Sentences with phrase «at measures of school quality»

Not exact matches

Researchers from the Perelman School of Medicine at the University of Pennsylvania, in partnership with ORGANIZE — a non-for-profit organization based in New York which leverages health data to end the organ donor shortage by applying smarter technologies, utilizing social media, building more creative partnerships, and advocating for data - driven policies — The Bridgespan Group — a global nonprofit organization that collaborates with mission - driven leaders, organizations, and philanthropists to break cycles of poverty and dramatically improve the quality of life for those in need — and Gift of Life Donor Program — an OPO which serves the eastern half of Pennsylvania, southern New Jersey, and Delaware — evaluated the metrics and criteria used to measure OPOs across the country, and found significant discrepancies in how potential donors are evaluated and identified.

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.

What measures, whether in terms of practice or policy, could help CMOs succeed at delivering more high - quality schools at scale?

The researchers assessed teacher quality by looking at value - added measures of teacher impact on student test scores between the 2000 — 01 and 2008 — 09 school years.

Considering the fact that school buildings need to be fit for purpose in order for staff to deliver quality and innovative teaching, he looks at the case of the first school built under the PSBP, which he notes as of December 2014, is still in Special Measures.

More important, however, is the larger implication I take from Mr. Bedrick's thesis: that private school choice advocates in America, Mr. Bedrick among them, have failed to establish a coherent, prevailing belief system about the role of private schools in providing an education of measured quality, at scale, for the nation's most disadvantaged youth.

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

Accordingly, some indicators that are appropriate measures of performance for comprehensive high schools can not accurately measure the quality of educational programs at alternative schools.

A direct measure of family social background would be better than one that mixes in such factors as books in the home and the quality of peers at school.

Given the strong influence of out - of - school factors on student achievement, any quality measure based on the level of student performance at a single point in time will be heavily influenced by characteristics of a school's student body.

The law also requires at least one additional measure of «School Quality or Student Success» (SQSS), such as student engagement, college readiness, or school clSchool Quality or Student Success» (SQSS), such as student engagement, college readiness, or school clschool climate.

At the same time, proficiency rates are the only quality measure available for a national sample of schools.

One of Ohio's primary school - quality indicators is its performance index (PI)-- essentially, a weighted proficiency measure that awards more credit when students achieve at higher levels.

SPF uses 16 different indicators that measure quality of academics (60 percent of total score), and culture and climate (40 percent of total score) to arrive at an overall school score.

Luis Mirón, director of the Loyola Institute for Quality and Equity in Education at Loyola University, said the success of what he called the «charter surge» has been based on temporary measures — a recovery school district that will eventually return schools to the Orleans Parish School Board and millions in federal recovery dollars, heschool district that will eventually return schools to the Orleans Parish School Board and millions in federal recovery dollars, heSchool Board and millions in federal recovery dollars, he said.

At the school and district levels, the School Quality Measures (SQM) project aims to better model the diverse perspectives and experiences of a range of school stakeholders when assessing school quschool and district levels, the School Quality Measures (SQM) project aims to better model the diverse perspectives and experiences of a range of school stakeholders when assessing school quSchool Quality Measures (SQM) project aims to better model the diverse perspectives and experiences of a range of school stakeholders when assessing school qQuality Measures (SQM) project aims to better model the diverse perspectives and experiences of a range of school stakeholders when assessing school quschool stakeholders when assessing school quschool qualityquality.

FutureEd's Editorial Director Phyllis W. Jordan and Research Assistant Paige Marley say lawmakers put a «wild card» in ESSA by requiring states to include at least one non-academic measure of «school quality and student success.»

This study found that students whose teachers crafted high quality SLOs outperformed their peers and showed significantly greater gain on two independent measures of student achievement at all three school levels during all years under study.

Ofsted has already published a report into the quality of Birmingham education after snap inspections at 21 schools revealed serious problems, leading to five schools being placed in special measures.

Klein also reports that a «top staffer overseeing implementation of the Every Student Succeeds Act at the U.S. Department of Education has a message for states and districts as they embrace the law's new school quality measures: Don't forget about reading and math.»

At the very least, the concept is an interesting approach to measuring the quality of schools — and could provide the kind of information families need to know what schools look like as well as how well they do in improving student achievement.

My research — which has focused on teacher quality as measured by what students learn with different teachers — indicates that a small proportion of teachers at the bottom is dragging down our schools.

It presents a five - step cycle of listening, validating, authorizing, mobilizing, and reflecting on student voice; a tool to measure the quality of activities involving student voice; and several examples of what students as researchers, planners, teachers, evaluators, decision - makers, and advocates look like in practice, at elementary, middle, and high schools.

In theory, the market was supposed to act as its own accountability measure; competition would mean that low - quality schools would close, said Jonas Vlachos, an economics professor at the University of Stockholm who has studied free schools.

«To construct / renovate classrooms, restrooms / school facilities to improve the quality of education at Brittan Elementary School, build a gymnasium for school and community use; repair, construct, acquire classrooms, sites and equipment, shall this Brittan Elementary School District measure be adopted to issue $ 4,000,000 of bonds at legal rates, levy approximately 3 cents / $ 100 assessed value, generating approximately $ 260,000 annually while bonds are outstanding, with annual audits, independent citizens» oversight, NO money for salaries, all money staying local?&school facilities to improve the quality of education at Brittan Elementary School, build a gymnasium for school and community use; repair, construct, acquire classrooms, sites and equipment, shall this Brittan Elementary School District measure be adopted to issue $ 4,000,000 of bonds at legal rates, levy approximately 3 cents / $ 100 assessed value, generating approximately $ 260,000 annually while bonds are outstanding, with annual audits, independent citizens» oversight, NO money for salaries, all money staying local?&School, build a gymnasium for school and community use; repair, construct, acquire classrooms, sites and equipment, shall this Brittan Elementary School District measure be adopted to issue $ 4,000,000 of bonds at legal rates, levy approximately 3 cents / $ 100 assessed value, generating approximately $ 260,000 annually while bonds are outstanding, with annual audits, independent citizens» oversight, NO money for salaries, all money staying local?&school and community use; repair, construct, acquire classrooms, sites and equipment, shall this Brittan Elementary School District measure be adopted to issue $ 4,000,000 of bonds at legal rates, levy approximately 3 cents / $ 100 assessed value, generating approximately $ 260,000 annually while bonds are outstanding, with annual audits, independent citizens» oversight, NO money for salaries, all money staying local?&School District measure be adopted to issue $ 4,000,000 of bonds at legal rates, levy approximately 3 cents / $ 100 assessed value, generating approximately $ 260,000 annually while bonds are outstanding, with annual audits, independent citizens» oversight, NO money for salaries, all money staying local?»

Washington — Although more students with disabilities than ever are included in state testing programs, the task of giving these students high - quality assessments in the future that measure how adept they are at mastering the Common Core State Standards seems to have an endless number of hurdles to overcome before students face these new assessments in the 2014 - 15 school year.

ESSA gives states the responsibility of choosing at least one indicator, or metric, to measure school quality or student success.

Jack Schneider is an assistant professor of education at the College of the Holy Cross, Mass., the director of research for the Massachusetts Consortium for Innovative Education Assessment and the author of the soon - to - be-published «Beyond Test Scores: A Better Way to Measure School Quality.»

Advocates for this shift cited research showing the importance of teacher quality, though critics argued that measuring student growth at the school level was a fairer and more reliable way to use the statistical tools.

But the law also requires rating systems to incorporate at least one measure of school climate or quality — and that's where chronic absenteeism comes in.

Research shows that high - quality, early education programs can particularly benefit low - income children and those most at risk of school failure by supporting their healthy development across a range of measures.

Margie Vandeven, assistant commissioner with the Office of Quality Schools at Missouri's Department of Elementary and Secondary Education, says she's frustrated with No Child Left Behind, a law that uses an «all or nothing» measure to rate her state's sSchools at Missouri's Department of Elementary and Secondary Education, says she's frustrated with No Child Left Behind, a law that uses an «all or nothing» measure to rate her state's schoolsschools.

Under the old law, No Child Left Behind, the only measure of quality was the percentage of a school's students who scored at the proficient level on state tests.

Under ESSA, states must hold schools accountable for student performance in English language arts, or ELA, and mathematics; a second academic indicator, such as growth in ELA and mathematics; progress in achieving English language proficiency; high school graduation rates, if applicable; and at least one measure of school quality or student success.

CTAC research found that students whose teachers crafted high quality SLOs outperformed their peers and showed significantly greater gain on two independent measures of student achievement at all three school levels during all years under study.

First, ESSA requires states to include at least one measure of school quality or student success, in addition to other measures, such as academic achievement on state tests and graduation rates.

At least one measure of school quality or student success (several examples are listed including student and educator engagement, access and completion of advanced coursework, postsecondary readiness, school climate and safety).

Our analysis shows that students» high schools predict the quality of the initial university, as measured by PPI, conditional on their own academic preparation, and that students from lower - SES high schools systematically enroll at lower - PPI universities.

This exhibition, to be shown at Museo Picasso Málaga until 17 September 2017, brings together Francis Bacon's powerful solitude, Lucian Freud's carnal angst, Michael Andrews» encapsulated ego, Frank Auerbach's three - dimensional painting, David Bomberg's emotional force, William Coldstream's rigorous measure, Ronald B. Kitaj's multiplicity, Leon Kossoff's visceral quality, Paula Rego's subversion and Euan Uglow's proportion, all of them artists associated with what has come to be referred to as the School of London, a label that has not, however, been accepted by art historians or by the artists themselves.

Transition to school is seen as one of the best stages in a child's life to measure child development and well - being.12 — 14 Research has established that children at higher risk for suboptimal development can be better prepared for initial success at school through early childhood education, family support, paediatric and allied healthcare interventions and child health programmes.15 When children come to school with the developmental capacity to take advantage of the education system, coupled with a high - quality education system, the initial positive effects persist into adolescence and adulthood.15

The Every Student Succeeds Act (ESSA) requires states to include at least one measure of school quality and student success in their accountability and improvement systems.

Luckily, the tide may be turning: The Every Student Succeeds Act (ESSA) requires that states include at least one measure of school quality and student success in their accountability and improvement systems.