Sentences with phrase «district academic tests»

Not exact matches

Instead, he said, it might make more sense for Stoneman Douglas or the Broward school district to provide students with extra academic support, like an Algebra I refresher, before they take the test.

The state labeled Hughes a «persistently low - achieving» school in early 2010 because of its low test scores, and despite an infusion of state funding and efforts to turn it around, it has not markedly improved, district Chief Academic Officer Laura Kelley said.

Many district officials already have told residents they face a squeeze next year between holding down taxes while expanding instructional services needed to prep students for lessons and tests aligned with rigorous Common Core academic standards.

The 58 - year - old administrator has said he will resign at the end of this school year from the top job in a district grappling with unyielding academic shortcomings, alleged test tampering, and missing candy money and equipment.

In the area of academic achievement, a few years ago the school's fourth graders had the highest scores in the district on the Connecticut Mastery Test, the state's standardized achievement tTest, the state's standardized achievement testtest.

A Maryland school district's curriculum and classroom assessments represent what teachers need to help students reach ambitious academic goals and succeed on state tests, concludes a report issued by a group pushing for greater student achievement.

The act burdens the states as well as local districts, imposing obligations to develop academic standards, test all students annually in grades 3 through 8, hire «highly qualified» teachers in core subjects, and reconstitute persistently failing schools in order to remain eligible for federal aid.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

But then comes the punch line: «And districts should seek exemptions from the rigid, state - imposed testing regimes and consequences to enable it to establish more sophisticated methods for assessing students» near - term and longer - term academic and social progress along the lines discussed earlier.»

Contracting also enables a district to assign schools with particular academic challenges - say, the lowest test scores - to a private manager, while devoting its energies to district - wide improvements.

The CORE is a consortium of nine California school districts that implemented a pilot to create a comprehensive accountability system by assessing school performance through a variety of measures that go beyond academic achievement tests.

Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills,» writes Associate Professor Martin West.

He had effected some improvement in school discipline and in academic tests, «but the district kept on sending him ineffective tenured teachers who were extremely difficult to remove.»

Academic Boot Camps Get Students in Test Shape Concentrated reading and test - taking instruction in small groups — known as boot camps — is one of the strategies a California school district uses to help elementary and middle - school students on the cusp of proficiency improve their reading and test scoTest Shape Concentrated reading and test - taking instruction in small groups — known as boot camps — is one of the strategies a California school district uses to help elementary and middle - school students on the cusp of proficiency improve their reading and test scotest - taking instruction in small groups — known as boot camps — is one of the strategies a California school district uses to help elementary and middle - school students on the cusp of proficiency improve their reading and test scotest scores.

Originally enacted by the California Legislature in 1971, the Stull Act requires school districts to evaluate the performance of teachers and other certificated employees using multiple measures of performance, including student progress toward district and state academic content standards, as measured by standardized tests.

Some tests, such as the Stanford Achievement Test, are developed for general use by any school district in the country, while other tests are developed for a specific state, such as the Massachusetts Comprehensive Assessment System (MCAS), and the Texas Assessment of Academic Skills (TAAS).

State policy in Ohio requires school districts with a three - year average graduation rate of 75 % or less (in addition to academic watch and academic emergency districts) to administer practice versions of the Ohio Graduation Tests (OGT) to 9th - grade students.

These include substantial spending to boost student achievement in urban schools, networks of charter schools as alternatives in urban public districts, and academic benchmarks on standardized tests for schools as well as students.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

In a district like mine, with high poverty and minority representation in the schools and terrible academic outcomes, it is an unfortunate given among those middle class people who have succeeded in school (or think they have) that the only reason that the district has such lousy test scores and graduation rates is «the parents.»

Figure 2 shows the correlations between school - average social - emotional skills and key indicators of academic performance (GPA and state test scores) and student behavior (the percentage of students receiving suspensions and average absence rates) across CORE district middle schools.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.

Superintendents acknowledge that federal and state standards and accountability systems have created a situation in which district and school personnel can not ignore evidence about students who are struggling or failing to meet mandated standards for academic performance, as reflected in test results and other indicators of student success (e.g., attendance, graduation rates).

Although initially introduced as a diagnostic tool to help our teachers assess the academic needs of their students, MAP ® is now used by the district to evaluate teachers — a purpose for which the test was not designed, the vendor NWEA has stated — and as a screening mechanism for advanced learning opportunities.

The law requires districts to adopt «multiple objective academic measures,» which could include statewide standardized test results, student portfolios and other placement tests predictive of math readiness, interim assessments and grades.

But she says with Indiana's transition to the Common Core, a set of new academic standards adopted by 46 states and the District of Columbia, she's had to incorporate more nonfiction into her curriculum to prepare students for state tests.

The Times sought three years of district data, from 2009 through 2012, that show whether individual teachers helped — or hurt — students academic achievement, as measured by state standardized test scores.

State Superintendent of Public Instruction Tom Torlakson said it was more important to give districts a trial run with new online Smarter Balanced assessments than test students under the outdated state academic standards.

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.

The northwest Tennessee district has maintained a trajectory of increasing academic expectations for many years, netting strong gains in math over the last three years and ACT test scores above the state average.

Test results released Wednesday by the California Department of Education set a new baseline for academic performance of students, schools and districts.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

To decide whether or not to provide a student with additional supports, school and district leaders rely mainly on test scores and other academic achievement data.

Our student achievement is measured in many ways, and we continuously strive to improve by studying results of not only the STAAR tests (State of Texas Assessment of Academic Readiness), but also of district - level ongoing assessments, PSAT, SAT, and ACT.

During his tenure as the Assistant Superintendent for Instructional Services at the Chula Vista Elementary School District in California, he oversaw the district's dramatic improvement in academic performance and high - stakes test scores through the implementation of a student - centered instructional framework and a cloud - based differentiated instruction sDistrict in California, he oversaw the district's dramatic improvement in academic performance and high - stakes test scores through the implementation of a student - centered instructional framework and a cloud - based differentiated instruction sdistrict's dramatic improvement in academic performance and high - stakes test scores through the implementation of a student - centered instructional framework and a cloud - based differentiated instruction solution.

For instance, university researchers at the Stanford University Graduate School of Education's John W. Gardner Center recently partnered with the California CORE districts — which include the Los Angeles Unified, Oakland Unified, Fresno Unified, Long Beach Unified, Santa Ana Unified, Sanger Unified, Garden Grove Unified, and Sacramento City Unified school districts — to design a new local school accountability system that included measures of students» social - emotional learning, growth mindset, self - efficacy, and school climate.51 Researchers found that these measures were predictive of students» test performance and correlated with other important academic and behavioral outcomes.52

The push is seen as especially important for students of color, whose test scores as a whole lag far behind white students» academic performance in the district.

Standardized test results from this year and next will give the district its first objective measure of academic growth.

California has identified English learners based on how well they do on the language development test but has left it up to districts and students» teachers to also weigh a mix of factors, including teacher judgment, scores on other standardized academic tests and parent consultations.

Two sections currently mention the use of the tests in teacher evaluations: «44662 (b) The governing board of each school district shall evaluate and assess certificated employee performance as it reasonably relates to: (1): The progress of pupils toward the standards established pursuant to subdivision (a) and, if applicable, the state adopted academic content standards as measured by state adopted criterion referenced assessments.»

L.A. Unified School District's Academic Growth Over Time measurement system, based on students» progress on standardized tests, spurs debate over fairness, accuracy.

The Minnesota Comprehensive Assessments (MCAs and MTAS) Minnesota Comprehensive Assessments (MCAs) and alternate assessment, Minnesota Test of Academic Skills (MTAS), are the statewide tests that help districts measure student progress toward Minnesota's academic standards and meet the requirements of the Elementary and Secondary Education ActAcademic Skills (MTAS), are the statewide tests that help districts measure student progress toward Minnesota's academic standards and meet the requirements of the Elementary and Secondary Education Actacademic standards and meet the requirements of the Elementary and Secondary Education Act (ESEA).

Since then, President Clinton has been campaigning for national academic standards and a test that would enable parents to see how their students, states and school districts measure up.

Statz said the district's internal testing through the Measures of Academic Progress test, or MAP, remains the primary, consistent way Madison tracks student academic growth ovAcademic Progress test, or MAP, remains the primary, consistent way Madison tracks student academic growth ovacademic growth over time.

The NEA wants to do away with annual testing and require schools and school districts to publish information about the academic and extracurricular opportunities that they offer their students.

The Wisconsin State Journal's analysis of districts» test score data includes only students who completed the previous full academic year in a single school.

Forty - three states, the District of Columbia and the island of Guam participated in the fourth - grade testing program, which has monitored trends in academic achievement among public and private school students since the 1970s.

Superintendent Wanda Bamberg says test scores were unacceptable, until district leaders imposed an academic structure.

And crucially, Watanabe failed to note that, prior to Cobian's arrival in 2009, the school's score on the Academic Performance Index — the state's annual measure of test - score performance of schools and districts — was 717, or 23 points above the city's average.

A deal ratified earlier this year allows the district to use state test scores and the Academic Growth Over Time measurement, which includes past test scores and demographics like family income, language and ethnicity.