Sentences with phrase «academic standards and accountability»

Because ESSA reins in the federal government's influence over local decisions about academic standards and accountability, states and districts will have more power to decide how best to gauge student progress toward becoming well - rounded.

That's because, in response to the national push for academic standards and accountability, movements fueled by philanthropy, states now are required to test students and report on the results.

Achieve, the independent non-profit organization formed to follow - up the Summit, is a permanent resource center supporting high academic standards and accountability in education.

Not exact matches

Fitzgerald applies the same standards of integrity and accountability that are expected in academic research to his coaching.

While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

In choosing this year's «Better Balance,» for example, the editors signaled that something is awry in the existing balance between the «hard» elements of standards - based reform (namely the academic standards, assessments, and interventions that make up a state's accountability system) and such «soft» components as teacher training, instructional materials, and classroom environment.

After years of stagnation in the late 1980s and early 1990s, achievement began to rise again in the late «90s — particularly in the earlier grades and most notably in math — as states set new academic standards, started testing their students regularly, and installed their own versions of «consequential accountability» systems.

In its discussion of accountability, the task force rightly lines up behind the No Child Left Behind Act of 2001 (and, not incidentally, the Risk report itself) in calling for coherent academic standards in every state, in key academic subjects (regrettably omitting the arts, which Risk mentioned and which the National Education Goals expressly included).

Testing forms the bedrock of educational assessment and represents a commitment to high academic standards and school accountability.

Advocates of accountability insist that high standards for all students are necessary to promote academic growth and spur achievement to levels heretofore unseen.

Standards and Accountability: The foundation of any school accountability system rests on solid academic standards, and assessments aligned with thAccountability: The foundation of any school accountability system rests on solid academic standards, and assessments aligned with thaccountability system rests on solid academic standards, and assessments aligned with those standards.

There must be high academic standards, objective measures of student progress and accountability for providers.

State and federal school accountability programs hold schools to specific standards of academic performance and assume each school is given a fair shake at accomplishing the task of educating its students.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

The state earns a below - average grade in standards and accountability, in part, because it has not adopted academic standards in social studies.

Rising state standards and accountability initiatives have spotlighted the weak academic progress of many ELLs.

One of the most notable «laboratories of democracy» was Texas, where governors on both sides of the aisle pursued a reform agenda, starting in the early 1980s, centered on higher academic standards, standardized testing, school accountability, competition, and choice.

On one side: the informal network of advocates, philanthropists, educators, and nonprofit organizations that all back higher academic standards, greater accountability, and improved teaching, and who saw the city as a potential proof point for their theories of how to improve student outcomes.

To date, we can count a multitude of policy wins — better data, stronger accountability systems, and a move toward more rigorous academic standards — along with a universal acceptance that we must aim to close gaps in achievement and opportunity.

While her primary focus — and the focus of many media reports about her — has been on vouchers, tax credits, and education savings accounts, organizations she has led or helped found have also advanced other reform initiatives, such as accountability for student learning and more - rigorous academic standards.

The state's landmark 1993 Education Reform Act introduced not only high academic standards, accountability, and enhanced school choice, but curriculum frameworks with a subject - by - subject outline of the material intended to form the basis of local curricula statewide.

The states that made the most progress after allowing for other factors — Maryland, Massachusetts, New Jersey, Kentucky, and Georgia, to name the top five — have taken steps, in various ways, to raise academic standards and back them up with rigorous assessments, implement tough but thoughtful accountability systems, and strengthen human capital practices to attract, develop, and retain educators who can deliver on high standards.

Smart student - accountability systems can help solve this problem — by setting high academic standards and, most crucially, by using external assessments to evaluate student progress.

Even the 1994 federal Title I reforms, which required states to develop the three major prongs of an effective accountability system (academic standards, tests linked to the standards, and a mixture of assistance and sanctions for low - performing schools) did little to stimulate California into action.

• Accountability and testing • Teacher quality • Early - childhood education • Special education • Academic standards, including the Common Core • English - language learners • Teacher evaluation

Ohio needs to resolve its long - term funding crisis, develop a more coherent system of preschool through higher education, adopt stronger academic standards and graduation requirements, create a better pool of teachers and principals, and ensure that all schools are held to the same accountability standards, the group says.

Such reforms, with their focus on testing and higher academic standards, are the precursors of today's controversial accountability movement.

The nationwide push toward greater school accountability and common standards has generated a chorus of calls for raising the level of academic rigor in U.S. schools.

First, given the popularity of the accountability movement, states may require voucher schools to follow state academic standards and administer standardized tests.

For the past decade and a half, the fight to improve America's schools has been fought largely on two fronts: academic standards as one battleground, and accountability the other, with the issue of mandatory testing adding heat to a very public — and increasingly...

By the time the 2012 elections moved into full swing, the Obama administration was issuing waivers to states exempting them from the most punitive parts of NCLB in exchange for sketching out their own state plans for improving teacher quality, academic standards and creating better accountability systems.

Created by the nation's governors and business leaders, Achieve, Inc., (www.achieve.org) is a bipartisan, non-profit organization that helps states raise academic standards, improve assessments and strengthen accountability to prepare all young people for postsecondary education, work and citizenship.

In standards - based reform, much of the attention has been on states as the entities responsible for setting academic standards, developing testing systems to measure the standards, and then putting accountability systems in place based on those standards.

The goal of increased assessment and accountability in NCLB was to improve student achievement, reduce the achievement gap, and align instruction to academic standards.

This 2001 federal law is designed to raise academic standards, close achievement gaps, encourage more school accountability, and offer more choices to families and students.

His vision, outlined in a speech to a Little Rock civic group earlier this month, calls for raising academic standards by requiring more rigorous course requirements for graduation, linking teacher pay raises to student performance, and restructuring the state's accountability system to include annual spring testing.

By accountability, we mean that every school or education provider - at least every one that accepts public dollars - should subscribe to a coherent set of rigorous, statewide academic standards, statewide assessments of student and school performance, and a statewide system of incentives and interventions tied to results.

But states find it difficult to gain consensus on a coherent set of substantial and ambitious academic standards, to align their tests with those standards, and to get strong accountability systems working.

Though nominally just a commission report, A Nation at Risk (1983) told Americans that we faced a crisis of educational achievement and began to nudge the country through a 90 - degree change of course from the «equity» agenda of the previous quarter - century to the «excellence» obsession of recent decades, complete with academic standards, tests, and results - based accountability systems.

Virginia's accountability system supports teaching and learning by setting rigorous academic standards and through annual assessments of student achievement.

The board determines what textbooks will be used, academic standards for each subject, accountability standards for schools, and curriculum frameworks.

Superintendents acknowledge that federal and state standards and accountability systems have created a situation in which district and school personnel can not ignore evidence about students who are struggling or failing to meet mandated standards for academic performance, as reflected in test results and other indicators of student success (e.g., attendance, graduation rates).

In addition, the main thrust of the report's criticism, that the state's ESSA plan is not sufficiently similar to what it would have been had No Child Left Behind remained in effect, assumes the test - based accountability strategy that these reviewers have made their careers pursuing had been effective, which it has not; and therefore, when coupled with the false claim that California has high - quality academic standards and assessments, which... Read More

The underlying assumption of Middle Region District is that local accountability and standards are critical to ensure academic gains among students, meeting or exceeding state standards.

In addition, the main thrust of the report's criticism, that the state's ESSA plan is not sufficiently similar to what it would have been had No Child Left Behind remained in effect, assumes the test - based accountability strategy that these reviewers have made their careers pursuing had been effective, which it has not; and therefore, when coupled with the false claim that California has high - quality academic standards and assessments, which it doesn't (California's standards being based on the Common Core, which leaves American students 2 - 3 years behind their peers in East Asia and northern Europe), California's families remain well advised to opt out of state schooling wherever and whenever possible, until the overreach from both the federal and state capitals is brought to an end and local schools that want to pursue genuinely world - class excellence can thrive.

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

In the coming months, I will be improving school and teacher accountability, increasing literacy, and strengthening academic standards for Hoosier children.

Just as with academics, SEL standards ensure accountability and help educators plan, implement, and assess student learning.

Improving student achievement and implementing academic standards are well - defined priorities in new state funding and accountability laws.

As we learned from the 1990 - 2005 era of systemic state standards - based reform, when academic standards change, so do policies related to student assessment and school accountability.