Sentences with phrase «based educational accountability»

Test - based educational accountability: Research evidence and implications.

Not exact matches

And in the current educational - policy environment — in which accountability, based on empirical data, is valued so highly — if you can't clearly identify and measure skills, it's hard to convince people to take them seriously.

And, while the artistic language that once surrounded school - based practice has not been totally eliminated, mainstream educational discourse is now driven by words and phrases like accountability, achievement, school success, and recovery.

Schools need both support and accountability to implement an educational model built around project - based learning and performance assessment.

The educational failures of test - based accountability, as detrimental as they are, will not spell its demise.

One of the most significant changes in educational policy of the past two decades is the movement toward test - based accountability in the schools.

Why the School «Accountability Movement» Based on Standardized Tests Is Nothing More than «a Charade» (The Washington Post) Professor Daniel Koretz quoted as expert on educational assessment and testing policy.

He has a commanding grasp of the complex issues plaguing the educational system, and will avoid well - intended but simplistic principles like the idea that test scores can be the basis for accountability.

In 2008, the NEA unveiled the «Great Public Schools for Every Student by 2020» project, in which the union committed to «creating models for state - based educational improvement,» «developing a new framework for accountability systems that support authentic student learning,» and «fostering a constructive relationship with U.S. Department of Education leadership.»

This bill is based on several recommendations of the Educational Opportunity Gap Oversight and Accountability Committee (EOGOAC) that are intended to close the educational opportunity gap in WA.

The Court found that the «weight of the research» indicated that structural, curricular and accountability - based reforms, «much more than court - imposed funding mandates, lead to improved educational opportunities.»

In Smith's model, as it was refined over time, curriculum standards serve as the fulcrum for educational reform implemented based on state decisions; state policy elites aim to create excellence in the classroom using an array of policy levers and knobs — all aligned back to the standards — including testing, textbook adoption, teacher preparation, teacher certification and evaluation, teacher training, goals and timetables for school test score improvement, and state accountability based on those goals and timetables.

Where a school registered pursuant to this paragraph is in a district in which one or more schools have been designated as a school in improvement, corrective action or restructuring, the commissioner shall determine the accountability status of the newly registered school based upon his review of the proposed educational program, including but not limited to such factors as: school mission, school administration and staff, grade configurations and groupings of students, zoning patterns, curricula and instruction and facilities.

A decade ago, the No Child Left Behind Act ushered in an era of federal educational accountability marked by relentless focus on closing race - and income - based «achievement gaps» in test scores and graduation rates.

Third, today's focus on results - based education, combined with plenty more data on school performance in an era of educational accountability, means that reform - minded education leaders are getting bolder about closing bad schools — and sometimes (but not always) opening new ones in the same building.

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.

After two decades of test - based accountability, the Every Student Succeeds Act (ESSA) opens the door for a new vision of educational accountability.

The draft accountability rules, to be released this summer, will encourage states to identify high - and low - performing teacher preparation programs across all kinds of educational models, not just those based in colleges and universities; urge a transition from current input - based reporting requirements to a focus on more meaningful outcomes; and likely limit program eligibility for TEACH grants — which are available to students who are planning to become teachers in a high - need field in a low - income school — to only effective teacher preparation programs.

Armed with the knowledge that quality teaching matters most for student learning, policymakers from state to state are racing to adopt new educational accountability measures that seek, among other things, to evaluate teacher effectiveness with more rigorous, evidence - based instruments.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these skills and competencies — and if so, whether we should use those results to gauge school quality.

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these competencies.

The bill would also require the California Department of Education to «suspend LCFF funding if a local control and accountability plan (LCAP) is not significantly improving pupil reading and comprehension skills and English learner performance» and to «prohibit educational agencies from receiving LCFF monies if their LCAP does not include evidence - based programs.»

When he accepted the job, he was part of a rising educational reform movement that drew lessons from the corporate world, like increasing parent choice through innovations like charter schools, weakening traditional union protections like tenure and bringing numbers - based accountability to schools to evaluate and rank them and to improve teaching.

The award, temporarily replacing the California Distinguished Schools Program until Common Core testing and a new accountability system take root, is given to schools based on a model program that includes standards - based activities, projects, strategies and practices that can be replicated by other local educational agencies.

Their emphasis was on providing «productive learning conditions for all students in each school» using measures of educational inputs and outcomes based on eight requirements for effective accountability:

Standardized tests with high stakes are bad for learning, studies show (Statesman, 3/10/2012) A National Academies of Science committee reviewed America's test - based accountability systems and concluded, «There are little to no positive effects of these systems overall on student learning and educational progress.»

The National Center for the Improvement of Educational Assessment, Inc. (Center for Assessment), a Dover, NH - based not - for - profit, 501 (c)(3) corporation, was founded to address the changes underway in educational assessment and accountability, and future challenges that will emerge.

Juan D'Brot joined the Center in February 2016 and has led and contributed to work on developing ESSA - aligned accountability systems, growth models, exploring graduation options for students based on local legislation, peer review submissions, and revising readiness assessments for educational organizations and numerous states and jurisdictions.

In its 2011 report to Congress, the National Academy of Sciences reviewed America's test - based accountability systems and concluded, «There are little to no positive effects of these systems overall on student learning and educational progress.»

In contrast, the Republic Party platform demands the end of federal involvement in the American educational system in favor of «choice - based parent driven accountability.»

The emergence of standards - based reforms and accountability systems at the state and district levels has led to renewed interest in and inquiry into the district role in educational change.

Part One surveyed how the state's skepticism of test - based accountability starts at the top with Gov. Jerry Brown, who successfully took on the federal government; Part Two explored how the elimination of certain data systems has limited educational research...

Superfine's research interests have focused on the intersection of education law and policy, school finance reform law and policy, standards - based reform and accountability policies, and the role of science in the educational policy process.

Superfine's research interests focused on the intersection and history of education law and policy, school finance reform law and policy, standards - based reform and accountability policies, teacher evaluation policy, and the role of science in the educational policy process.

Under the Every Student Succeeds Act, states are using a new approach to accountability based on multiple indicators of educational opportunity and performance and can decide how to use these measures to identify schools for intervention and support and to encourage systems of continuous improvement.