Sentences with phrase «focused educational accountability»

Currently, he is examining the design and evaluation of test - focused educational accountability systems.

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.

With accountability standards creating more public scrutiny than ever before, educational leaders must focus their efforts on instruction

Popham argues that assessment in the United States has suffered from six crucial, recurring problems: too many curricular targets; the underutilization of classroom assessment; preoccupation with instructional process; the dearth of «affective» assessments, i.e., those focused on attitudes, interests, and values; instructionally insensitive accountability tests; and the reality that educators «know almost nothing about educational assessment.»

Its primary recommendation is that the accountability system for special education be redesigned to focus on educational outcomes.

This year's report also focuses on educational accountability as its special theme.

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.

A decade ago, the No Child Left Behind Act ushered in an era of federally driven educational accountability focused on narrowing the chasms between the test scores and graduation rates of students of different incomes and races.

Its focus is on higher education standards, accountability, equality of opportunity, educational diversity and competition, and capable teachers.

A new section on the U.S. Department of Education's website notes that the government is «currently rethinking its accountability system in order to shift the balance from a system focused primarily on compliance to one that puts more emphasis... on educational results and functional outcomes for children with disabilities.»

A decade ago, the No Child Left Behind Act ushered in an era of federal educational accountability marked by relentless focus on closing race - and income - based «achievement gaps» in test scores and graduation rates.

Third, today's focus on results - based education, combined with plenty more data on school performance in an era of educational accountability, means that reform - minded education leaders are getting bolder about closing bad schools — and sometimes (but not always) opening new ones in the same building.

At the same time, NCLB needs major revisions to make sure it focuses on the most important kinds of learning, accountability for improvement, and creates genuine educational opportunity for all our children.

Some attribute the comparatively small percentages of students performing at the advanced level to the focus of the 2002 federal accountability statute, No Child Left Behind, on the educational needs of very low performing students.

The draft accountability rules, to be released this summer, will encourage states to identify high - and low - performing teacher preparation programs across all kinds of educational models, not just those based in colleges and universities; urge a transition from current input - based reporting requirements to a focus on more meaningful outcomes; and likely limit program eligibility for TEACH grants — which are available to students who are planning to become teachers in a high - need field in a low - income school — to only effective teacher preparation programs.

AYPF is currently working on a project focused on the Every Student Succeeds Act (ESSA) and accountability for educating students in juvenile justice facilities, which has given me a new perspective into what high quality educational opportunities can look like inside secured facilities.

His recent research and publication interests have focused on the relationship between English language proficiency and content assessments, standards alignment, policy issues associated with Title III accountability, and applying growth modeling techniques to address key educational questions for English language learners.

Accountability systems must focus on helping teachers and schools ensure educational success for all students.

This week's post draws from a session focusing on educational networks and accountability organized by Melanie Ehren and chaired by Cindy Poortman and Mei Kuin Lai.

Approximately $ 4.35 billion in taxpayer revenues later, we now have educational policies focused on teacher, but no longer student accountability, with similar results (or the lack thereof).

In this role, Holly directed a wide range of state and local policy initiatives focused on improving educational outcomes for children through promoting autonomy, accountability, and equity in New Orleans charter schools.

To do so, states must build accountability systems that exceed ESSA's requirements and focus on coherence within the entire system — from schools to districts to state educational agencies.

WHEREAS, the over-reliance on high - stakes standardized testing in state and federal accountability systems is undermining educational quality and equity in U.S. public schools by hampering educators» efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking and deep subject - matter knowledge that will allow students to contribute and thrive in a democracy and an increasingly global society and economy; and

Juan has been the author or co-author of various publications focusing on process and summative evaluations of supplemental educational services, teacher - focused professional development, the impact of accountability systems, the impact of interim assessment practices on summative assessment results, and the evaluation of technical assistance efforts provided to state and local education agencies throughout the country.

ESSA requires state accountability systems to annually measure five indicators that assess progress toward the state's long - term educational goals, with a particular focus on certain student subgroups: those who are economically disadvantaged, minorities, children with disabilities, and English language learners.

What was ultimately titled a «Value - Added Smackdown» in a blog post featured in Education Week, let's just say, got a little out of hand, with the «smackdown» ending up focusing almost solely around our claim that Harris believed, and we disagreed, with the notion that «value - added [was and still is] good enough to be used for [purposes of] educational accountability.»

«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.»

Superfine's research interests have focused on the intersection of education law and policy, school finance reform law and policy, standards - based reform and accountability policies, and the role of science in the educational policy process.

Superfine's research interests focused on the intersection and history of education law and policy, school finance reform law and policy, standards - based reform and accountability policies, teacher evaluation policy, and the role of science in the educational policy process.

Changes to federal accountability systems — such as the creation of a risk - sharing system that requires institutions to cover a portion of costs when student loans go bad — may provide new incentives needed to encourage institutions to better focus on preventing the educational conditions that later lead to default.8