Sentences with phrase «for academic accountability»

Basis for Academic Accountability Ratings.

In both cases, the only provision for academic accountability would require states to publicly report students» academic results and satisfaction surveys.

Less noted outside of Chicago, but just as important, was a massive capital improvement campaign that accompanied the push for academic accountability.

Not exact matches

Google issued a harsh response Tuesday to the Campaign for Accountability's analysis of academic papers with financial ties to the search giant.

It is therefore no shock that economists and business academics are subverting the social movement to demand corporate accountability by dismantling some of their legal advantage — most notably, personhood rights for corporations.

More plausible and more troubling is Ravitch's claim that «test - based accountability... removes all responsibility from students and their families for students» academic performance.»

If our account of alienation as a repeating process is reliable, then the American Catholic institutions of higher education are nearing the end of a process of formal detachment from accountability to their church, and instead of exerting themselves to oblige that church to be a more credible patron of higher learning, they are qualifying for acceptance by and on the terms of the secular academic culture, and are likely soon to hand over their institutions unencumbered by any compromising accountability to the church.

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.

Let's take for example, every university is established to promote excellence as excellence comes with hard work, diligence, academic culture, decency, probity and accountability and if these things were lacking before I came, I have ensured that we go back to academic culture where we have respect for one another, academic culture where we are honest, academic culture where students are mannered.

While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

In choosing this year's «Better Balance,» for example, the editors signaled that something is awry in the existing balance between the «hard» elements of standards - based reform (namely the academic standards, assessments, and interventions that make up a state's accountability system) and such «soft» components as teacher training, instructional materials, and classroom environment.

In its discussion of accountability, the task force rightly lines up behind the No Child Left Behind Act of 2001 (and, not incidentally, the Risk report itself) in calling for coherent academic standards in every state, in key academic subjects (regrettably omitting the arts, which Risk mentioned and which the National Education Goals expressly included).

A state sets an «accountability goal,» such as requiring students to pass an examination, and uses that score as a marker for academic achievement.

A state that misses the required participation rate will lose points for academic achievement in the state's accountability system.

While it is now widely recognised that social - emotional wellbeing is a protective factor for wellbeing and mental health, as well as a key to educational success, the current emphasis on academic achievement and data - driven accountability in schools tends to relegate social and emotional learning to one side.

Accountability systems should measure and reflect this broader vision of learning by using a framework of indicators for school success centered on academic outcomes, opportunity to learn, and engagement and support.

Teachers are split, but probably more because of accountability anxieties than opposition to rigorous academic standards for kids.

Advocates of accountability insist that high standards for all students are necessary to promote academic growth and spur achievement to levels heretofore unseen.

There are several possibilities for using administrative data for accountability with respect to academic soft skills.

There must be high academic standards, objective measures of student progress and accountability for providers.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

The new Every Student Succeeds Act, the successor to NCLB, provides an opening for states to broaden their accountability regimes by including a non-traditional measure along with academic test scores.

Research can not be purely academic or reserved for accountability measures.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

Explicitly designed according to a set of design principles that stress academic rigor and personalization, attention to youth development, strong community partnerships, and accountability for results, these schools have produced powerful results for students — many of whom fall squarely within the cohort of the «underprepared.»

With all the attention being paid these days to school accountability for students» performance on academic assessments, it's easy to overlook an indicator like attendance, especially when the data don't set off alarm bells.

Glenn endorses public accountability for the content of instruction (academic standards, in other words), but would want, whenever possible, to allow individual schools or organizations to determine their own instructional strategies.

On one side: the informal network of advocates, philanthropists, educators, and nonprofit organizations that all back higher academic standards, greater accountability, and improved teaching, and who saw the city as a potential proof point for their theories of how to improve student outcomes.

For example, in 2016 the AFC issued its first - ever «report card» ranking states by the quality of their private - school choice programs, and its scorecard values academic, administrative, and financial accountability, not just access.

That's because, in response to the national push for academic standards and accountability, movements fueled by philanthropy, states now are required to test students and report on the results.

Early evaluations of the program by Paul Tuss of Sacramento County Office of Education's Center for Student Assessment and Program Accountability found that students who received a home visit were considerably more likely to be successful in their exit exam intervention and academic - support classes and pass the English portion of the exit exam.

While her primary focus — and the focus of many media reports about her — has been on vouchers, tax credits, and education savings accounts, organizations she has led or helped found have also advanced other reform initiatives, such as accountability for student learning and more - rigorous academic standards.

States must also meet several other conditions, including: 1) working with the public schools to define the academic and social skills that five - year - olds must possess in order to succeed in kindergarten; 2) developing preschool activities and materials that help poor children acquire these skills; 3) outlining an accountability program for determining whether four - year - olds are learning these skills; 4) maintaining state spending on preschool programs; and 5) continuing to provide comprehensive services.

The recommendations come from the Academic Achievement and Accountability Commission, known as the A + Commission, which has spent a year weighing how to hold the state's public schools and districts more accountable for students» academic perfAcademic Achievement and Accountability Commission, known as the A + Commission, which has spent a year weighing how to hold the state's public schools and districts more accountable for students» academic perfacademic performance.

With the difficulties disabled students face and the highly varied goals and criteria for success that may be appropriate for each student, state accountability testing is not always helpful in assessing the academic progress of individual special education students.

Demanding accountability for results and measuring achievement with the Texas Assessment of Academic Skills (TAAS), a criterion - referenced assessment — actually, a rather blunt instrument — has spurred significant improvement in student achievement.

The states that made the most progress after allowing for other factors — Maryland, Massachusetts, New Jersey, Kentucky, and Georgia, to name the top five — have taken steps, in various ways, to raise academic standards and back them up with rigorous assessments, implement tough but thoughtful accountability systems, and strengthen human capital practices to attract, develop, and retain educators who can deliver on high standards.

ESSA also requires state accountability systems to include «a measure of student growth, if determined appropriate by the State; or another valid and reliable statewide academic indicator that allows for meaningful differentiation in school performance.»

States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of cohort graduation rates.

Cerf threw out the organizational chart at headquarters, which employs only about 800 staff, shut down some offices completely, and, in keeping with his new pillars, created jobs for a chief talent officer, a chief accountability officer, a chief academic officer, and a chief innovation officer.

In a nine - page request (still in draft form for another month), they ask Arne Duncan to allow California to use its own accountability system, the Academic Performance Index (API), and to scrap AYP.

For Winn, a better alternative would be to base accountability not on a student's academic «status» at any one point in time, but instead on documented «growth» in achievement.

Even the 1994 federal Title I reforms, which required states to develop the three major prongs of an effective accountability system (academic standards, tests linked to the standards, and a mixture of assistance and sanctions for low - performing schools) did little to stimulate California into action.

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.

In her previous role, Dr. Molina was appointed as a member of the California State Board of Education for five years while also serving as the Assistant Superintendent of Academic Improvement and Accountability for the Bakersfield City School District.

The nationwide push toward greater school accountability and common standards has generated a chorus of calls for raising the level of academic rigor in U.S. schools.

In addition, under ESSA, for the first time, states must use more than academic factors in their accountability system.

At least one indicator of school success or student support — such as attendance, school climate, or access to AP or other advanced coursework — must be included in measuring school performance (though academic factors must still make up at least half of all indicators for accountability purposes).

For the past decade and a half, the fight to improve America's schools has been fought largely on two fronts: academic standards as one battleground, and accountability the other, with the issue of mandatory testing adding heat to a very public — and increasingly...

This year's report also focuses on early - childhood education as its special theme, examining how new academic demands and accountability pressures are altering the learning environment for young children and the educators serving them.