Sentences with phrase «about the evaluation data»

The Administration is being dishonest about the evaluation data, which show strong positive effects for the recipients of the DC vouchers.

Not exact matches

BOX 23, A-15-4; 30219212 / 734979 SAPA Requests for Translations of SAPA materials, 1966 - 1968 Prerequisites for SAPA The Psychological Basis of SAPA, 1965 Requests for SAPA to be Used in Canada, 1966 - 1968 Requests for Assistance with Inservice programs, 1967 - 1968 Schools Using SAPA, 1966 - 1968 Speakers on SAPA for NSTA and Other Meetings, 1968 Suggestions for Revisions of Part 4, 1967 - 1968 Suggestions for Revisions of the Commentary, 1967 - 1968 Summer Institutes for SAPA, Locations, 1968 Summer Institutes for SAPA, Announcement Forms, 1968 Inservice Programs, 1968 - 1969 Consultant Recommendations, 1967 - 1968 Inquiries About Films, 1968 Inquiries About Kits, 1967 - 1968 Inquiries About Evaluations, 1968 Tryout Teacher List, 1967 - 1968 Tryout Centers, 1967 - 1968 Tryout Feedback Forms, 1967 - 1968 Tryout Center Coordinators, 1967 - 1968 Cancelled Tryout Centers, 1967 - 1968 Volunteer Teachers for Parts F & G, 1967 - 1968 List of Teachers for Tryout Centers, 1963 - 1966 Tucson, AZ, Dr. Ed McCullough, 1964 - 1968 Tallahassee, FL, Mr. VanPierce, 1964 - 1968 Chicago, IL, University of Chicago, Miss Illa Podendorf, 1965 - 1969 Monmouth, IL, Professor David Allison, 1964 - 1968 Overland Park, KS, Mr. R. Scott Irwin and Mrs. John Muller, 1964 - 1968 Baltimore, MD, Mr. Daniel Rochowiak, 1964 - 1968 Kern County, CA, Mr. Dale Easter and Mr. Edward Price, 1964 - 1967 Philadelphia, PA, Mrs. Margaret Efraemson, 1968 Austin, TX, Dr. David Butts, 1968 Seattle, WA, Mrs. Louisa Crook, 1968 Oshkosh, WI, Dr. Robert White, 1968 John R. Mayer, personal correspondence, 1966 - 1969 Teacher Response Sheets, 1966 - 1967 Overland, KS Oshkosh, WI Monmouth, IL Baltimore, MD Teacher Response Checklist SAPA Feedback, 1965 - 1966 Using Time Space Relations Communicating Observing Formulating Models Defining Operationally Interpreting Data Classifying (2 Folders) Measuring Inferring Predicting Formulating Hypothesis Controlling Variables Experimenting Using Numbers SAPA Response Sheets for Competency Measures, 1966

In the first experiment, the researchers write, the data indicated that the participants «ignored information [in the case]... about the CEO's emphasis on CSR initiatives, and consequently perceived CSR performance measures as less relevant for performance evaluation.

Data evaluation revealed that plug - in hybrid vehicles with a real electric range of about 60 km drive the same number of kilometers electrically as battery electric vehicles, namely, up to 15,000 km per year.

The law allows companies to claim confidentiality about a new chemical, preventing outside evaluation from filling this data gap; some 95 percent of new submissions fall under this veil of secrecy.

Data evaluation shows that humans would have to consume only about 3 1/2 ounces of whole ginger extract in their daily diet to achieve the beneficial effects.

However, this in - depth critique of the China Study leaves me a bit uneasy about the rationale of the evaluation of the data.

As policymakers incorporate ongoing program evaluation and extensive data collection into each new Zone in each new city, we will learn more about the generalizability of the model.

The booklet includes location and maps, long profile rivers features, the Bradshaw Model, links to secondary sources, sampling types, risk assessment, primary data collection tables, blank fieldwork data collection sheets (including - width, depth, velocity, sediment shape and size wetted perimeter), data presentation pages, Spearman's Rank Analysis, discussion about the results, conclusion and evaluation.

In this article, I'll share everything you need to about eLearning course evaluation and what to do with the data you collect.

It doesn't erase the need for rigorous standards, tough accountability, vastly improved data systems, better teacher evaluations (and training, etc.), stronger school leaders, the right of families to choose schools, and much else that reformers have been struggling to bring about.

Over the years for which we have data, about four percent of the total teacher workforce was dismissed each year for low evaluation scores.

The initial government evaluation gathered data through 2008 - 09, so the graduation rate analysis is only based on about 300 students (as compared to 1,300 students from multiple grades included in the test - score analysis).

It found that about one - quarter of the testing in the Buckeye State was linked solely to the need for data for teacher evaluations in subjects other than math and reading.

That year was the most challenging, she remembers, as teachers were not initially comfortable with sharing data and had to be reassured that it wasn't about evaluation.

The paper tackles what we are calling «infrastructure» or the foundation needed for states to use information about teachers, 3 such as robust data systems, professional standards for teaching, and rigorous evaluation systems.

A frequently asked questions document has been created surrounding common questions about the data submission and the Statement of Confirmation of 2013 - 14 Staff Evaluation Rating Verification Report and has been included for your reference.

Leave no research stone unturned: This includes gathering data about your eLearning content, which includes learner feedback, evaluation, and assessments.

This would enable states to make judgments about whether or not schools need CSI based on a comprehensive evaluation of all the data.

What about data collection, teacher evaluation and other issues often thought synonymous with the Core?

Losing comparable data would be a blow not just for accountability, evaluation, and research, but also for communicating about the state of our education system and making smart policy decisions.

If three years of data is used there is about a 25 percent change that a teacher who is «average» would be identified as significantly worse than average, and, under new evaluation systems, perhaps fired.

Go «Behind the Scenes» with the Flamboyan Data and Evaluation Team to learn about the process and surface - level findings of in - depth interviews with families that shed light on effective family engagement.

I'm talking about things like teacher licensing mandates, which researchers have long found do not improve teacher quality and traffic in disproven education fads (but do provide easy - access cash cows for state departments of education and teacher colleges since teachers are required to keep buying their products to maintain certification); ever - increasing testing and data - entry mandates; centralized curriculum mandates like Common Core; centralized teacher evaluation and ratings systems; and the massive data entry required to document things like student behavior problems and special education services.

Thursday's LA Times editorial about the use of student achievement data in teacher evaluations around the country (Bill Gates» warning on test scores) makes some valuable points about the dangers of rushed, half - baked teacher evaluation schemes that count test scores as more than half of a teacher's evaluation (as is being done in some states and districts)...

Evaluations should be diagnostic in nature, drawing on data about program quality to inform inquiries into the sources of success and improvement, as well as areas of concern.

Data about educator practice and student learning obtained from evaluation systems helps inform district - wide and individual decisions around recruitment, development, and retention of educators.

As per Weingarten: «Over a year ago, the Washington [DC] Teachers» Union filed a Freedom of Information Act (FOIA) request to see the data from the school district's IMPACT [teacher] evaluation system — a system that's used for big choices, like the firing of 563 teachers in just the past four years, curriculum decisions, school closures and more [see prior posts about this as related to the IMPACT program here].

Incorporating data about instructional leadership and school culture into the principal's evaluation.

This evaluation gathered data from both students and teaching artists about the program during the 2007 - 2008 and 2008 - 2009 school years.

As the principal investigator for the evaluation of the federal Center on School Turnaround, Scott has collected data about school improvement efforts nationwide.

Even when you collect the data for a single teacher, and attempt a «value - added» evaluation, the sample size is insufficient to reach informed conclusions about teacher effectiveness.

As a member of EPAC for the past two years, my responsibilities have included reading research studies on teacher evaluation programs around the country, learning about evaluation tools and ways to manage data, and collaborating with educators from pilot districts.

And parents don't know that our district will be the model for all others — because we do it best — we will collect SSP data in the form of social and emotional surveys, we will change our curriculum to socially engineer our children with social and emotional instruction without parents suspecting a thing, we will assess and survey up the wazoo about academics, school climate, cyberbullying, etc. while willing parents stand by, we will enhance our teacher evaluation program and refine it into a well - oiled teacher manipulation machine, and since our kids would do well no matter what because we have uber - involved parents, it will look like everything the Administrators are doing at the State's recommendation causes the success.

Indicator 5.5 — Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.

The agency implements a comprehensive evaluation system that generates a range of data about the effectiveness of the agency and uses the results to guide continuous improvement.

Specifically, officials at the state and district levels have had difficulty building staff capacity for implementing the reforms, meeting the requirements to develop teacher evaluations and increase student learning time, and gathering data on performance in SIG schools to make decisions about future grant renewals.

Even the biggest national supporters of value - added evaluations concede to caveats: Sufficient data exist for only about 20 percent of teachers nationwide to be given value - added scores.

Tennessee, a historically low - achieving state, won about $ 500 million in the first round with an application that garnered bipartisan and teachers» union support for, among other things, basing 50 percent of a teacher's evaluation on student performance data.

In this study, researchers Jason A. Grissom and Susanna Loeb offer new evidence on principals» subjective evaluations of their teachers» effectiveness using two sources of data from Read more about Two New Studies show Principals Reluctant to give Low Ratings on Teacher Evaluationevaluations of their teachers» effectiveness using two sources of data from Read more about Two New Studies show Principals Reluctant to give Low Ratings on Teacher EvaluationsEvaluations -LSB-...]

Your last letter acknowledged our mutual concern about the evaluation of teachers by student test data.

«In some places, states are moving on evaluation because they've been incented to do that through waivers and other mechanisms and aren't really thinking about what they're going to do with that data.»

There's a national conversation underway about teacher tenure, and nearly half the states and the District of Columbia are already overhauling their teacher evaluation processes so that they are tied more directly to student testing data.

This district is to use these data, along with student growth ratings, to inform decisions about teachers» tenure, retention, and pay - for - performance system, in compliance with the state's still current teacher evaluation system.

However, I see one massive problem — and it's a problem that no one, Brill included, seems interested in addressing: Everyone wants to tie these new teacher evaluations to student performance data, but no one wants to talk publicly about the fact that we lack sufficient metrics for truly evaluating the full extent of whether or not young people are learning and achieving at high levels.

While the Gates call for a moratorium is oriented on increasing the possibility of realizing the positive potential of policies regarding the use of student test data for educator evaluation by providing more time to prepare educators for them, ASA on the other hand is concerned about the potential negative effects of such policies.

Although I disagree I do appreciate you taking the time to add to the discussion — what about the E4E pledge that members are supposed to sign — Teachers who join E4E are expected to support value - added test - score data in evaluations, higher hurdles to achieving tenure, the elimination of seniority - driven layoffs, school choice, and merit pay.

While the overarching conclusions of the report are sound, we have concerns about the report's data, particularly with respect to teacher evaluations in Toledo, Ohio.

This isn't the traditional, Kirkpatrick - style learning data most people think about, like post-workshop evaluations and test scores.

Researchers collected program evaluation data from about 2,700 students who completed surveys administered before the intervention, immediately afterwards, and about six months post-intervention.