Sentences with phrase «about academic quality»

As a follow - up to this earlier post on law firm rankings, David Bernstein of Volokh complains that one reason that there's so much focus on the U.S. News rankings is that the publication has a virtual monopoly on the rankings, though others (like Leiter) provide more useful information to those concerned about academic quality.

Indeed, more questions are surfacing about the academic quality of the online programs.

Not exact matches

Or Middlebury, Amherst, Williams, Smith, Wellesley, Swarthmore, Haverford, Pomona, Reed, or... well, suffice it to say we had a choice of dozens of small colleges that present a similar profile: formally committed to the liberal arts, highly selective in admissions, well - regarded for the quality of their academic programs, and quite openly enthusiastic about a handful of contentious concepts.

There have been grumblings by academics for some time about the quality and impact of the McIntosh paper.

Still others are concerned about perceived deterioration of the academic quality of public schools as a result of overcrowded classrooms.

About Mount Vernon City School District: With more than 8,000 students in 16 schools, the Mount Vernon City School District is committed to providing a quality education to its children as well as developing programs that meet the diverse academic and social needs of its students.

Everything about them was a perfect fit, from their academic training to their experience in quality control (QC) for the therapeutics sector.

About Temple Health Temple University Health System (TUHS) is a $ 1.6 billion academic health system dedicated to providing access to quality patient care and supporting excellence in medical education and research.

About Blog Worlds Without End: A Mormon Studies Roundtable is a group blog for friendly, high - quality academic conversation about Mormon religious worlds and their larger contexts, connections, and consequeAbout Blog Worlds Without End: A Mormon Studies Roundtable is a group blog for friendly, high - quality academic conversation about Mormon religious worlds and their larger contexts, connections, and consequeabout Mormon religious worlds and their larger contexts, connections, and consequences.

We met with three hundred charter leaders around the state to learn more about what could be done, and then built goals and objectives for the California charter schools movement by first providing insurance, cash - flow financing, and other resources to schools willing to focus on academic quality (measured in many different ways).

Many parents made decisions about schooling that had little or nothing to do with academic quality.

Washington — Two hundred high schools across the country will receive grants of about $ 3,000 each to improve their academic quality, the president of the Carnegie Foundation for the Advancement of Teaching announced last week.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Another example: in Teacher Quality and Student Achievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification status.

The findings reported above represent the first systematic evidence that Americans» perceptions of the quality of their local public schools reflect publicly available information about the academic achievement of the students who attend them.

Biggest worry: By far, parents worried most about academic skills and education — a broad category encompassing concerns about access, quality, and ability.

Although standardized tests can provide parents with useful information about their child's academic performance, using them to impose uniform standards that so narrowly define «quality» creates perverse incentives that narrow the curriculum, stifle innovation, and can drive away quality schools from participating in the choice program.

But, Murray says, «to everyone's shock, the Coleman Report... found that the quality of schools explains almost nothing about differences in academic achievement....

The authorizing mission of ACNW is to ensure quality academic and environmental literacy outcomes for students in Minnesota by conducting effective oversight and evaluation of its authorized schools, providing strategic support to schools, and making informed and merit - based decisions about its portfolio of charter schools.

Since 2009, Pioneer has led the campaign against Common Core national education standards and federal control of K - 12 education policy, publishing a series of reports showing that the state's adoption of national standards weakens the quality of academic content in Massachusetts» classrooms, and raising serious questions about the legality and the costs of Common Core.

Indeed, as per a statement made by Ron Adler, president of the Ohio Coalition for Quality Education, not only is it «disappointing that ODE spends so much time denying that poverty and mobility of students impedes their ability to generate academic performance... they [continue to] remain absolutely silent about the state's broken report card and continually defend their value - added model that offers no transparency and creates wild swings for schools across Ohio» (i.e., the EVAAS system, although in all fairness all VAMs and the SGP yield the «wild swings» noted).

Introduction, Brief Overview of Findings, The Parent Survey, Questionnaire, Interviews, Academic Test Scores and Accountability, Document Review, Parent Survey, Introduction, Statistical Analyses, Quality of the curriculum, Structure of the program, Negative public school experiences, Cost, Family values, Best Part about Participation, Quality curriculum, Flexibility, Teacher support, Pacing, Ready to use, Improvement, Additional Comments.

These findings, published in Academic Atrophy: The Condition of the Liberal Arts in America's Public Schools, raise disturbing questions about education equity and quality.

The Every Student Succeeds Act (ESSA) requires that each state meaningfully differentiates its schools based at least on the following indicators: Academic achievement; Another academic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success IndAcademic achievement; Another academic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success Indacademic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success Indiquality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success Indiquality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success IndiQuality and Student Success Indicators?

Sir Michael Wilshaw's CBI speech wasn't about academic selection but about a move to high - quality vocational education being an equal status option available to all students

Berliner seemed to shield teachers from much of the responsibility for poor academic performance by students as he testified that conditions beyond the classroom — he mentioned about nine of them — account for 60 percent of what influences a student's scholastic achievement whereas in - school factors such as class size, curriculum, the quality of the principal and the teacher account for only 20 percent.

«We heard from both educators and ed tech developers about the lack of high - quality tools to support academic and social development for young students.

When education insiders pick apart the factors that make a school successful, there's often a lot of conversation about academic rigor, resources, quality of teachers and even, in some cases, the socioeconomic makeup of the students within the school.

I constantly worry about his academic needs — the school's curriculum, the lack of accountability within the classrooms, the poor quality of his teachers and the ongoing need for additional instruction time for his struggling classmates.

Measuring academic success as students progress from preschool through high school and into college provides important information about the quality of the DPS education system.

Sir Michael Wilshaw's CBI speech wasn't about academic selection but about a move to high - quality vocational education being an equal status option available to all students Sir Michael...

It purposefully keeps important information about our students» knowledge, skills and academic progress out of the conversation about school quality and disproportionately hurts children of color, like the scholars I've had the privilege of teaching in urban schools across the country.

In his RSCO School Choice Fair field notes, HH expresses concern that ``... the lack of conversations about test scores, despite some critics» view that test scores are not a reliable indicator of a school's quality of education, is concerning as low - income parents might not be aware of the academic outcome produced by the schools that they are choosing for their kids» (HH).

Although parents seemed to care about and ask questions regarding the quality of academics, school representatives did not seem intent on discussing the academic performance of their students or explaining how and why their schools performed better academically than others.

See this blog to read about the coaching and evaluation approach that was co-developed to support teachers at the school — focused on language production and students» expanding their language quantity and quality using WIDA's Features of Academic Language as an observation and reflection tool.

At the state, district, or school level, the site's interactive functions provide a clear picture of the demographics of both the student population and the educators who serve them, as well as information about school quality and environment and student academic progress.

It is about the quality of work that defines academic success.

While it's fair to say that the Obama administration's emphasis on the importance of high - quality teachers has brought increased visibility to notions about professional development, it first became an issue when the Madison School District learned in the last decade that its proud reputation for academic achievement doesn't hold up when it comes to minority students.

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