Sentences with phrase «decisions about student»

This holistic approach, already a standard among NFCC counselors, will empower borrowers to make informed decisions about their student loan repayment options and take charge of their financial lives.

If you borrowed student loans to finance your legal education, you'll need to make some decisions about your student loans soon after graduating.

An example might be «lawyer in Virginia who specializes in appealing school decisions about student discipline.»

Read the other posts in the series here to get all the info you need to make intelligent decisions about your student loans.

Read the other posts in the series here — and get all the info you need to make intelligent decisions about your student loans.

Understanding the life cycle of a loan will help you in the long run when making decisions about your student loans.

And all too quickly, parents are forced to make decisions about student loans once again, as their children head off to college.

Making informed decisions about student loans, especially private student loans, and smart career choices, will ensure that borrowers don't struggle repaying their loans.

Matt Carter is the editor of Credible News, which provides information that consumers need to make decisions about student loans and personal finance.

Our goal is to put you in a position to make sound decisions about your student loan (s) and financial future.

Ted Mitchell, the U.S.. Under Secretary of Education, commented on the experiment, «It's important for students to make good decisions about their student loan borrowing.

We hope these student loan calculators help you make the hard decisions about your student loans and help you to better manage your debt.

Without a learning target (coupled with a performance of understanding that requires students to use and aim for the target in today's lesson), it's unlikely that teachers, students, and administrators will make informed, evidence - based decisions about student learning.

With its ungraded, multi-age learning environment, and instruction fueled by constant formative assessment, decisions about student progression at Carlton are determined by whether a student masters the appropriate standards set by the state rather than by grade or age.

This information is used to make decisions about the student's educational plan, and ensure student growth.

Analysis of data must drive all school team decisions about a student's program and learning profile.

The Renaissance ® mastery model automates the tracking and reporting of student data from a wide variety of sources and converts that data into a unified measure of mastery for reading and math, helping teachers make timely and informed decisions about student learning.

She explains how to use reading assessments effectively and efficiently, and how to use the data to inform decisions about student instruction.

From the middle of the 20th century, when states began experimenting with mandatory yearly testing through the Obama era and the «Race to the Top» program, we have seen states take a greater share of the power to assess learning and make decisions about student promotion, teacher ability, and school effectiveness based on these assessments.

These practices are: 1) inclusive education is not a separate initiative from general education, 2) students receiving special education services are general education students first, 3) decisions about student services are based on individual student needs, 4) the district must raise its expectations for students with disabilities and end their social and physical segregation, and 5) the success of every student is the collective responsibility of all district educators.

Ideally, this information can be used by both the teacher and the software to inform decisions about the student's progress along a developmental pathway.

Before making decisions about student learning, educators must have a clear understanding of the current level of mastery.

Making decisions about student readiness, teacher performance, and school quality that have far - reaching ramifications should never be based on a single state assessment.

Using standardized tests, which represent one snapshot in time, as the sole point in making decisions about student and school progress has been found by researchers time and again to be an improper use of assessment with little scientific basis.

We use technology to get and make decisions about student performance data in a much more efficient manner than would normally be possible without technology.

In some schools, for example, teachers used diagnostic and formative assessment data to make decisions about student placement in remedial reading or math programs, or in school - based tutoring programs.

Maryland, D.C. and New Jersey are among the jurisdictions that will not use results from the spring 2015 tests to evaluate teachers, make decisions about student promotion, or measure school success.

Shortly before Williams became mayor, the control board restored some of the elected school board's power as well, seeking its input on decisions about student discipline and school facilities.

Almost all counselors — 97 percent — believe that students and parents need a lot of advice before making decisions about student loans.

Leadership in both houses of the state Legislature support a two - year moratorium on using Common Core - aligned test scores to evaluate teachers and principals or to make decisions about student placement or promotion, a plan supported by teachers» unions.

The law includes an indefinite prohibition on test scores being used «solely or primarily» in decisions about student promotion and placement, and strikes the grades from students» permanent records.

Understanding the life cycle of a loan will help you in the long run when making decisions about your student loans.

But it calls for a delay in using the test results to make high - stakes decisions about students, teachers or schools.

If we made the assumptions that teachers are highly trained professionals prepared to make the best decisions about their students» needs, would our culture of testing and teacher evaluation look different?

6) Parental Participation is the principle that parents and students (when they reach a mature age) have the right to participate in decisions about the students» education.

Practices Challenged: Nine testing and education experts have labeled Chicago's use of the Iowa Tests of Basic Skills to make critical decisions about students and schools «fundamentally flawed.»

As policymakers continue to pursue measures that tie crucial decisions about students to tough new assessments, the National Research Council is sounding a warning about the use of such high - stakes testing.

We enable educators to make informed decisions about their students to create maximum impact.

Of course standardized tests can be used as part of a comprehensive assessment system but they should not make up the majority of the system, nor should their results be used as the deciding factor to make important decisions about students and educators, as is being done in NJ.

Their avowed goals include less testing, an end to high - stakes uses of tests (that is, making decisions about students, educators, or schools solely or primarily on test scores), and implementation of other, educationally sound assessment practices.

No important academic decision about a student, a teacher, an administrator, a school or a district should be made solely on one type of evidence, such as standardized test scores.

Given the potential blowback resulting from the new assessments, state policy leaders should err on the side of caution when using assessment results to make high - stakes decisions about students, teachers or schools in the early years of new tests.

«err on the side of caution when using assessment results to make high - stakes decisions about students, teachers or schools...»

The attention to each state's annual assessment has led some to refer to these tests as «high stakes» because important decisions about students could result from state test scores.

The groups are seeking endorsements from other local, state and national organizations as well as individuals concerned with the rapid increase in time, money and energy devoted to exams used to make major decisions about students, educators and schools.

However, if the NAEP results are accurate, it is not true that poor children are now at least getting the basics: the score increases on state (or local, as in Chicago) tests simply indicates that somewhat different particular things are taught, but overall NAEP results show there usually is no improvement in states which test the most and use tests for high - stakes decisions about students.

Increasingly, standardized tests are being used to make major decisions about students, such as grade promotion or high school graduation, and schools.

The Brookline Educators Association (BEA) supports high standards and accountability but opposes the use of a single high - stakes test to make life altering decisions about students, teachers, schools or school systems.

Schools also begin conducting data reviews to evaluate their programs and make data - based decisions about students.

This empowers students to take charge of their own learning by understanding their progress, and provides you with the actionable data you need to make timely, informed decisions about your students» comprehension and your own instructional strategies.