Sentences with phrase «as measures of student achievement»

The priorities, which will be core to a new accountability system, include school climate, student engagement, access to courses leading to college and careers and the implementation of new academic standards, such as the Common Core State Standards, as well as measures of student achievement.

Not exact matches

«Two days of testing is a natural next step, as long as the assessments continue to cover the material needed to truly measure every student's strengths and challenges, and the changes are implemented carefully and with the input of educators and communities,» High Achievement New York, which advocates for higher standards, said in a statement.

The Governor is insisting that we focus on student achievement rather than funding the education bureaucracy as a measure of success.

Then the unions fed the paranoid «opt out» movement, with hundreds of thousands of parents (mostly middle - class Long Islanders) refusing to let their kids take the state exams that measure student achievement — and Cuomo waved the white flag on using exams as part of teacher evaluations.

«Over the past decade we've been able to identify a growing number of educational interventions that have managed to have notable impacts on students» academic achievement as measured by standardized tests,» West says.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Results of the study indicate that LTTA students perform better on math computation and estimation (as measured by the Canadian Achievement Test, CAT · 3) compared to students in similar non-LTTA schools.

Indeed, the whole point of «value - added» measures is to control for observed traits such as students» prior achievement and characteristics.

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

Measures of school performance based on carefully constructed comparisons of student achievement growth, and other important outcomes, such as high - school graduation and college enrollment rates, require student - level data that are not publicly available.

School Wastage Study - National Absenteeism in Armenia «The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resources.

Under the NCLB - era accountability regimes in many states, practically every school serving lots of low - income students was eventually designated as failing («needs improvement») because the dominant measures of school performance at the time — especially proficiency and graduation rates — are strongly correlated with prior achievement and student demographics.

This study, third in a series of three studies on the state of professional development in the United States, examines state policies and practices of four states making progress in two factors: access to professional development as defined by the Professional Development Access Index and student achievement as measured by the National Assessment of Educational Progress.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

Kamras: A quality teacher, in my view, is someone who: 1) knows his / her subject matter with great proficiency; 2) has the demonstrated capacity — as measured by quantifiable student achievement — to share that knowledge with children; 3) holds all children, regardless of background, to the highest of standards of excellence; 4) leads by taking full responsibility for his / her students» achievement; and 5) inspires students to pursue dreams they never imagined.

As regular readers know, I'm a big proponent of individual - level growth measures because they can largely control for factors that schools can not influence (prior student achievement, the challenges of poverty, etc.).

The achievement gap between middle - school students and K — 8 students is put in stark relief in Figure 1, which displays our estimates of the impact of attending a middle school on student achievement as measured by standardized tests in math and English Language Arts.

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

Their multi-level analysis of repeated measures of student achievement showed that, in most cases, the students achieved as might have been expected, and that in only a few cases was there improvement that might be attributable to the professional development program.

And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

We also conducted a more sophisticated analysis that measures the relationship between a family's demographic characteristics (such as eligibility for free - or reduced - price lunch, median household income of the student's residential neighborhood, race, and student prior achievement level), a school's poverty level, and the likelihood that the parent makes a request.

We need to be assured that the scale on which we measure achievement is one of equal units: one student's five - point increase on an achievement test, from 15 to 20, must represent the same gain as another student's five - point increase from 25 to 30 (see Figure 1).

Instead, the measure is likely comparing that student to others in his «norm group» — students with like characteristics such as level of achievement, age, and so forth.

As noted earlier, whereas Amrein and Berliner simply compared the test scores of 4th graders in one year with those of a different set of 4th graders four years later, we measured students» growth in achievement between the 4th and 8th grades.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some measures of student achievement, including, where available, scores from standardized tests.

This may be why real costs per student have increased substantially (nearly doubling in the past 30 years) while the performance of schools, as measured by average student achievement, has not risen at all.

While there are many ways to link teacher instruction to student achievement, one family of methods — Value - Added Measures (VAMs)-- has generated national headlines (such as this article about Los Angeles teachers).

Once the state has decided on its policy position, however, a judicial presence should be maintained to ensure that the chosen policy is fully funded, is implemented in a coherent manner, and results in substantially improved student performance, as measured by validated assessments of academic achievement and of students» ability to function as capable citizens and workers.

While measures of teachers» general academic skills, such as SAT scores and college selectivity, are often statistically significant predictors of teachers» effectiveness in raising student achievement, their effects are modest in size.

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

The use of gain scores also minimizes the incentives for classifying a nondisabled student as disabled, since such scores measure individual progress instead of lowering the achievement bar.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

In June, Massachusetts Governor Deval Patrick unveiled the Education Action Agenda — a new education plan designed to raise achievement of all students as measured against global benchmarks and to help prepare them to compete successfully in the global economy by 2020.

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

We measure peer domestic violence at the cohort level (that is, across all students in a grade at a school) as opposed to the classroom level due to the possible sorting of students into classrooms according to their achievement and behavior.

As an example of the limitation of this measure, note that the United States is coded as a country where teacher salaries can be adjusted for outstanding performance in teaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for increases in student achievement test scoreAs an example of the limitation of this measure, note that the United States is coded as a country where teacher salaries can be adjusted for outstanding performance in teaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for increases in student achievement test scoreas a country where teacher salaries can be adjusted for outstanding performance in teaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for increases in student achievement test scores.

Using the National Assessment of Education Progress (NAEP) as our measure, we found some states had raised the achievement of economically disadvantaged students the equivalent of a full grade level or more in just eight years, 2003 - 2008 — this at grades four and eight and in reading and math.

In most industrialized countries — nearly all of which outperform us on measures of academic achievement, such as PISA and TIMSS — students begin preparing for a career while still in high school.

While some critics have charged that changing to a four - day school week may have negative effects on student achievement, researchers at Colorado State University have completed a study indicating that the switch to a four - day schedule has «no effect» on achievement as measured by the Iowa Test of Basic Skills.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

It would make matters more difficult because the most important flaw of the No Child Left Behind accountability system is its reliance on the level of student achievement at a single point in time as a measure of school performance.

The district at least has begun to solve one of society's most intractable problems: the achievement gap between white and minority students, at least as measured by the TAAS.

A good teacher is now recognized as someone whose students learn and grow, with 38 states revising their policies on educator effectiveness to include measures of student growth or achievement as one of multiple factors in teacher evaluations.