Sentences with phrase «important accountability measure»

Policies that use standardized test scores as the most important accountability measure for schools, teachers or students, and / or expand the use of standardized testing in our schools.

However, far from a «Wild West» approach to charter oversight, his organization instead advocated for, and got, important accountability measures included in the law: mandatory closure for persistently low - performing charter schools, A — F grading of schools (both charter and public), and an end to so - called «authorizer shopping,» in which failing schools move to a new authorizer after their existing one withdraws its support.

Not exact matches

Shareholder Proposals on Information Requests Only Shareholder proposals have rightly played an important role in prodding companies both to adopt governance measures and to disclose campaign spending, often following a model developed by the Center for Political Accountability.

We expect many of the concepts associated with NPM such as active management, public accountability through performance measures, and a strong focus on cost, will remain important for some time to come.

«As financial incentives change in the U.S. health care system, valid measures of care quality are increasingly important for ensuring transparency and accountability.

Because some states are experimenting with value - added approaches to measuring school progress, it's important that federal accountability standards allow for this type of innovation.

Critical for measures of soft skills used for accountability is that they not be easily gamed and that they reflect outcomes that are important.

Too many states try to include too many measures into their accountability system, and then none of the individual measures are really important or really guide schools on what their learning outcomes need to be.

It would make matters more difficult because the most important flaw of the No Child Left Behind accountability system is its reliance on the level of student achievement at a single point in time as a measure of school performance.

Children's education and well - being are being treated as less valuable and important than accountability measures.

While eliminating applications raises questions for important aspects of the largest federal K - 12 education aid program, the ESEA Title I program, the policy guidance published by USED in March 2015 provides a wide range of options for states and LEAs to implement CEP with minimal interference with Title I funding allocations or accountability measures.

While elements such as state standards, accountability measures, and value added measures are gaining acceptance, other important components, especially performance - based pay and increased choice options, are opposed by powerful forces — such as the politically connected teachers unions — with vested interests in the current system.

At the same time, important questions have been raised about the suitability of extant measures of non-cognitive skills, most of which rely on asking students to assess their own abilities, for accountability purposes.

Yet important questions have been raised about the suitability of extant measures of non-cognitive skills, most of which rely on asking students to assess their own abilities, for accountability purposes.

«A «dashboard» accountability system will include important information about school and student performance, but it is unclear how it will be measured and incorporated into an overall measure of school quality.»

Assessment information used in accountability must focus on those areas deemed most important, not only those areas that are easiest to measure with inexpensive tools, such as standardized tests, though such tools have a place in the accountability process.

«Proficiency» is an important measure and marker, and is a logical place to focus accountability efforts.

While ESSA required states to add in a couple of additional outcome measures of students and schools, the overwhelming weight of accountability is still upon a single standardized test by which to make important and often high - stakes judgments about students, schools, and districts.

The pendulum swing toward, and now away, from high - stakes test accountability in measuring educational progress «taught us all that balance is important.

We believe it is important for school leaders, in the context of an accountability measure, to know that there is as much consistency as possible across schools.

For instance, university researchers at the Stanford University Graduate School of Education's John W. Gardner Center recently partnered with the California CORE districts — which include the Los Angeles Unified, Oakland Unified, Fresno Unified, Long Beach Unified, Santa Ana Unified, Sanger Unified, Garden Grove Unified, and Sacramento City Unified school districts — to design a new local school accountability system that included measures of students» social - emotional learning, growth mindset, self - efficacy, and school climate.51 Researchers found that these measures were predictive of students» test performance and correlated with other important academic and behavioral outcomes.52

State departments of education play an important role in defining expectations for students; how those expectations are measured; and how information is used to identify, intervene, and support schools and districts as part of a coherent and «reciprocal» system of accountability.

While educators and policymakers agree that multiple measures over multiple years are the best way to gauge student, school, and district performance, the first - year SBAC results provide an important baseline for assessing implementation of the Common Core State Standards and the Local Control and Accountability Plans (LCAPs).

While college - degree - earning rates may be important, the longer - lasting and still barely noticed development here is the declaration by the KIPPs, Uncommons, Achievement Firsts, YES Preps, and other networks across the country that earning college degrees should be the ultimate accountability measure for their high schools.

ESSA also marks an important move toward a more holistic approach to accountability by encouraging multiple measures of school and student success.

If assessments are going to be used as accountability measures, reliability (the degree to which a test can be depended on to produce consistent results repeatedly), and validity (the extent to which a test accurately measures the result that it is intended to measure), become critically important.

We hope the national spotlight on Chicago's schools refocuses the nation's attention on building connections between schools, parents and communities, backing research - based reforms and beginning the important pushback on damaging practices such as high - stakes testing, school closings, and flawed teacher accountability measures.

Accountability systems: Approximately 25 % of public school teachers who left the profession in 2012 reported that dissatisfaction with the influence of school assessment and accountability measures on their teaching or curriculum was extremely or very important in their deciAccountability systems: Approximately 25 % of public school teachers who left the profession in 2012 reported that dissatisfaction with the influence of school assessment and accountability measures on their teaching or curriculum was extremely or very important in their deciaccountability measures on their teaching or curriculum was extremely or very important in their decision to leave.

Though the work with the Texas High Performance Schools Consortium, College Station ISD has constructed a meaningful accountability system that measures what this community believes is important.

Historically, school accountability systems in the United States tend to start measuring success at 3rd grade, though children begin developing critical language, literacy, and foundational content knowledge long before they reach this all - important turning point.

Appropriate accountability measures are important not only for NTRBs, but for all bodies in receipt of public monies.

«While we conclude that measures of students» social - emotional learning should not be considered as a stand - alone indicator in federal accountability systems at this time, measures of school climate can provide important insights into how schools are supporting SEL.»