Sentences with phrase «focus of accountability measures»

Parents who raise concern are those who should be the focus of accountability measures.

Not exact matches

We expect many of the concepts associated with NPM such as active management, public accountability through performance measures, and a strong focus on cost, will remain important for some time to come.

Cuomo's campaign spokesperson, Abbey Fashouer, counters that he «has made education equity a central focus of his tenure, investing a record $ 27 billion with a focus on our neediest schools, while demanding accountability measures so that the door to opportunity is open for every child — regardless of income, zip code or ethnicity.

In the remaining nine months of 2014, pro-charter groups focused more on strengthening accountability measures for teachers and pushing the state and city to take immediate action to fix failing schools.

These lessons focus primarily on the transparency of the systems, but this is just one of several principles that states should attend to (which I have offered previously): Accountability systems should actually measure school effectiveness, not just test scores.

Partly in response to federal accountability measures ~ curriculum in many schools particularly those serving predominantly disadvantaged students has narrowed to focus on reading and math at the expense of the arts ~ physical education ~ civics and other subjects.

Rather than providing students skills that have real currency in today's labor market and preparing them for gainful employment, accountability provisions in the federal No Child Left Behind Act and Race to the Top funding program have focused on increasing short - term gains that measure success or failure of schools.

With states now appropriately crafting accountability frameworks that focus not just on test scores but on multiple measures, we also will hear less heated rhetoric about the consequences of poor results.

Because an accountability test that supports teaching is focused on only a very limited number of challenging curricular aims, a student's mastery of each subject can be meaningfully measured, letting teachers determine how effective their instruction has been.

The student - achievement and - accountability measure was the focus of his 2005 address.

The report, part of a book of essays entitled «The Future of Assessment: 2025 and Beyond», suggests that current trends in the education sector are «narrowing the curriculum and focusing on those students whose performance has the greatest impact on the headline accountability measures».

Standards - based reform was fed by three factors: increased expectations for learning beyond high school, which led to a focus on college readiness for all; the availability of reliable and cheap measures of student proficiency in reading and math; and the push for teacher and school accountability.

By way of context for California's comments, in 2013, the state embarked on a significant overhaul of how it provided resources to districts and created a framework for a multiple measures accountability system focused on eight state priority areas.

As part of C.M. Rubin's Top Global Teacher Bloggers, this is my response to this month's question: What should a holistic approach to learning look like and how do we shift the focus from the accountability measures in existence now to ones that are relevant for all students in a changing world?

For almost two decades, school accountability has focused on creating clear content standards for what students should know and when they should know it, testing to measure their mastery of those standards, and applying consequences and rewards to those responsible for the success of students in meeting the standards.

Given the new frontier of accountability for states using measures of CCR, this motto is an example of how to embrace data outside of formal state accountability to focus on a specific goal and group of students.

Among them are a focus within preschool programs on teaching pre-academic skills; the conceptualization of the role of the adults who provide center - based care as that of a teacher; a bias towards delivering pre-K services through school districts; a press towards common standards and curriculum across pre-K providers; accountability regimens that are tied to children's performance on measures that correlate with later school success; disproportionate spending on four - year - olds as opposed to younger children; and marginalization of the family's responsibility.

In Michigan, for instance, the new chief state school officer recently replaced the test - focused accountability system with a new grading system that relies on a broader set of measures of school quality, including family involvement, the quality of professional development, attendance, and dropout rates, among others.

«These efforts, as well as many others, were focused on teachers and classrooms, rather than measures of accountability.»

Rather than detaching from or merely arguing against state accountability policies, Superintendent Wauters met with state leaders to talk about the importance of having state assessments and accountability measures aligned with the new state focus.

With a clear focus on homework from OFSTED: «Teachers use well - judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match pupils» needs accurately» we have to guard against schools driving homework to «death» whereby teachers feel they have to set homework for the sake of it to satisfy accountability measures and / or internal monitoring systems.

We then added the variable measuring the district «s focus on accountability in order to determine the relative importance of state and district policy priorities at the school level.

We analyzed the data in the context of seven additional measures related to principals «assessments of the districts «focus on accountability — through such items, e.g., as Our district has explicit targets beyond NCLB targets, and The district uses student achievement data to determine PD needs and resources.

They openly address the complexity of getting accountability systems right while maintaining their focus on measuring the progress of all students.

During his tenure, he made the MTA the voice of the profession and established the teachers union as a partner in developing and implementing state and federal policy such as teacher - evaluation frameworks, new curriculum standards, district and school accountability measures, while strengthening labor - management collaboration focused on improving student achievement.

Tuck said his campaign will focus on ensuring that Gov. Jerry Brown's new school funding formula — which provides additional money to districts with large numbers of poor children, English learners and foster youth — is really funneling money to the neediest students and that its accountability measures are more understandable for parents and the public.

A Measure of Teacher Performance Creation of growth models and increasingly focused attention on academic growth as the basis for accountability has highlighted the question of how student growth is related to teacher performance.

The former generally seeks to privatize government functions and establishes strict accountability measures, while the latter focuses on citizens as customers of government and seeks to humanize public policy (Denhardt & Denhardt, 2007).

By removing science from accountability measures and promoting a «STEM» initiative that focuses on technology, Pennsylvania's students are likely to see decreased resources devoted to the development of scientific literacy and the practices of science and engineering.

TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional practices).

Professor Helen Atkinson, chair of the RAE's education and skills committee, said: «Accountability measures have created perverse incentives, encouraging some schools to focus pupils on a narrow set of subjects rather than a broad and balanced offer.

He said there was a fear that accountability measures at the end of the Foundation Phase - which aimed for a less formal learning approach - were inhibiting the ability of schools «to be true to its principles, narrowing the focus too much, too soon».

We further explore the relationship in performance across the two tests, still focusing on high - need students, but analyzing the results separately for EL and economically disadvantaged students, both of which are treated separately in LCAPs and accountability measures.

Under NCLB - era accountability, too much focus was placed on a single measure (student assessment), casting a spotlight on too narrow a band of students (low - performing students near proficiency) rather than sparking higher performance by all students.

There is great value in having more autonomy and accountability at the state level, and in many ways California has been ahead of this curve in terms of a strong statewide approach that focuses on local control and multiple measures of effectiveness.

In years past, K - 12 accountability measures focused on data points such as third - grade reading scores, the number of ninth - graders taking algebra, or setting new records for the most number of AP tests taken and passed.

At present, there are no standardized measures for assessing pre - kindergarten / early elementary classrooms» contributions to child outcome that could be appropriately used in a system of accountability or professional development focused on classroom quality.

Although just one component of the greater accountability system, school classification systems are a top priority for states.1 As states design these systems, much of their attention is focused on which indicators of school quality or student success they will use for a more holistic measure of school performance.2 According to ESSA, these new indicators may measure one or more of the following: 3

The Obama administration's 2011 waivers from particular NCLB provisions, known as ESEA flexibility, marked the beginning of a departure from this limited focus.6 By 2015, the U.S. Department of Education had approved 42 states and the District of Columbia for ESEA flexibility, giving them the opportunity to expand accountability measures beyond test scores and graduation rates.

In short, the NCLB Act materially but imperfectly galvanized a focus on meaningful accountability measures associated with high standards expectations, setting the stage for what is, by any estimation, a pivotal moment of transition and transformation in education policy and practice.

The accountability movement in schools has brought a needed focus to issues of equity and achievement in schools, and this has required schools to develop standardized measures for the comparison of school outcomes across contexts.

The law eliminates the adequate yearly progress (AYP) measure and directs states to create an index of accountability that focuses on long - term goals.

«The current educational accountability system has become overly focused on narrow measures of success and, in some cases, has discouraged schools from providing a rich curriculum for all students focused on 21st century skills they need to acquire.This particularly impacts under - resourced schools that disproportionally serve low - income and students of color.»

I think Kimber's plan could make a significant impact on a the young males of New Haven, but it needs to proceed with the proper accountability measures placed on both academic achievement and on C.M. Cofield Academy's adherence to Eagle Academy's focus on mentorship for at - risk boys.

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.