Sentences with phrase «evaluation of academic achievement»

A statewide evaluation of academic achievement in year - round schools.

Not exact matches

To begin tackling this problem, CMU backward - mapped from the ACT's definition of college readiness to establish grade - level achievement targets for grades 2 — 8 that can be used with Northwest Evaluation Association's Measures of Academic Progress (MAP) or the Performance Series by Global Scholar.

Despite the need to keep the focus on academic achievement, the Teacher Advancement Program acknowledges that research has identified pedagogical methods that help students learn, so it includes evaluation of classroom skills as part of its teacher compensation system.

The Commission, chaired by Dr. Paul Hill of the University of Washington, carefully reviewed the research on the impact of school choice on student achievement and included in its report the following statement: «The most rigorous school choice evaluations that used random assignment... found that academic gains from vouchers were largely limited to the African - American students in their studies.»

The new incentive, called the Race to the Top Fund, aims «to reverse the pervasive dumbing - down of academic standards and assessments by states,» the secretary said, and to punish states «that explicitly prohibit linking data on achievement or student growth to principal and teacher evaluations.»

While the push for higher levels of academic achievement and accountability continues to increase, more people have realized that a single test can not provide a comprehensive evaluation of student performance.

An Evaluation of the Public Schools of the District of Columbia examines business practices, human resources operations and human capital strategies, academic plans, and student achievement.

The Higher Achievement Evaluation will examine whether out - of - school programs can help students meet the new Common Core standards by pairing an analysis of Higher Achievement's impact on academics with an examination of program fidelity, service contrast, and the extent to which mentors» instruction supports Common Core Common practices, standards, and learning strategies.

Principal - evaluation systems must be «based in significant part on evidence of improved student academic achievement and growth and student outcomes, including the English language proficiency of English language learner students, and evidence of providing strong instructional leadership and support to teachers and other staff.»

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

In the Teach Plus proposal, student academic achievement initially would count for 10 % of the evaluation.

Many states have reformed their teacher evaluation systems to hold public school teachers accountable for the academic achievement of their students.

Nearly half surveyed had a negative impression of using test scores in teacher evaluation, but 68 percent approved of paying teachers more if their students show gains in academic achievement.

Dr. Marzano's keynote address will discuss the state of teacher evaluation and how focusing on teacher growth as it is connected to student learning gains provides the necessary support for all teachers to raise academic achievement to a world - class level.

The summative evaluation of two years of the Arts for Academic Achievement (AAA) program examines student learning outcomes of arts - integrated instruction measured by standardized tests, as well as effects not captured by standardized tests.

Individual subject grades were collapsed into broader categories such as Academic Achievement and Academic Effort.The second evaluation (RealVisions, 2007) examined program delivery, both in terms of professional development for teachers and arts integrated instruction for students; outcomes for teachers and students; and the mechanisms that mediated between program delivery and outcomes.

The Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Fifth - Year Report (2010) presents overall findings from the evaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic acEvaluation of the Comprehensive School Reform Program Implementation and Outcomes: Fifth - Year Report (2010) presents overall findings from the evaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic acevaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic achievement.

Our recent research examines the evaluation of the Student Achievement Guarantee in Education (SAGE) program (Molnar, Smith, and Zahorik, 2000; Molnar et al., 2001; Zahorik, Molnar, Ehrle, & Halbach, 2000), an initiative that requires participating schools to maintain the student - teacher ratio in K — 3 classes at 15:1 and develop rigorous, standards - based academic curriculums.

Use data - driven evaluation and reflective teaching evaluation to improve instruction and increase academic achievement of students.

Roger Weissberg, chief knowledge officer for the Collaborative for Academic, Social, and Emotional Learning (CASEL), one of the nation's leading organizations in the field of SEL research, evaluation, and best practices, credits decades of «strategic, steady work» across research, policy, and practice, in helping to highlight the benefits of SEL in delivering a whole child — centered education that supports academic achiAcademic, Social, and Emotional Learning (CASEL), one of the nation's leading organizations in the field of SEL research, evaluation, and best practices, credits decades of «strategic, steady work» across research, policy, and practice, in helping to highlight the benefits of SEL in delivering a whole child — centered education that supports academic achiacademic achievement.

(p. 36) This professional learning should be aligned to teacher evaluation data and will improve the quality and effectiveness of teachers, principals, and administrators and improve student academic achievement.

According to this year's state - sponsored evaluation of charter schools by California's nonpartisan Legislative Analyst, charter schools «are meeting original legislative intent: expanding families» choices, encouraging parental involvement, increasing teacher satisfaction, and raising academic achievement, particularly for certain groups of disadvantaged students.»

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

The model recommends that 40 percent of a superintendent's evaluation be based on student academic progress, as determined by multiple measures of learning and achievement.

The model calls for 40 percent of teachers» evaluations to be based on student academic progress, as determined by multiple measures of learning and achievement.

For a study released in December, titled «Student Academic Achievement in Charter Schools: What We Know and Why We Know So Little,» Nelson and WMU colleague Dr. Gary Miron, principal research associate with the Evaluation Center, conducted a meta - analysis of research and evaluations of student achievement in chartAchievement in Charter Schools: What We Know and Why We Know So Little,» Nelson and WMU colleague Dr. Gary Miron, principal research associate with the Evaluation Center, conducted a meta - analysis of research and evaluations of student achievement in chartachievement in charter schools.

A comprehensive evaluation typically includes intellectual and academic achievement testing, as well as an assessment of the critical underlying language skills that are closely linked to dyslexia.

This is a cornerstone of both Race to the Top and ESEA waivers, which require evaluation measures to be «closely related to increasing student academic achievement and school performance and... implemented in a consistent and high - quality manner across schools.»

Meanwhile, TAPTM: The System for Teacher and Student Advancement, adopted by districts across the country, created a system of master teachers and mentor teachers to help alleviate some of the time burden on principals by providing full - or part - time release hours to conduct teacher evaluations; provide extensive feedback and instructional demonstrations; identify context - relevant, research - based instructional strategies; analyze student data; create school - wide academic achievement plans; and interact with parents.

Their evaluation will be based on their performance in support of schools and principals to improve student academic achievement in the small group of schools they manage.

The network also provides schools with access to: a national «knowledge network» of CWC teachers and principals who can share best practices with one another, meaningful professional development opportunities and evaluation tools, student assessment tools and help tracking student achievement, training in school operations, interest - free start - up loans to help new schools get off the ground and long - term financial planning assistance, and help resolving outstanding academic issues when requested by the school.

In this way, superintendents can lay the groundwork for successful school leaders by setting a clear direction and tone, investing in professional development, setting up mentors for new principals, giving principals the authority to make key decisions and elevating the importance of academic achievement — sometimes even going so far as to making it a part of a principal's evaluation.

Over the objections of teachers and administrators groups, the Los Angeles Unified School District was ordered Tuesday to use students» academic achievement in their teachers» evaluations.

At the same time, Connecticut has one of the nation's largest academic achievement gaps, and Governor Malloy has faced pushback from teachers unions on his efforts surrounding teacher evaluation.»

Since the amount of reading that students do during out - of - school hours is a predictor of their in - school academic achievement, one of the focuses of the evaluations was the percentage of students that had accessed the programs outside of school (since the solutions are cloud - based, students could access them anytime or anywhere — even without an internet connection).

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

While states still have to comply with NCLB's mandate of testing students in reading and math in grades 3 through 8 and once in high school, with ESSA, they would be permitted to set their own student achievement goals, identify their own academic and non-academic (i.e., school climate, teacher engagement) indicators for accountability, design their own intervention plans for their lowest performing schools, and implement their own teacher evaluation systems.

The standard of academic achievement at Burgess Hill Girls is excellent and the «value added» as measured by Durham University's Centre of Evaluation and Monitoring (CEM) is something of which we are extremely proud.

In terms of quality and dosage, similar to outcome evaluations of preschool programs, there is increasing evidence of the efficacy of full - day kindergarten in boosting children's academic achievement.

Direct the planning, development, field - testing and evaluation of curriculum, which resulted in an 75 % increase in academic achievement

Psychological Evaluations use advanced interviewing techniques as well as a personalized battery of tests to answer questions about your cognitive functioning, academic achievement, social - emotional health, attention and concentration, and development in order to plan for treatment or make decisions that best fit with your strengths and weaknesses.

Research and evaluation are inextricably linked to all of the Educare's work to narrow the academic achievement gap for children in poverty.

Research and evaluation are inextricably linked to all of the Ounce of Prevention Fund's work to narrow the academic achievement gap for children in poverty.

These self - perceptions were in turn related to achievement test scores and parental ratings of academic performance (but not teacher evaluations of academic performance).