Sentences with phrase «focus of school accountability»

But that's changing with the signing of a bill that dramatically shifts the focus of school accountability in the state.

Although testing has become a central focus of school accountability, education data often seem remote from the rush and clatter of day - to - day life.

Not exact matches

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

The Obama agenda has focused almost exclusively on systemic school reform to address the achievement deficits of disadvantaged students: standards, testing, teacher evaluations, and a continued, if different, focus on accountability.

A joint project of Corporate Accountability International and Dr. Nicholas Freudenberg and Monica Gagnon of The City University of New York, the guide focuses on four local policy approaches: school policy, «healthy» zoning, curbing kid - focused marketing, and redirecting subsidies to healthier businesses.

The second results area (Pillar 2) focuses on improving the quality of education in 125 selected low - performing SHS through: (i) strengthened school management and accountability; (ii) improved mathematics and science teaching and learning; (iii) expanded information, communication technology and internet connectivity in schools; and (iv) the implementation of school performance partnership plans.

The role and selection of school governors is now on the agenda as accountability issues come into sharper focus because of increasing school autonomy.

These directors would focus on bringing greater coherence to the process of school creation, raising standards and improving local accountability.

Focusing on a notion of accountability which is broader than just league tables and published measurement scores, the Big Education Inquiry argued for greater local control over schools and education and a democratic input into local school systems.

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.

«The NASUWT remains clear that a fit for purpose accountability system should consider the performance of schools in the round and not solely on the basis of narrowly focused test and examination results.»

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.

Since the Texas state test was a test of basic skills, and the accountability metric is based on pass rates, schools had strong incentives to focus on helping lower - scoring students.

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.

Accountability provisions such as these are likely to be muted under the new NCLB waivers, which stipulate that states must focus their improvement efforts on the lowest - performing 15 % of schools, but de-emphasize performance of student sub-groups in every school.

Some of the criticism of NCLB in its latter days focused on the core failings of test - based accountability — in particular, the extent to which the pressure to raise scores had come to dominate schooling.

When it comes to the study of implementing education reforms, analysts tend to focus on the formal channels of implementation and the standard tools of public administration — for example, intergovernmental hand - offs (federal to state to district to school), alignment of curriculum, assessment and other components of the reform, professional development, getting incentives right, and accountability mechanisms.

Even if government accountability is not the norm for government programs, some people may still favor requiring choice schools to take the state test and comply with other components of the high - regulation approach to school choice, such as mandating that schools accept voucher amounts as payment in full, prohibiting schools from applying their own admissions requirements, and focusing programs on low - income students in low - performing schools.

But other, less - heralded attributes helped just as much, including provisions in the state's 1995 legislation that greatly expanded Vallas's power over teachers and schools; school construction and other appealing initiatives undertaken in part to soften the accountability focus; and characteristics in Vallas that aren't necessarily the trademark of the latest fashion, the big - city superintendent who rides in from another walk of life.

Arne Duncan has also espoused the wisdom of looking at progress over time, yet his ESEA waiver rules require state accountability systems to take proficiency rates into account — those are expected to be the drivers in identifying «focus» and «priority» schools.

The inverted «V» depicts the simplified pattern of gains one would expect to see if a school disproportionately targets resources, such as instructional time and teacher focus, to students particularly important to its accountability rating, that is, to students hovering around the state - defined proficiency threshold.

How very refreshing, even exhilarating, the inclusion of superintendents and boards in a results - based accountability system, rather than the customary focus only on schools and their principals and teachers (and sometimes the kids themselves).

Many of the reforms he championed, namely, more accountability, more focus on standards, and growth in charter schools, are already at various levels of implementation in states and districts across the country.

However, aggregate school performance is the focus of state accountability systems, is reported in the media, and presumably is used by parents, along with their own observations of their child's progress, to evaluate the quality of their child's school.

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.

As Morgan Polikoff and other accountability scholars have argued, «a narrow focus on proficiency rates incentivizes schools to focus on those students near the proficiency cut score, while an approach that takes into account all levels of performance incentivizes a focus on all students.»

A five - point A to F scale that focused strictly on student growth at a school would greatly enhance the transparency of the accountability system.

Bringing diverse perspectives on the principalship to the discussion, the panelists will engage in dialogue focused on how instructional leadership, distributed leadership, and accountability impact the work of principals in the 21st century and beyond, as well as how to best mentor and support the next generation of school leaders.

This prompted the founding of GLEP, which focuses on academic quality and accountability in Michigan schools, in addition to expanding school choice.

The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability.

Rather than focusing on the shortcomings of public schooling, a more sensible approach to the problem will be increasing accountability for the process of public education.

A few major areas I hope will receive attention during reauthorization are college / workplace readiness, including the promotion of more rigorous standards; greater accountability at the secondary level; more sophisticated policy and greater accountability for improving teacher effectiveness, particularly at the late elementary and secondary levels; a broadening of attention to math and science as well as to history; and refinements in AYP to focus greater attention and improvement on the persistently failing schools by offering real choices to parents of students stuck in such schools.

Colorado requires that 95 percent of students be in a high - risk group before a school can be labeled an AEC and the D.C. Public Charter School Board is considering a proposal based on a «gap» model that would set the threshold at 60 percent high - risk students, while some other states allow schools to bypass conventional accountability systems if their missions focus on serving alternative student populaschool can be labeled an AEC and the D.C. Public Charter School Board is considering a proposal based on a «gap» model that would set the threshold at 60 percent high - risk students, while some other states allow schools to bypass conventional accountability systems if their missions focus on serving alternative student populaSchool Board is considering a proposal based on a «gap» model that would set the threshold at 60 percent high - risk students, while some other states allow schools to bypass conventional accountability systems if their missions focus on serving alternative student populations.

Third, the efforts of the school board and superintendent have been focused on the accountability function: supporting schools that perform well, assisting schools that are earnestly struggling to improve, and creating alternatives to failed schools and ineffective central - office initiatives.

A number of states have begun to do this, and the Bush proposal is focused here, bringing high schools under the NCLB umbrella, primarily via testing and public accountability.

The Education Equality Project (EEP) supported a continuation of accountability and other school - focused reforms.

For instance, states with higher percentages of certified teachers may also have strong accountability systems that focus their schools on student achievement.

In 2009, the U.S. Supreme Court focused on the importance of outcome accountability in a major school finance decision.

And so in 1999, we overhauled our school system through accountability legislation that made student learning the focus of education.

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.

So, we'll find schools where leaders are very much focused around accountability data that they're developing... that are administered from the outside, and that provides one kind of frame, but that accountability frame tends not to be useful for instructional improvement.

Areas of Focus: education research; educational policy; high school dropout and completion, standards, assessments, and accountability; media and publishing

Over the decade, we have witnessed — perhaps contributed to — the advance of school reform: the proliferation of school choice from vouchers to tax credits, charters, and online learning; the evolution of accountability's focus from schools to teachers; renewed attention to national standards; and a more realistic understanding of the uncertain connection between educational expenditures and school quality.

She is co-editor of The Handbook of Research on Educational Finance and Policy (Routledge, first edition, 2008 and second edition 2015), and the author of many articles on U.S. education policy, with a focus on school accountability, teacher labor markets, charter schools, and early childhood programs.

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.

Hart's recent work has focused on school choice programs, school accountability policies, early childhood education policies, and effects on students of exposure to demographically similar teachers.

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.

A Cost Allocation Model for Shared District Resources: A Means for Comparing Spending Across Schools Recent policy changes at the state and federal level have made schools the focus of accountaSchools Recent policy changes at the state and federal level have made schools the focus of accountaschools the focus of accountability.

Keeping in mind that test - based accountability mostly focuses on the level of test scores, not changes, and virtually never relies upon a rigorous identification of how test scores are caused by schools and programs, we have no way of knowing that that the kinds of schools, programs, and practices that we are pushing in education will actually help kids later in life.