Sentences with phrase «good systems of accountability»

But when good systems of accountability are built in, as New York has done, alternative schools can work well and are a crucial tool in getting graduation rates up.

Only by a devolution of power and by establishing a better system of accountability can we change this.

Not exact matches

While some players might be culled, I feel many of them could strive in a better system and more accountability.

With sharper accountability, a more ambitious curriculum and world class qualifications, I believe we can create an education system which can compete with the best in the world — a system which gives every young person, regardless of background, the high quality education, high aspirations and high achievement they need and deserve.

However, once the proposed reforms are published, I hope to see further changes to ensure better public interest accountability and a visible improvement for all of us who wish to see a thriving 21st century railway system in our country.

The authors argue not only for more resources, but for an integrated national health care system, built around a strong public primary care system with a clearly defined supportive role for the private and indigenous sectors, that (i) addresses acute as well as chronic health care needs; (ii) offers choice of care that is rational, accessible, and of good quality, (iii) is cashless at the point of service delivery, and (iv) is governed by a robust regulatory framework to ensure accountability.

Mitchell Chester: What the accountability system does, and what No Child Left Behind does, is create some transparency in the system and put those of us in the education profession in a position of having to confront the realities about the kind of achievement we're accomplishing with kids — especially kids from groups that traditionally have not been well - served by schools.

The Fordham Institute's new report, High Stakes for High Achievers: State Accountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serveAccountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serveaccountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve all students.

With the increased authority provided to states under ESSA, states can now take advantage of this flexibility to build even better systems and not as a means to hide from accountability.

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.

At their best, walkthroughs are viewed as a part of an ongoing formative assessment process that finds teachers and administrators engaged in a system of reciprocal accountability.

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

When the MEAP high - school exam was a no - stakes test, students had no reason to try their best on the primary indicator of performance in the state's high - school accountability system.

«This accountability system works,» the Republican said during his Jan. 13 State of the State Address, arguing that Colorado has the best learning environment in the nation, with 114 schools rated «excellent» or «high» under its own accountability system since the 2001 - 02 school year.

Instead of devoting so much energy to dismissing the standards movement, small - schools founders and advocates would do well to engage the discussion and help refine or redefine state standards and statewide accountability systems in the name of equity.

Alternatively, it could be argued that NCLB should not be viewed as in effect until the 2003 — 04 academic year, when new state accountability systems were more fully implemented as well as more informed by guidance from and through negotiations with the U.S. Department of Education.

Julian said: «Having worked at the centre of government, I know that the architects of England's school accountability system are motivated by the best of intentions: to expose serious under - performance and raise standards.

New Mexico, which already includes more than a dozen «college and career readiness» indicators in its high school accountability system, is a good example of what is possible in this area.

In good measure, the failures of the current system have festered as long as they have because many of the advocates of test - based accountability simply didn't want to face the evidence.

Modernizing state accountability systems is not only good policy for district or multi-district online schools, but all of public education would greatly benefit from the next generation of school accountability frameworks.

Today's «years of growth» measures are often tricky though — both to equate to a state's accountability system as well as to understand what they really mean.

New York has the best state system of school accountability in the country, according to «Testing the Testers 2003.»

With better measures of academic growth and a little extra money, states could attract providers to underserved populations, rather than discouraging them as a result of the requirements of current accountability systems.

It doesn't erase the need for rigorous standards, tough accountability, vastly improved data systems, better teacher evaluations (and training, etc.), stronger school leaders, the right of families to choose schools, and much else that reformers have been struggling to bring about.

That model, I think, is now well known across the state: standards - based curriculum, radically better assessments,... a fair but rigorous accountability system which, as you know, the Regents will soon put into regulations creating the framework of evaluation for principals and teachers.

Still, the current federally mandated accountability system falls well short of what is needed.

Yet the law's «my way or the highway» approach in areas where best practices were (and remain) far from certain has arguably slowed the development of accountability systems that would provide a more refined view of school performance.

Kevin Courtney, deputy general secretary of the National Union of Teachers (NUT), said:» We need to see real and significant changes to teachers» working lives, both in terms of pay and conditions as well as reducing the punishing accountability system that is overburdening the profession and blighting children and young people's education.»

Most importantly, is the accountability system designed in the best interest of student learning?

To date, we can count a multitude of policy wins — better data, stronger accountability systems, and a move toward more rigorous academic standards — along with a universal acceptance that we must aim to close gaps in achievement and opportunity.

If you follow the increasing use of Value - Added Measures (VAMs) and Student Growth Percentiles (SGPs) in state -, district -, school -, and teacher - accountability systems, read this very good new Mathematica working paper.

As a result, trying to assess if a school is «good» or «bad» relies on a complex web of preferences and objective measures that, quite frankly, can not be taken into account in a centralized accountability system.

Accountability systems have worked well with other reforms — such as effective choice policies, the expansion of early - childhood - education and other school - readiness programs, and efforts to improve the teaching force through evaluation and tenure reform — to improve education for children around the country.

Part of the reason there are as so few well defined accountability systems for AECs is because we lack an agreed - upon definition for alternative schools.

He has a commanding grasp of the complex issues plaguing the educational system, and will avoid well - intended but simplistic principles like the idea that test scores can be the basis for accountability.

My point is this: Our understanding of an «accountability system» is actually better thought of as an «accountability system for the single - government - provider approach to school delivery.»

They are pale reflections of what well - designed accountability systems would actually do.

What Rothstein and colleagues do is to document very well the ways in which accountability systems can and do corrupt the delivery of services as people manipulate the system.

Which was that we wanted to make a commitment not just to the accountability side of the reforms, but also to what might be called the instructional core and to invest in capacity and the capacity of people on the front lines of the educational systems; to give them better preparation, to give them better tools, to give them better professional development.

A robust accountability system would recognize that more instructional time can be used to meet goals, but that more time is neither a perfect substitute for, nor the same thing as, better use of time.

This book — short, dense, and likely to be particularly prized by those who love tables full of statistics, though the prose is very clear — is an important contribution to the growing collection of high - quality studies finding that greater accountability, autonomy, and choice do, indeed, make for a better education system and greater student learning.

Despite their rhetoric expressing concern about the role that standardized tests play in our education system, politicians persist in valuing these tests almost exclusively when it comes to accountability — not only for schools, as has been the case since the inception of No Child Left Behind, but for teachers as well, with a national push to include the results of these tests in teacher evaluations.

In California, we've moved beyond assigning schools a single number score each year and are implementing a «dashboard» accountability system, to better capture and communicate multiple dimensions of school performance.

[iv] However, there is good evidence that school turnarounds in Massachusetts have been quite successful, perhaps not surprising given the state's well - regarded accountability system, its generous support of public education, and its highly professional state department of education.

By 2000, the entire state leadership realized that something had to be done to better align all the facets of the accountability system and to lessen the impact of Stanford 9 testing.

Ohio needs to resolve its long - term funding crisis, develop a more coherent system of preschool through higher education, adopt stronger academic standards and graduation requirements, create a better pool of teachers and principals, and ensure that all schools are held to the same accountability standards, the group says.

While New Orleans schools have improved considerably since pre-Katrina (see «Good News for New Orleans,» features, Fall 2015) and families seem to have a variety of schooling options (see «Many Options in New Orleans Choice System,» research, Fall 2015), only 22 of the 90 schools in the 2015 — 16 OneApp received a letter grade of A or B under the state's accountability sSystem,» research, Fall 2015), only 22 of the 90 schools in the 2015 — 16 OneApp received a letter grade of A or B under the state's accountability systemsystem.

Her work centers around five essential school priorities: • Supporting school leadership • Using data transparently for accountability • Coordinating a multitier system of support • Providing embedded professional development based on best practices • Engaging parents and families This free one - hour webinar is sponsored by Learning Ally, a national nonprofit providing resources, training, and technology for teachers and schools; and 80,000 human - voiced audiobooks for students with learning & visual disabilities.

• How to best display school accountability measures to showcase your schools and lead to the most accurate representation of how your K - 12 system is progressing.

By the time the 2012 elections moved into full swing, the Obama administration was issuing waivers to states exempting them from the most punitive parts of NCLB in exchange for sketching out their own state plans for improving teacher quality, academic standards and creating better accountability systems.