Sentences with phrase «high school accountability system»

To me, the next step in our high school accountability system is including remediation rates.

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.

The graph below comes from my new paper on high school accountability systems.

State high school accountability systems have primarily been based on proficiency on state tests and high school graduation rates, rather than a more robust set of indicators.

The ESEA Flexibility initiative has encouraged states to shift away from high school accountability systems based solely on standardized testing to ones that incorporate a wider range of college and career readiness indicators.

A state education chief had a similar point of view, arguing that high school accountability systems should start including remediation rates.

According to CAP's analysis of first - round ESSA plans, 13 out of the 16 states will use extended - year graduation rates in their high school 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.

Commenting on the statement by the Secretary of State for Education setting out proposals to reform the system of primary assessment, Chris Keates, General Secretary of the NASUWT - The Teachers» Union, said: «It is important to recognise, and as the NASUWT has stated consistently, that many of the concerns expressed about statutory primary assessment are the direct result of their use in the current high stakes school accountability regime.

The intuition here is that high - scoring F schools and low - scoring D schools are very much alike initially, yet one group is subject to the accountability system's punishments (the F label and the prospect of vouchers), while the other group of schools is not.

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 serve all studeHigh 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 serve all studeHigh 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 studehigh - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve all students.

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.

The state accountability system does not provide assistance for all consistently low - performing or failing schools, including non-Title I schools, and it does not reward high - performing or improving schools.

The accountability system does not include sanctions for all consistently low - performing or failing schools, including non-Title I schools, nor does the state reward high - performing or improving schools.

Given all these gains, can anyone be seriously unhappy, considering how many states have made their accountability systems fairer to more kids, fairer to high poverty schools, and clearer to parents, taxpayers and educators?

They rail against state standards and accountability systems, but offer few practical alternatives for ensuring that all public schools perform at a high level.

Education officials are already experimenting with new systems, and hopefully by the time Congress decides to move forward with a reauthorized ESEA (Elementary and Secondary Education Act), there will be strong competency - based accountability systems to incorporate, particularly at the high school level.

The statement includes a list of these developments: the US Supreme Court ruled scholarships constitutional; numerous studies showed these programs benefit needy kids; families empowered with this choice express great satisfaction; urban districts continue to struggle despite great effort; chartering hasn't created enough high - quality seats; and smart accountability systems can ensure only high - quality private schools participate in these programs.

We reached this conclusion after examining responses to a citywide survey of parents of children in grades K — 8 and students in grades 6 and higher, which was conducted at the end of the 2006 — 07 and 2007 — 08 school years as a part of the city's new school accountability system.

Our new accountability system will reward school districts and acknowledge them for high - quality career and tech programs, high - quality fine arts programs.

We need an accountability system that holds schools and school systems accountable for all of their students, including the lowest - and highest - achieving.

«The most significant accountability system for public schools is an organized community of people who have high expectations for their students,» said Tompkins.

Texas Gov. Rick Perry has signed legislation that will make some significant changes in the state's accountability system and budgeting requirements for schools, including tougher high school graduation standards and elimination of a requirement that school districts must spend 65 percent of their operating budgets on classroom instruction.

If it can not be proved that those gains are due to improved school accountability, it is heartening to know that Margaret Raymond and Eric Hanushek found, in more precise estimates of accountability impacts, somewhat larger gains on the NAEP in those states that were the first to put accountability systems into place (see «High - Stakes Research,» features, Summer 2003).

Better yet, they might start to include college matriculation and graduation rates in their high - school accountability systems.

«The Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middlAccountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middlaccountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middle school math.

The move to promote a schools chief from within the system came despite suggestions from some, including Adam Urbanski, president of the Rochester Teachers Association, that the board should have conducted a national search for a permanent leader for the district's innovative experiments in teacher accountability and higher pay.

According to Duncan, «Over 40 states are developing next - generation accountability and support systems,» guided by the CSSOs, and «many states are moving forward with reforms in teacher and principal evaluation and support, turning around low - performing schools, and expanding access to high - quality schools.»

He wants the feds to provide funds for adolescent literacy programs and state data systems; to ensure that every school is staffed by «skilled» teachers and principals; for district efforts to «personalize the educational experience»; and much more; and he calls on Congress to establish «meaningful high school accountability» (though the details are vague).

But the report, based on a survey of states, indicates that states have been slower to embrace assessments, high school graduation requirements, and, most especially, «comprehensive» accountability systems to match the standards.

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.

We have set high standards and created a school accountability system that holds schools responsible for outcomes and gives schools, parents, and educators the information they need to address students» strengths and weaknesses.

This is very different from the MCT - based accountability systems of the 1970s, under which students were held accountable, for example, for passing a high school exit exam if they were to receive a regular high school diploma.

As Anne Hyslop reported, the newly announced waiver guidelines now ask states for «a demonstration that a school may not receive the highest rating in the state's accountability system if there are significant achievement or graduation rate gaps in the school that are not closing.»

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.

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

For instance, officials in Florida, a high - readiness state where the «A + Accountability System» doles out vouchers to students in low - performing schools, doubt that states can meet NCLB's long - term proficiency goals.

They can try to do so indirectly, via initiatives to recruit and retain talented teachers, to implement high - quality curricula, or to include measures of student engagement in school accountability systems.

There seems to be no consensus about whether the across - the - board increases in U.S. graduation rates reported by the federal government last week are the result of No Child Left Behind - era accountability mechanisms or the data - based decisionmaking stressed under the Obama administration, more early - warning systems to identify potential dropouts, or fewer high school exit exams.

The Commission will examine factors in raising student achievement from prekindergarten through high school including: state accountability and curriculum requirements; model programs to improve student achievement beginning in early learning programs and continuing throughout high school; strategies for every student to achieve at grade level such as intervention and support systems; and policies to improve student attendance and retention.

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.

His work has spanned both K — 12 and higher education, covering topics such as the design of school accountability systems, teacher recruitment and retention, financial aid for college, race - conscious college admissions and the earnings impacts of community colleges.

By incorporating career readiness indicators into state accountability systems, states are making career preparation matter more to schools and students and incentivizing students to earn post-secondary or industry certification credentials in high - skill, high - demand fields.

State accountability systems expect and support all students to make enough progress every year so that they graduate from high school ready for college and career.

He was lead author on a study of the implications of behavioral science research for accountability in schools, describing the ways that accountability can be broadened beyond high - stakes testing to incorporate professional accountability systems that simultaneously incentivize and support improvement in teaching.

As innovative assessments are administered and used for accountability and reporting in participating schools, states in the demonstration authority can apply lessons learned from implementation to improve their innovative systems and take these projects to scale, building a new statewide assessment system over 5 years - one that is high - quality, fair, and worth taking.

More than a decade of research, at Harvard and elsewhere, on accountability, school improvement, and school organization has become «increasingly specific,» he said, «about the conditions that promote high - level learning and performance in educational institutions,» within classrooms and in systems as a whole.

Never in a million years were we going to see forty - five states truly embrace these rigorous academic expectations for their students, teachers, and schools, meet all the implementation challenges (curriculum, textbooks, technology, teacher prep, etc.), deploy new assessments, install the results of those assessments in their accountability systems, and live with the consequences of zillions of kids who, at least in the near term, fail to clear the higher bar.