Sentences with phrase «approaching school accountability»

Education Post examined how states are approaching school accountability in their ESSA plans.

The document sets out how the government will approach school accountability following sweeping changes to...

Education Commission of the States (ECS) created accessible tables that compare how the 50 states approach school accountability in current policy or in their ESSA plans.

Not exact matches

Additional accountability requirements: Rule 6.12.6 NMAC (2006) requires each school district and charter school to develop and implement a policy that addresses student and employee wellness through a coordinated school health approach and must submit the policy to the Public Education Department for Approval.

Additional Accountability Requirements: None Additional Content Requirements: None Guidance Materials: The state Department of Education produced the Local School Wellness Policy Guide for Development (2005), which advocates a three - step approach to developing local school wellness policies that involve School Health CouSchool Wellness Policy Guide for Development (2005), which advocates a three - step approach to developing local school wellness policies that involve School Health Couschool wellness policies that involve School Health CouSchool Health Councils.

A joint project of Corporate Accountability International and Dr. Nicholas Freudenberg and Monica Gagnon of The City University of New York, the guide focuses on four local policy approaches: school policy, «healthy» zoning, curbing kid - focused marketing, and redirecting subsidies to healthier businesses.

After years of experiencing a one - size - fits - all federal approach to school accountability and intervention, ESSA provides states with an opportunity to excel by designing new systems that reach far more children with intervention strategies that meet their needs and the needs of their schools.

School improvement has been part of Louisiana's accountability standards for years, but many principals approached improvement plans as something to check off their to - do list, Guidry says.

Third, since this new system applies a single, simple approach to autonomy and accountability across all public schools, it also needs an equitable system for resources and enrollment.

Because some states are experimenting with value - added approaches to measuring school progress, it's important that federal accountability standards allow for this type of innovation.

Much higher proficiency cut scores will also require states to rethink their approach to school accountability.

The intuition behind this approach is that NCLB represented less of a «treatment» in states that had already adopted NCLB - like school - accountability policies prior to 2002.

In my last piece in this series against the high - regulation approach to school choice, I observed that accountability to the government does not automatically follow from receiving government funds.

Even if government accountability is not the norm for government programs, some people may still favor requiring choice schools to take the state test and comply with other components of the high - regulation approach to school choice, such as mandating that schools accept voucher amounts as payment in full, prohibiting schools from applying their own admissions requirements, and focusing programs on low - income students in low - performing schools.

This new approach to school accountability offers a way to blend deeply held principles that are currently in tension.

A state can propose its own approach to accountability, for example — as long as it includes «annual measurable objectives,» «priority schools,» «focus schools,» «reward schools,» and on and on and on.

Why States Are Turning to a Hybrid Strategy for Judging Schools (and Why Some Experts Say They Shouldn't)(Chalkbeat) Andrew Ho and Marty West discuss proficiency standards and accountability, and states approach to evaluating students and sSchools (and Why Some Experts Say They Shouldn't)(Chalkbeat) Andrew Ho and Marty West discuss proficiency standards and accountability, and states approach to evaluating students and schoolsschools.

As Morgan Polikoff and other accountability scholars have argued, «a narrow focus on proficiency rates incentivizes schools to focus on those students near the proficiency cut score, while an approach that takes into account all levels of performance incentivizes a focus on all students.»

I'm on the case of California's nutty new color - coded approach to school accountability and school report cards.

Local efforts can be undermined by theatrical but unserious approaches to school accountability.

On a policy level, Vallas's efforts to bring strong accountability to Chicago schools were his signature approach.

Yet the law's «my way or the highway» approach in areas where best practices were (and remain) far from certain has arguably slowed the development of accountability systems that would provide a more refined view of school performance.

I hope the Bush administration will provide the resources needed to prepare teachers to implement effective teaching practices and develop an accountability approach that will promote effective teaching rather than teaching that will turn children off from learning before they even start school.

For example, in Finland, Singapore and Japan, the approach is much different than the top - down, my - way - or - the - highway sanction and blame approach to accountability we see in too many schools in the U.S..

If the school adopted that dubious approach under a results - based accountability regime, the student's current ability level would need to be assessed and the school would be required to demonstrate that the child was making adequate yearly progress as determined by an annual assessment using the same testing accommodations.

However, far from a «Wild West» approach to charter oversight, his organization instead advocated for, and got, important accountability measures included in the law: mandatory closure for persistently low - performing charter schools, A — F grading of schools (both charter and public), and an end to so - called «authorizer shopping,» in which failing schools move to a new authorizer after their existing one withdraws its support.

«In Finland, Singapore and Japan, the approach is much different than the top - down, my - way - or - the - highway sanction and blame approach to accountability we see in too many schools in the U.S..

The move to higher standards means that we need to recalibrate our rhetoric and, more importantly, our approach to school accountability.

Rather than focusing on the shortcomings of public schooling, a more sensible approach to the problem will be increasing accountability for the process of public education.

Education secretary Justine Greening said: «Creating the Education and Skills Funding Agency will mean we are able to provide a more joined - up approach to funding and regulation of schools, colleges and other providers, with improved accountability and better service.

Some advocate authorizers for schools participating in voucher programs, an approach that would respect private school independence while maintaining public accountability.

Now, other states are borrowing the approach as they look for ways to ratchet up interventions to help schools improve and thus meet accountability goals under the federal No Child Left Behind Act.

My point is this: Our understanding of an «accountability system» is actually better thought of as an «accountability system for the single - government - provider approach to school delivery.»

States have already begun to adjust their approach to implementation by «pausing» accountability for teachers and schools until the new standards are fully implemented.

Other possible approaches to improving student achievement — school accountability, school choice, reform of the teaching profession — are misguided, counterproductive, and even dangerous.

There are proposals for new approaches to public governance, research findings on the efficacy of decentralized systems, comparisons of cities that are expanding choice, ideas for accountability and school supply, and disagreements about who should have ultimate authority.

Middle - school and high - school students may sometimes require a more paternalistic approach, but Ariely's experiment shows that accountability does not necessarily have to be imposed from the top down.

Way back in the early days of the accountability movement, Jeb Bush's Florida developed an innovative approach to evaluating school quality.

When Bishop examined the effects of high - school exit exams, one traditional form of external accountability, on intrinsic motivation by comparing whether students subjected to this approach engaged in less reading for pleasure or were more likely to associate learning with rote memorization, he found no evidence that accountability undermined natural curiosity and even found some evidence of the opposite.

Schools had the freedom to make the case to their state or local overseers for their contracts and accountability plans to reflect their unique pedagogical approaches.

This legislation replaced the No Child Left Behind (NCLB) system of school accountability with a more narrowly tailored and flexible approach to school reform.

While this replaces the statutory approach of basing all accountability decisions on the separate performance of numerous student subgroups, including students from low - income families, the assessment results for all of these «disadvantaged» student subgroups designated in the ESEA statute must be reported each year and must be taken into account in determining performance consequences for public schools.

Chronic absence is feasible for inclusion in California's accountability measurement system using the state's approach for rating school achievement based on outcome and improvement, or alternatively through an approach that simply looks at performance in a given school year.

Many states utilized School Quality and Student Success (SQSS) indicator within ESSA to include CCR in accountability structures — and to incorporate completion / outcomes in addition to simple access to CCR opportunities.6 For 35 states, the approach to supporting CCR at the high school level involves a menu of readiness options that are factored into final accountability sSchool Quality and Student Success (SQSS) indicator within ESSA to include CCR in accountability structures — and to incorporate completion / outcomes in addition to simple access to CCR opportunities.6 For 35 states, the approach to supporting CCR at the high school level involves a menu of readiness options that are factored into final accountability sschool level involves a menu of readiness options that are factored into final accountability scores.

But there is significant variation across states, schools, and student populations in the approach to autonomy, accountability, and management of the charter school sector.

It protects a system in which kids are assigned to schools, the district retains power irrespective of performance, light - touch interventions pass for change, tough accountability is muted, old rules and contracts are preserved, and new operators and approaches are stymied.

After much thought, research, and palaver, we've ended up firmly attached to a trinitarian approach to private - school accountability in cases of publicly - supported choice programs.

The foundation is also working much more aggressively to change public policy concerning key elements of the portfolio approach: transparency in school finance, multiple independent school providers, and performance - based accountability.

Similarly, Ted Kolderie just argued in Education Week for a «split - screen» approach to accountability: Allow the current system to continue its efforts to improve while freeing up some schools to do things differently, even dramatically so.

The technocratic approach to accountability requires that all schools are judged according to uniform metrics, therefore the technocrats rely heavily (indeed, almost exclusively) on standardized test scores, particularly in math and language arts.