Students would be much better off if policymakers and education leaders were to
focus on student achievement results as a way to assess teacher quality overall, and to assess the quality of teacher preparation programs supported by federal and state dollars.
Not exact matches
It's exactly what one would want from a publication named Quality Counts: a nice, clear
focus on academic
results, namely
student achievement, measured
on the best yardstick available.
«Reassessing the
Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview
Achievement Gap: Fully Measuring What
Students Should Be Taught in School» argues that NAEP
results offer a «distorted» picture of
student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview
achievement because of their exclusive
focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.
In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic
achievement and conduct); Choice and Commitment (KIPP
students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and
Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developm
Focus on Results (scores
on standardized tests and other objective measures are coupled with a
focus on character developm
focus on character development).
We have to maintain our
results - oriented, relentless
focus on student achievement.
«As a school we have always
focused on the
achievement of every
student, and today's
results bear out that commitment.
These «Jubilee Schools» received generous support from private benefactors and are now generating remarkable gains in
student achievement, thanks to a combination of old - fashioned high expectations and a modern
focus on measurable
results.
One of the more interesting questions the CCSR asked was, Did high - stakes accountability cause the teachers, parents, and
students of the Chicago Public Schools (CPS) to change their behavior in ways that would lead to higher
achievement, or does the evidence suggest that the CPS's initiatives
resulted in simply more
focus on testing?
Now, a year later, the Wyoming school district is celebrating the gains made as a
result of its first year of partnership and is ready to begin year two with a continued
focus on the mathematics
achievement of all
students in their diverse community.
Finally, and perhaps most importantly,
results from the study can help parents,
students, and community organizations
focus on strategies for improving
students» attendance and course
achievement for eighth and ninth graders to help ensure their
on - time graduation from high school.
Freed from the efforts of AEI's education czar, Rick Hess, to spin the
results in support of his opposition to accountability and
focusing on achievement gaps, Ahn and Vidgor point out that AYP has «beneficial» effects
on student achievement.
This holistic approach has yielded
results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic
students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that
focuses on mentoring and professional development to boost
student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of
students were at grade level.
The tendency to casually
focus on student achievement, especially given the testing system's heavy emphasis
on reading and math, allows a large number of employees to either be excused from
results - driven accountability or be held accountable for activities over which they have no control.
Teams must
focus their efforts
on crucial questions related to learning and generate products that reflect that
focus, such as lists of essential outcomes, different kinds of assessment, analyses of
student achievement, and strategies for improving
results.
Do you believe your current
focus on student learning has
resulted in significant
achievement gains?
When talking with Dr. Ray Tolcacher, Prosser's superintendent, it becomes clear that the improvement in
achievement is the
result of «a
focus on what we want to accomplish — powerful instruction for all
students.»
· Increase
student achievement results, in areas including PSAT / SAT, AP Exams, and State of Illinois required exams, and other high stakes assessments scores, through coaching
focused on improving the quality of classroom instruction.
The
results for the 2014 - 2105 school year, published online, reflect scores from California districts that are part of CORE, a nonprofit that is
focused on improving
student achievement by fostering highly - productive, meaningful collaboration between its nine member school districts: Fresno, Garden Grove, Long Beach, Los Angeles, Oakland, Sacramento, San Francisco, Sanger and Santa Ana Unified.
Redesign schools to create time for collaboration: OECD studies show that higher - performing countries intentionally
focus on creating teacher collaboration that
results in more skillful teaching and strong
student achievement.
To sort
students into these two categories, a screening measure does not need to be very comprehensive, it merely needs to
focus on a specific skill that is highly correlated with a broader measure of reading
achievement and that
results in a highly accurate sorting of
students.
Although
focused on these three areas, the training will include a review of all of the aforementioned gifted and regular education pedagogy and concepts to culminate in creating rigorous and engaging lesson plans and adapting Bright IDEA units that will
result in an impact
student achievement and gifted potential.
Wilkinson also chaired a task force that
resulted in the district
focusing on the alignment of staff development to
student achievement.
The current system, with its heavy
focus on student achievement scores,
results in predictable patterns linked to poverty rather than the contributions of schools.
The profiles
focus on schools and teachers that have demonstrated noteworthy
student achievement results.
A screening measure needs to
focus on specific skills that are highly correlated with broader measures of reading
achievement resulting in a highly accurate sorting of
students.
Unfortunately, the way many learning organizations in the United States got serious was to look at their high - stakes
student achievement results and
focus their plans
on the lowest - scoring subject area or subgroups of
students or
on the bubble kids.
In one urban middle school, conversations about improving
student achievement focused mostly
on sending «bubble kids» (whose
results fell just below cut scores for proficiency levels) to tutoring or after - school programs (Horn, Kane, & Wilson, 2015).
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