Sentences with phrase «different system of accountability»

«I think it's inevitable - and most people in Parliament think it's not defensible in the future to have a different system of accountability for academy chains and local authorities,» he said.

Not exact matches

My argument here is that a «diverse provider» environment (where an area has an array of operators running an array of schools) allows for a very different kind of accountability system.

The pattern of test scores in Texas and the nation suggest that consequential accountability — adopted early by Texas, then by more states, and finally by the nation as a whole — was a shock to the U.S. school system that altered the ecosystem and led to a different outcome than had existed before.

The dimensions of accountability I've described represent the building blocks of systems that could look quite a bit different from what we have now and where we seem to be heading.

This is very different from the MCT - based accountability systems of the 1970s, under which students were held accountable, for example, for passing a high school exit exam if they were to receive a regular high school diploma.

Finally, Hill discusses the pros and cons of six different ways of crafting a system that strikes the right balance between innovation and accountability.

States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of cohort graduation rates.

Also in this issue: an analysis of open educational resources and what the federal role should be in facilitating their adoption; an assessment of Mayor Bill de Blasio's first few years in office in New York City; and an expert debate on the merits of two different approaches to designing state accountability systems.

As Bush strategist Karl Rove explained in his book Courage and Consequence: «When Bush said education was the civil rights struggle of our time or that the absence of an accountability system in our schools meant black, brown, poor, and rural children were getting left behind, it gave listeners important information about his respect and concern for every family and deepened the impression that he was a different kind of Republican whom suburban voters... could be proud to support.»

Following over a decade of strong federal accountability structures, states are now embarking on the creation of new state - designed accountability systems, possibly featuring very different strategies from recent years and from each other.

«How Should States Design Their Accountability Systems,» a forum in the Winter 2017 issue of Education Next, looks at the pros and cons of different ways of rating schools.

The Donnell - Kay Foundation is undertaking a large - scale effort to create a new system of public education delivery that would use different accountability metrics.

In reaction to criticism of the policy, Cate Swinburn, head of data and accountability in the D.C. school system, stated, «In no way does DCPS hold our students to different expectations based on their skin color or language ability or special learning needs».

Tom Vander Ark recently wrote about several different approaches to accountability, including John Bailey's idea of state - created «innovation zones» that would free groups of schools from existing accountability systems.

In detailing the outcomes of the Hope Study, Assessing What Really Matters in Schools gives hope to innovative and progressive schools and to new and different accountability systems, while changing the conversation from an achievement discourse to a human development discourse.

In detailing the outcome of the Hope Study, Assessing What Really Matters in Schools gives hope to innovative and progressive schools, to new and different accountability systems, while changing the conversation from an achievement discourse to a human development discourse.

But this district of 30,000 students has pioneered a local accountability system with a different, much broader conception of success.

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.

While NPR's Westervelt criticizes Kane for making a «pretty scathing and strong indictment» of America's education system, what Kane does not understand writ large is that the very solutions for which Kane advocates — using VAM - based measurements to fire and hire bad and good teachers, respectively — are really no different than the «stronger accountability» measures upon which we have relied for the last 40 years (since the minimum competency testing era) within this alleged «echo chamber.»

The fact that the gambit has resulted in 35 different accountability systems — the very thing Duncan deceptively accused No Child of doing — has led to an even bigger mess that can not be fixed easily; the evisceration of No Child has also made it easier for traditionalists and Kline to push to ditch the law altogether because the administration has all but done so for them.

CORE, she says, has added SEL indicators as part of its accountability system «with a good buy - in from educators across different roles and communities» after comprehensive conversations with stakeholders about what constitutes SEL skills and competencies — and why they matter.

Across the country, states are adopting a number of different strategies to improve outcomes for students: third grade reading requirements, literacy initiatives, new assessment and accountability systems, plus an increased focus on data - driven decision - making are changing how districts approach teaching and learning for all students.

The Dept. of Education is also «sending West Virginia back to the drawing board» on the state's ESSA plan regarding «how much weight West Virginia gives to different areas of its academic accountability system, whether West Virginia is holding its counties accountable for English - language proficiency and the viability of locally - selected tests in lower grades.»

«ESSA shifts much of the responsibility for student outcomes to states, which must develop robust accountability systems that target large graduation rate gaps that continue to exist between different groups of students, as well as high schools that fail to graduate one - third or more of their students,» said Gov. Bob Wise, president of the Alliance for Excellent Education.

A coalition of 10 California districts that together serve more than 1 million students also submitted an NCLB waiver proposal, which raises questions about both the wisdom of a department decision to grant flexibility at the district level and the state's ability to manage two different school accountability systems.

Meanwhile, with three statesopenly defying NCLB's strictures and at least ten states preparing waiver requests, it looks like «states may have a mishmash of different accountability systems,» says Jennings, who expects «the vast majority of states» to apply for waivers by the time Duncan releases his regulations.

These different forms of punishment inflicted upon the public school system by high stakes testing have been called accountability.

Accountability systems (testing, reporting, and consequences) gave districts political muscle to close chronically failing schools or open different kinds of schools.

For example, in the 1990s, as the standards movement was gaining momentum but before NCLB prescribed what sorts of measures states must report, states began experimenting with different indicator systems for school accountability.

Such a system allows many school personnel, not just in - house statisticians and programmers, to generate reports and analyses that supply information, provide accountability, explore relationships among different kinds of data, and inform decision making.

According to West Virginia MetroNews» Brad McElhinny, West Virginia's final ESSA plan — recently approved by the U.S. Education Department — included several changes based on feedback from the federal agency, including how much weight the state «gives to different areas of its academic accountability system,» whether or not the state properly holds counties accountable for English - language proficiency, and the «viability of locally - selected tests in lower grades.»

· The Envelope System: Handing over a stack of bills has a much different feel of accountability than does simply swiping a debit or credit card — not to mention a visual for those wanting to learn self - regulation.

emphasises the accountability of governments for socio - economic outcomes among different sectors of civil society by treating these outcomes as a matter of legal obligation, to be assessed against the norms established through the human rights system;

The full report provides details about the kinds of measures that can be used to support a focus on SEL — for use in a state accountability system, which reveals how different groups of students may be experiencing school and how they are being supported; and for use at the school or district level, to help educators improve classroom and school practices.