Sentences with phrase «do education policymakers»

The question is, Why do education policymakers and practitioners sometimes opt to make important decisions based on only one indicator?

Not exact matches

«A tax cap that is tied to an inflationary number that does not reflect school district costs and which results in negative levies should raise concerns with both state policymakers and the general public that want a quality education for our students.»

Thus the NRC mantra, repeated with slightly different wording throughout the report: «Despite using them for several decades, policymakers and educators do not yet know how to use test - based incentives to consistently generate positive effects on achievement and to improve education.»

Payne's book is brilliant and should be read by all education policymakers, but today, in honor of Martin Luther King, I want to call attention to the Epilogue (as I have done before), where Payne tells the story of William J. Moore, «grandson of a fugitive slave,» who opened a «first class elementary school» in West Cape May, New Jersey, for the black «yard men, delivery «boys», dockhands, truck drivers, casual laborers, and factory workers» who serviced the white tourists of Cape May.

Teachers and principals didn't manage to make the improvements in education that the policymakers claimed, but they did precisely what was demanded of them: They raised scores.

Interested parties range from education experts to parents, from teachers to policymakers, all concerned with coming up with ways to educate all children, and to do it well.

Mediocre PISA and TIMSS results plus persistent domestic achievement gaps have caught the eyes of policymakers and education leaders on both sides of the pond, as it's become clear that yesterday's so - so expectations just aren't good enough and that today's testing - and - accountability regimes do not produce nearly enough world - class, college - ready graduates.

Policymakers, educators, and parents realize that, as Gene I. Maeroff argues,» «school smart» parents strengthen education» (Commentary, Oct. 25, 1989), but they do not know how to educate parents.

Although panels of scholars warned against using VAMS to make high - stakes decisions because of their statistical limitations (American Statistical Association, 2014; National Research Council & National Academy of Education, 2010), policymakers in many states and districts moved quickly to do just that, requiring that VAMS scores be used as a substantial component in teacher evaluation...

How do educational policymakers and practitioners in various high performing and rapidly improving countries conceptualize their understanding of the goals and purposes of education for an increasingly interdependent world in the 21st century?

Now, educators and policymakers in that state are scrambling to determine whether and how to enforce the new law, a direct challenge to Plyler v. Doe, a 1982 Supreme Court ruling that asserts that public schools must provide all students an education, regardless of their immigration status.

But the consulting group has already established a national reputation for its ability to ascertain, scientifically, what needs to be done in education — and precisely how much it costs to do it — through prior studies along much the same lines prepared for policymakers in Kentucky, Arkansas, Arizona, and Wyoming.

If you train a different lens upon all this, however, you realize that you're looking at a badly messed - up system, one that privileges some kids over others, that extends rights to some citizens that others don't have, that invites finagling by both seekers and suppliers of educational services (and countless intermediaries), and that ends up being costlier than it needs to be, not to mention sitting substantially beyond the reach of policymakers seeking to apportion scarce education dollars across multiple legitimate causes, needs, and priorities.

For example, to simply recommend that educational curricula or assessments should reflect the author's six principles, or recent evidence from the science of learning, does not provide policymakers in state departments of education the kind of granular analysis that would actually help them choose among the myriad offerings that all claim to reflect the latest research.

«Students that come to do a master's in education at Harvard are often motivated by principles - not just that they want to learn to be better policymakers or literacy coaches - they come because they have a passion about what education can do for people,» Levinson says.

«He has a keen interest in how diverse modes of academic research can benefit education practice and policy,» Faust added, «and how the concrete challenges facing educational leaders and policymakers, as well as teachers and students, can helpfully inform the scholarship and teaching we do here.

The studies themselves weren't designed to isolate any of those factors to measure their direct impact — and more research doing just that is needed to give policymakers a clear road map to success, says Grover Whitehurst, director of the Brown Center on Education Policy at The Brookings Institution in Washington.

«There are many educators, policymakers, and parents [to whom] it doesn't even occur... that civic and moral education matters and that that's what schools are supposed to be about.»

For the first time, a dozen major education organizations have pulled together their best practices and research to state these elements and help policymakers, school leaders and the public understand why some schools succeed and how they do it.

«Education reformers and policymakers take note: Catholic schools bring something to the table that charters don't....

If policymakers limit ESA eligibility to a small number of students scattered around the state, they will help those students, but they will do little to encourage existing education providers to expand or new and innovative providers to enter the sector.

And what lessons do Waterford's rise and partial fall in Los Angeles offer education policymakers, not only in other states but also in Washington?

For educators and policymakers across the country struggling to implement effective education reforms in the context of increased accountability, the lesson of Chicago is that accountability can and does encourage teachers and principals to pay greater attention to the lowest - performing students in their classrooms.

Additional articles on the challenges facing single parents and what policymakers can do to help can be found in the Spring issue of Education Next.

Education policymakers were faced with the overwhelming question: How do we fix this?

We hope to be talking a lot more with policymakers, whether it's at the federal level or at the state level like Lindsey had mentioned, to see what possibilities there might be for any new kinds of programs or policies and really to educate those key stakeholders in terms of learning more about the different types, what education savings accounts do and how they can be useful for families.

It does so in three ways: providing timely, useful information to policymakers; advancing awareness among the larger public on complex education issues; and highlighting effective models and strategies intended to improve student outcomes.

Yes, as he says in closing, «parents and policymakers might do a great deal to reverse the intensifying segregation of American public education simply by educating themselves about what test scores do and don't say about school quality... Questioning what they have long accepted, however, they might begin to create something different.»

What can policymakers do to encourage a shift to K - 12 competency education?

At the heart of this book is a simple message for teachers, administrators, board members, and education policymakers at all levels: the key to success is not doing more work and making more changes, but doing the right work, and making the right changes.

Across the nation, the debate rages on among policymakers, teachers and education advocates: Do parent - trigger - type laws have the potential to turn around underperforming schools when bureaucrats fail to act?

With this ambitious accountability plan in place, the Committee looks forward to working with community and business leaders all across Kentucky, as well as policymakers, as we've done for 35 years, to garner the commitment and resources needed to take the next giant leap in education excellence — from the middle to the top tier of all states in this generation.

As Dropout Nation has noted ad nauseam, few of the accountability systems allowed to replace No Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading systems put into place by such states as New Mexico (as well as subterfuges that group all poor and minority students into one super-subgroup) do little to provide data families, policymakers, teachers, and school leaders need to help all students get high - quality education.

In addition, education policymakers need to look closely at what can be done about the increasing turnover rates among beginning teachers and minority teachers, as well as in disadvantaged schools, which are traditionally among the hardest to staff.

Former Secretary of State Hillary Clinton said teachers are often scapegoated to explain low - student achievement when policymakers refuse to properly fund K - 12 education — and she doesn't appear to see unions as the driving force behind keeping less - than - stellar teachers at low - performing schools.

And in a recent report called «The Education Transformation Project» authored by Steven Adamowski and other Connecticut superintendents, they wrote, «High quality expanded learning time in schools is a core strategy as policymakers and educators recognize that the standard school calendar does not fit many students» needs.

Although the states that adopted Common Core's standards did so legally (usually by a vote of their state boards of education), many state policymakers deliberately minimized public awareness and discussion of the standards» academic deficits in order to ensure their passage and continue their use.

The framework is a broad outline of what students should know and be able to do and was developed by the U.S. Department of Education with the help of educators, policymakers, and the general public.

Meanwhile, policymakers and education leaders don't need to wait for greater teacher workforce diversity to address the Black - White disparity in gifted assignments, Grissom and Redding wrote, pointing to how special education assignments are currently made, in response to legal challenges.

Brandon Wright, of the avowedly right - leaning Fordham Institute education think tank, opined in RealClearEducation that state officials «have understandably come to expect (and perhaps to welcome) being told what to do by Washington,» and he argued that «state policymakers crave and perhaps deserve the clarity and certitude of formal rules.»

School districts and campuses would be held responsible by policymakers and taxpayers if they did not provide a decent education for every student.

To implement their plan, one of things Achievement First must do is persuade Connecticut policymakers to adopt education reforms that will favorably position the Charter School Management company so it can expand here in Connecticut.

Having usually looked at these issues from the point of view that it's a bad thing for policymakers to make promises taxpayers don't plan to keep, I'd never thought about how taxpayers» making unpaid - for promises to teachers could actually be a good thing for education, raising their compensation on the cheap.

Although decent responses exist for every one of these concerns, as do sundry ways of curbing their excesses, it's probably time for education reformers and policymakers to admit that just pushing harder on test - driven accountability as the primary tool for changing our creaky old public - school system is apt to yield more backlash than accomplishment.

We're passionate about making a difference in all we do, whether it's guiding students along their learning paths; enabling companies to develop their workforce; fostering parent, teacher, and counselor understanding of student progress; guiding job seekers toward career success; or informing policymakers about education and workforce issues.

Even families who typically do not have much time or opportunity to engage in education can find ways to be involved in their children's academics with the help of school resources and initiatives.9 Then it becomes paramount for policymakers, educators, and school leaders to know how their institutions can best design their practices and services at the secondary level to maximize postsecondary student success, especially for underrepresented groups.

Charter public schools can help meet the need for high - quality education in Idaho, but policymakers must do more to help them find and fund facilities.

But the checklist does provide a baseline of key information and impact assessments that help policymakers and education advocates consider the big picture.

As we have noted, in debates over higher education finance, policymakers often do not consider tax programs such as the student loan interest deduction in tandem with spending programs.

Parents should do all they can to promote these skills with their children, Dodge says, as should education policymakers.