Sentences with phrase «as an accountability measure for»

Greening said in a letter to the education committee chair, Neil Carmichael, that she was «determined to continue to raise standards» and would include the new «strong pass» as an accountability measure for schools.

Not exact matches

In the political realm, this encompasses the commitments of the liberal peace to human rights and even accountability for war criminals, but it also includes the redress of the wide range of wounds that tyrannical violence inflicts through a correspondingly wide range of practices that bring a measure of restoration to victims as well as perpetrators.

'' [T] he poverty of postmodern ethical relativism should be evident - a missing ethical subject and hence no possibility of genuine moral responsibility or accountability, desire as the basis for ethics, ethics as pure self - creation with the vaguest of boundaries, ethics without principle, or ethical conduct measured by how well one «copes with the flux» of the postmodern world.»

We expect many of the concepts associated with NPM such as active management, public accountability through performance measures, and a strong focus on cost, will remain important for some time to come.

The Chicago Teachers Union has never gotten over its resentment for Duncan, who served as Chicago superintendent of schools from 2001 to 2009 and implemented many of the same accountability measures that Bush and Obama embraced.

As for per diem reform, Mr. Heastie vowed to «introduced new accountability and transparency measures» to the lax reimbursement system.

A spokeswoman for the mayor brushed off the ad as a stunt, accusing the UFT of continuing to «block accountability measures that will help students.»

«As financial incentives change in the U.S. health care system, valid measures of care quality are increasingly important for ensuring transparency and accountability.

The provisional school results will include performance measures such as the percentage of pupils achieving five or more GCSEs or equivalents at A * to C, the percentage of pupils achieving the English Baccalaureate (EBacc), and the Attainment 8 scores, showing average achievement across eight subjects, including English and maths, for those schools that have opted into the new accountability system a year early.

But for proponents of accountability, it's just as easy to hold up these educators as an example of why strong objective systems are needed to oversee and measure educators» performance.

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

In contrast, Polikoff's public comment on draft ESSA accountability rules drew heavily on a large empirical literature as it argued against a federal mandate for states to use proficiency rates as measures of school performance.

Under legislation signed May 12 by Gov. Haley Barbour, local superintendents would lose their jobs if their districts were labeled «underperforming» as measured by the state accountability system for two years in a row.

Longtime Chicago mayor Richard M. Daley had won control over the school system in 1995 and generally received accolades for rising scores on state tests; hard - charging superintendents, including Paul Vallas and Arne Duncan; tough accountability measures such as reduced social promotion; and a slew of new schools and shiny buildings.

In «Graduation Rates Are Insufficient As An Accountability Measure,» Chad Aldeman looks at some problems with using highs school graduation rates for accountability purposes and presents data showing the large variation in college - going rates at schools with the same graAccountability Measure,» Chad Aldeman looks at some problems with using highs school graduation rates for accountability purposes and presents data showing the large variation in college - going rates at schools with the same graaccountability purposes and presents data showing the large variation in college - going rates at schools with the same graduation rates.

[30] One way to accomplish this would be for states to adopt chronic absenteeism as the fifth accountability measure in statewide ESSA systems, as recommended in a recent Hamilton Project report.

States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of cohort graduation rates.

Colorado has implemented 15 Quality Standards for Online Programs which are used as a measure of accountability.

At least one indicator of school success or student support — such as attendance, school climate, or access to AP or other advanced coursework — must be included in measuring school performance (though academic factors must still make up at least half of all indicators for accountability purposes).

Achieve, which normally assesses accountability systems at the state level for «quality and coherence,» praised the Montgomery County assessments as rigorous, high - quality measures that are good predictors of students» performance on state - level tests.

As part of C.M. Rubin's Top Global Teacher Bloggers, this is my response to this month's question: What should a holistic approach to learning look like and how do we shift the focus from the accountability measures in existence now to ones that are relevant for all students in a changing world?

Recognizes chronic absenteeism as an early indicator for underperformance and addresses it through inclusion of a chronic absenteeism measure in its accountability system.

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.

«ESSA claws back some of the most problematic federal accountability requirements, and it emphasizes the need for social and emotional, as well as traditional academic, measures of student success,» Weiss said.

Resuming work on school - accountability measures is a top priority for North Carolina lawmakers as they open the state's legislative session.

And so, sans meaningful accountability — or, put another way, whether the district takes responsibility for and responds to unacceptably low student achievement, as well as other measures of school performance and culture — parents will make other choices.

The report is being released as states are developing their accountability plans for the Every Student Succeeds Act, many of which include measures of school climate.

As districts — as well as states — now have the opportunity under ESSA to design accountability systems that consider measures beyond state standardized test scores, system leaders must understand the need for coherencAs districts — as well as states — now have the opportunity under ESSA to design accountability systems that consider measures beyond state standardized test scores, system leaders must understand the need for coherencas well as states — now have the opportunity under ESSA to design accountability systems that consider measures beyond state standardized test scores, system leaders must understand the need for coherencas states — now have the opportunity under ESSA to design accountability systems that consider measures beyond state standardized test scores, system leaders must understand the need for coherence.

Data collection by School Nurses may be used by their districts for accountability measures, such as the chronic absenteeism rates required in the Every Student Succeeds Act and Ohio's school quality indicator.

Expectations and accountability measures also emerged as a major focus for leadership activity throughout our investigation.

This finding has a significant impact on teachers and schools as policy makers put more emphasis on the labels for performance funding, teacher evaluations and other accountability measures.

The test score issue comes as California's school accountability system is undergoing a broad revision, as the Brown administration and state schools chief Tom Torlakson search for more achievement measures than just test scores.

Districts should be key drivers within comprehensive accountability systems by supporting continuous improvement, tracking additional measures of school quality and student success, using these measures to inform local decisions about resources and supports, and serving as laboratories of innovation for the state;

KNOWLEDGE BRIEF 15 by Stephen Raudenbush Student scores on standardized tests are used as measures for teacher accountability, but, arguably, helping children score well on an achievement test is of little value in itself.

For example, while we have ample evidence of unintended consequences of test - based accountability — as well as evidence of some potential benefits — we know less about the consequences of using value - added measures to encourage educators to improve.

While some might see all of this as good news — or rather better news than what we have seen for nearly the last decade during which states, state departments of education, and practitioners have been grappling with and trying to make sense of student growth measures and VAMs — others are still (and likely forever will be) holding onto what now seems to be some of the now unclenched promises attached to such stronger accountability measures.

However, with so much time and effort undertaken at the state level in the implementation of accountability measures such as Student Learning Objective (SLOs), prescribed teaching standard frameworks or rubrics, and student achievement data, I can not imagine a scenario in which states would abandon their new methods for grading teachers.

While U.S. Secretary of Education Arne Duncan did his best to spin the administration's efforts as a solution for No Child's supposedly «broken» accountability measures, which he proclaimed, was «misleading» in identifying schools and districts — especially in suburbia — failing to provide high - quality education to poor and minority kids.

Government accountability measures such as the EBacc have been criticised for narrowing the curriculum in schools, with many seen to be prioritising more academic subjects at the expenses of creative areas.

A Measure of Teacher Performance Creation of growth models and increasingly focused attention on academic growth as the basis for accountability has highlighted the question of how student growth is related to teacher performance.

We believe it is important for school leaders, in the context of an accountability measure, to know that there is as much consistency as possible across schools.

As Opportunities and Options: Making Career Preparation Work for Students succinctly summarizes, «What's measured gets valued by schools, but most state accountability systems today don't measure or value career readiness.

A significant policy lever that will drive this work is the Every Student Succeeds Act (ESSA), which requires multiple measures for accountability, including at least one «nonacademic» indicator generally understood to be an SEL measure, such as student engagement, educator engagement, and school climate and safety.

From the embarrassment of approving abysmally low — and Plessy v. Ferguson - like — proficiency targets (including that for Virginia, which had only required districts to ensure that 57 percent of black students and 65 percent of Latino peers were proficient in math by 2016 - 2017), to complaints from House Education and the Workforce Committee Ranking Minority Member George Miller and civil rights - based reformers about how the administration allowed states such as South Dakota to count General Education Development certificates in their graduation rate calculations (and minimize graduation rates as a factor in accountability measures), the administration finds itself contending with complaints from civil rights - based reformers as well as from centrist Democrats finally acknowledging the high cost of their push for revamping No Child at any cost.

While Coates doesn't touch on education policy, he essentially makes a strong historical case for why reformers (especially increasingly erstwhile conservatives in the movement) must go back to embracing accountability measures and a strong federal role in education policymaking that, along with other changes in American society, are key to helping children from poor and minority households (as well as their families and communities) attain economic and social equality.

LEXINGTON, KY — The Prichard Committee for Academic Excellence applauds the commitment of the Kentucky Board of Education in setting ambitious goals for students to reach academic proficiency and beyond as measured by the state's new accountability model.

A host of factors — lack of accountability for school performance, staffing practices that strip school systems of incentives to take teacher evaluation seriously, teacher union ambivalence, and public education's practice of using teacher credentials as a proxy for teacher quality — have produced superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students» learning.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve succesAs I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve succesas New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve succesas the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

As such, NEA urges legislators to address ESEA reauthorization issues by focusing on ensuring equity, updating accountability requirements based on multiple measures that emphasize and support school improvement, and providing sustainable support and technical assistance for priority schools.

That measure drew strong opposition from advocates for English - language learners, racial minorities, disadvantaged students and those in special education who saw it as watering down accountability.