New York State by helping to achieve pay equity, strengthen human trafficking laws and protections for domestic violence victims, and ending pregnancy discrimination in all workplaces; other measures further safeguard and promote women's interests and help improve their status in settings where they live and work; and

This is a «substantial achievement» noted NAO head Sir John Bourn, who says Britain is ahead of other countries in measuring and understanding benefit fraud as a result.

The cap on local property tax increases has been a signature economic achievement for Gov. Andrew Cuomo, who often cites the measure that passed in June 2011 alongside his other legislative victories.

Rather than outline performance measures and other achievements — which we are eager to do at any time — please let me share just a few of these testimonials from real people whose lives are better because Erie County funds a Library System that makes a genuine difference to them and to their families:

«If we're saying that the only thing that's a valid measure of student achievement is a test score, versus all the other work they do, it's going to be a sad day for the students of New York state,» Mulgrew said.

Among other achievements, his group has used the response of electrons to measure the electric field of a laser's ultrashort pulses and display the waveform, much like displaying a radio - frequency wave on an oscilloscope.

The Planetary Sciences Group has now been able to study and measure the phenomenon and, among other achievements, establish its rotation period.

Overall, Canada performs well in student science achievement relative to other countries as measured through the OECD's Programme for International Student Assessment (PISA)(OECD, 2016).

The one - rep max is the ultimate measure of strength and a symbol of success and achievement, so it's no wonder we judge ourselves and others by it.

Since tests can include cultural bias and handicap those with different languages and cultures, we need to look at assessment as a holistic approach that includes performance tasks, portfolios, achievement scores, creativity tests, and other measures.

Measures of school performance based on carefully constructed comparisons of student achievement growth, and other important outcomes, such as high - school graduation and college enrollment rates, require student - level data that are not publicly available.

School Wastage Study - National Absenteeism in Armenia «The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resources.

On the other hand, we did not meet our goal to shrink by a significant margin the achievement gap (as measured by state - level standardized tests) as was our hope.

We can't fix the limits of math and reading achievement tests by adding mandatory «grit» surveys or other measures.

A new movement is trying to refocus admissions away from purely individual academic achievement and toward something you can't measure with SAT tests or resumes padded with public service points: real concern for others and the common good.

He adds that the OECD's programs have a key role to play «in the achievement of — and measuring progress towards — SDG 4 and its targets, as well as other education - related SDG targets.»

◦ Student achievement and growth as measured by the statewide assessment and other measures for non-tested grades and subjects.

As a result, in the past decade researchers have grown interested in ways of measuring and comparing the gains in academic achievement that a school or teacher elicits — in other words, a school or teacher's «value added.»

Diane Ravitch's The Death and Life of the Great American School System, Linda Darling - Hammond's The Flat World and Education, Richard Rothstein's Class and Schools, Daniel Koretz's Measuring Up, Tony Wagner's The Global Achievement Gap, and Deborah Meier's In Schools We Trust, among many others, are notable for their opposition to incentive - based reforms.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

Instead, the measure is likely comparing that student to others in his «norm group» — students with like characteristics such as level of achievement, age, and so forth.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

and (ii) twenty percent shall be based on other locally selected measures of student achievement.

The fundamental challenge to measuring the impact of school leaders is separating their contributions from the many other factors that drive student achievement.

In other words, qualitative differences among teachers have large impacts on the growth in student achievement, even though these differences are not related to the measured background characteristics or to the training teachers have received.

Teachers» average student - achievement gains based on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as classroom observations and student surveys.

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

The foundations and donors supporting the education reform movement do have one enormous advantage over their philanthropic counterparts in the arts, health, the environment, human services, and any number of other fields, namely, the presence of measures of student achievement that allow real comparisons of school performance.

Extra gains associated with long - term attendance in small classes (in the early grades) appeared not only for tests of measured achievement, but also for other measures of success in education;

The term «student growth» was further defined to mean the change in student achievement as measured on statewide assessments and other measures that were «rigorous and comparable across classrooms.»

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

Secretary Bell had responded with the famous «Wall Chart» of the mid-80's, but its comparisons were based on SAT scores and other measures that were neither representative nor helpful for gauging achievement in the elementary and middle grades.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

In 2016, the LTT NAEP could have provided another authoritative measure of national achievement, at a time when Common Core and other education reforms are changing U.S. schooling.

On the other, there are some who argue that standardized assessments provide the only measure of teacher effectiveness and student achievement.

This evaluation problem is further complicated by the fact that schools have goals other than cognitive achievement (for instance, promoting citizenship, fostering individual development, and reducing drug use and violence) that are difficult to measure and are often achieved only with teachers» cooperation.

The fact that grit or other character skills may not be strongly predictive of achievement test results is not surprising if these non-cog measures capture something that is important independently of cognitive ability.

The investigators addressed questions such as the correlation between grit and achievement and the relationship between grit and other measures by combining relevant data from all the studies.