Sentences with phrase «different measures of student achievement»

But, he wrote, if «other data can be derived from the state assessments to define a distinctly different measure of student achievement,» that measure could count for the second 20 percent, as long as it was developed locally through collective bargaining.

Not exact matches

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.

(To generate the weights, we regressed a teacher's average student - achievement gain in one class against the three different measures from another class, resulting in weights of.758,.200, and.042 on value - added, student survey, and classroom observation, respectively).

This interpretation of the law requires a minimum of 8 different indicators (math achievement scores, reading achievement scores, another academic indicator, and a school quality or student success indicator, plus participation rate for each of these four measures).

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.

They understand and actively work to eliminate gaps in school success between different groups of students, as measured by academic achievement, high school graduation rates, and preparation for college and other postsecondary pursuits.

The use of a proficiency index or providing schools credit for students at different points in the achievement distribution improves the construct validity of the accountability measures over the NCLB proficiency rate measures (Polikoff et al., 2014).

After exploring some different ways of measuring segregation, Rivkin also looks at data on the connection between desegregation and student achievement.

(This pertained to the subset of principals for whom it was possible to produce a credible measure of their contributions to student achievement growth, because we could observe different principals in the same school in different years.)

CEPA researchers examines a wide range of issues, including how to best measure student success, what factors predict and promote student success, and how different types of teacher instruction, school programs, and education policies can improve student achievement.

Noting the lack of rigorous analysis of the role principals play in determining student outcomes, the study's authors measure how average gains in achievement, adjusted for individual student and school characteristics, differ across principals - both in different schools and in the same school at different points in time.

The research team deemed this a high - utility technique because it has been proven in several studies to be very effective across students of different ages utilizing it with a variety of materials, and on most measures of achievement, even over long delays.

Multiple measures allow multiple opportunities to demonstrate achievement, are accessible to students at varying levels of proficiency, and utilize different methods for demonstrating achievement.

Although white test - takers and ELL test - takers are largely not educated in the same public schools, there are public schools that educated both white and ELL students.8 To gauge how much of the ELL achievement gap is due to white students and ELL students attending different schools, this section of the report measures the difference in math proficiency, based on the state assessment tests, between ELL students and white students who attend the same schools.

Even though these tests measure only a limited portion of what we care about in schooling, there is a high level of agreement that reducing achievement gaps between students of different races and economic backgrounds would be a major educational improvement (provided that it was accomplished by raising the performance of the less advantaged).

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

Applying the same adjustments to measures of gains in NAEP scores over time also brought a different crop of states to the top of the list, highlighting gains in scores in Nevada, Maryland, and Hawaii, with Massachusetts and New Jersey remaining near the top as well.3 The variation in relative student achievement among states highlighted by this analysis demonstrates the caution necessary when interpreting state - level NAEP.

Different measures of the same construct are especially helpful if the construct is some aspect of student achievement.