Sentences with phrase «education measures often»

But despite that obstacle, Mr. Carroll, a product of the District of Columbia public schools and a proponent of the bill, was determined to demonstrate a shift within the Democratic Party on education measures often resisted by the party.

Not exact matches

It's power or productivity that can be measured, and the people who come up with the measurements aren't poets or even rocket scientists (most often they're professors of education).

Absolute inequality measures reflect not only inequalities across socioeconomic subgroups but also public health importance of the outcome in consideration, and they could provide different, even contradictory, patterns of inequalities from relative measures in a given outcome.21, 22 However, measuring absolute inequality is often neglected in health inequalities research.23 Relative risks (RRs) and absolute risk differences (RDs) of discontinuing breastfeeding among mothers with lower education compared with mothers with complete university education (reference category) were separately estimated in the intervention and in the control group and then compared between the two groups.

Gifted education programs have long been subject to criticism that their selection criteria, which often rely on IQ testing and other measures of cognitive ability, are biased against students of color and poor children.

Dr. Guilcher said women with disabilities often have other measures of social vulnerability, such as low income and low education levels.

In Ohio, and in many other places, the people most resistant to accountability measures are very often employed by the education establishment: They're resistant to having inferences drawn about their effectiveness.

Success in education is often measured by a standardized test, but there arent any tests designed to measure how students feel about themselves after being actively involved in a program like this.

As we continue to study choice - based policies in K — 12 education, one challenge we must confront is the push - pull created by high - stakes accountability measures designed to assess schools, students, and educators, based solely on test scores — an area where choice proponents and opponents often find common ground.

While PISA is a test of everyday knowledge, TIMSS measures performance on the sorts of academic disciplines students are normally taught in school, and which are often required for success in higher education.

«Within higher education's current turbulent context, the success of a college or university president is often measured by his or her ability to secure critical institutional resources through effective «friendraising» and fundraising activities,» said Lecturer Joe Zolner, faculty chair for the seminar.

The plaintiffs point out that high - performing districts often spend considerably in excess of the foundation budget, the state's measure of what is necessary to provide an adequate education.

Maryland has always earned high scores on the National Assessment of Educational Progress, and its steady increases in test scores over the years has helped earn it the ranking of No. 1 in the nation by Education Week, an often - quoted measure.

In fact, the challenge of measuring productivity in the private sector is often as great as or greater than in education.

Unfortunately, even when we expand the set of publicly - funded education providers to include charter and private schools we still very often require that students attending those schools take the state test, designed to measure the teaching of state standards and curriculum.

A state «s ability to provide a quality education is often measured through evaluation and monitoring via state accreditation processes.

Parental satisfaction is the most important yet often overlooked measure of the quality of education a child is receiving.

The Importance Of Understanding Parental Satisfaction January 4, 2017 by Brett Kittredge The most important and often overlooked measure in determining the quality of education that a child is receiving is parental satisfaction.

The trend in education policy, exemplified especially by NCLB, has been to combine narrow measures with high stakes, thereby damaging schools» capacity to meet larger goals and often undermining the quality of education.

When asked about the problems associated with standardized testing — cheating, overtesting, blunt measures of student achievement — U.S. Secretary of Education Arne Duncan often points to a duo of «next - generation assessments» funded by federal money.

A host of factors — lack of accountability for school performance, staffing practices that strip school systems of incentives to take teacher evaluation seriously, teacher union ambivalence, and public education's practice of using teacher credentials as a proxy for teacher quality — have produced superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students» learning.

Yet, teachers do matter, often in ways that can not be measured, and since teacher pay accounts for the greatest percentage of education budgets — which continue to dominate state budgets — political leaders and the public feel compelled to call for greater teacher accountability.

If Florida's experience is any measure, though, Democrats, teacher unions and some church - and - state separatists will oppose the scholarship - voucher program, saying it indirectly uses tax money to fund private, and often religious education.

«Education leaders often talk about standards as if they are a system of weights and measures — the word «benchmarks» is used promiscuously as a synonym for standards.

Talking to Dougco officials, you hear faint echoes of the «outcome - base education» theorists of 20 years ago, with their emphasis on «performance - based» assessments and their insistence that normed tests often fail to measure true intellectual strength.

They are sometimes useful measures, and even then, ought to be used and viewed with caveats that are usually missing from the often - heated debates over who's doing what to whom in education.

This is not true of district - run public schools, where failing schools often undergo school improvement and turnaround measures for years, subjecting generations of children to a subpar education.

It's the perfect example of how the education establishment, often through its own research, can celebrate by using the wrong measures of success.

Education «reformers» often proclaim they are carrying on the tradition of great civil rights leaders, employing the rhetoric of that movement while in reality pushing measures that exacerbate inequality and impact most harshly on children and communities of color - like school closures, privatization, and over-testing.

ISDs help member districts follow often - complex state and federal education standards, meet state and federal requirements, secure grants, measure student performance and growth, and assist low performing schools.