Sentences with phrase «include measures of achievement»

All 50 states issue school report cards that include measures of achievement and high school graduation rates.

Not exact matches

When the U.S. Senate Two weeks ago, in a 62 - 34 bipartisan vote, approved the Employment Non-Discrimination Act, the achievement was noteworthy primarily for one reason ---- it was the first time either house of Congress had approved such a measure with protections for transgender Americans included.

The system is based on multiple measures of performance including student achievement and rigorous classroom observations.

By measuring average point scores rather than a single cutoff point, the new measure will also ensure that the achievement of all students is recognised equally, including both low attainers and high fliers.

After being nominated by a host of prominent speakers, including former President Bill Clinton (via video) and Mayor Bill de Blasio (in person), Mr. Cuomo underscored the liberal achievements of his administration, including legalizing same - sex marriage and passing strict gun control measures, apparently pushing back on left - leaning Democrats who have questioned his progressive credentials.

Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based on multiple measures, including both student progress on achievement tests and the reviews of principals.

The new evaluation system will provide clear standards and significant guidance to local school districts for implementation of teacher evaluations based on multiple measures of performance including student achievement and rigorous classroom observations.

These may include portfolios of student work, classroom observations, achievement measures, and intelligence scores.

The provisional school results will include performance measures such as the percentage of pupils achieving five or more GCSEs or equivalents at A * to C, the percentage of pupils achieving the English Baccalaureate (EBacc), and the Attainment 8 scores, showing average achievement across eight subjects, including English and maths, for those schools that have opted into the new accountability system a year early.

Student performance measures include average student achievement on reading and math exams, along with median proficiency and the percentage of students achieving proficiency.

«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT achievement in their high school rating systems, and we heartily endorse all of these of these measures, especially those tied to achievement on AP / IB tests, which are precisely the sort of high - quality assessments that critics of dumbed - down standardized tests have long called for.

◦ Closing of achievement gaps using multiple measures but shall include, at a minimum, results from the statewide assessment.

Our outcome measures include Stanford Achievement Test scores and attendance rates, both of which are drawn from administrative data provided by the district.

There was an organization called the National Board for Professional Teaching Standards, where a teacher could submit videos, but there was actually a hesitance to include student achievement in any of those measures, for many reasons, many of them ideological.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Virtually all subsequent analyses have included measures of family background (education, family structure, and so forth) and have found them to be a significant explanation of achievement differences.

But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some measures of student achievement, including, where available, scores from standardized tests.

Our basic value - added model measures the effectiveness of a principal by examining the extent to which math achievement in a school is higher or lower than would be expected based on the characteristics of students in that school, including their achievement in the prior year.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

According to the National Council on Teacher Quality (NCTQ), the number of states requiring objective measures of student achievement to be included in teacher evaluations nearly tripled from 2009 to 2015, from 15 to 43 states nationwide (see Figure 1).

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

By way of comparison, we can estimate the total effect a given teacher has on her students» achievement growth; that total effect includes the practices measured by the TES process along with everything else a teacher does.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

And each of the 43 states to which the Obama administration has granted a waiver from No Child Left Behind is now in the process of implementing evaluation systems that employ multiple measures of classroom performance, including student achievement data.

As I noted previously, in the twin study, nothing remains of the correlation between grit and academic achievement once Big Five personality measures are included.

A good teacher is now recognized as someone whose students learn and grow, with 38 states revising their policies on educator effectiveness to include measures of student growth or achievement as one of multiple factors in teacher evaluations.

ESSA requires state accountability systems to include an indicator of academic achievement «as measured by proficiency on the annual assessments.»

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

Teachers» unions are strongly against these plans for a variety of reasons, including that they say it's nearly impossible to accurately measure an individual teacher's contribution to a student's success, since a child's achievement is cumulative over a period of years and the result of the efforts of many people.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

The framework provides a holistic assessment of school performance based on student growth and achievement in grades 3 — 8; school climate measures, including attendance and re-enrollment; and preschool classroom quality.

These characteristics include, in addition to a variety of measures of student achievement as of 1996, the percentages of students in the school that are eligible for free school meals, those who are nonwhite, and those with special educational needs; the pupil - teacher ratio and the number of students enrolled; whether the school is all girls, all boys, a religious school, or in London; and several measures of the qualifications of the teaching staff.

A prominent author, Edelman received the Robert F. Kennedy Lifetime Achievement Award for her writings, which include Families in Peril: An Agenda for Social Change; The Measure of Our Success: A Letter to My Children and Yours; Guide My Feet: Meditations and Prayers on Loving and Working for Children; Stand for Children; Lanterns: A Memoir of Mentors; Hold My Hand: Prayers for Building a Movement to Leave No Child Behind; I'm Your Child, God: Prayers for Our Children; I Can Make a Difference: A Treasury to Inspire Our Children; and The Sea Is So Wide and My Boat Is So Small: Charting a Course for the Next Generation.

In addition to assessing student achievement, the NAP - CC sample test cycle includes a survey, conducted for ACARA by staff from the Australian Council for Educational Research (ACER), measuring students» perceptions of citizenship, attitudes towards civic - related issues, and their civic engagement.

High school reform should include making sure that we are measuring the relevant skills; allowing states the flexibility to design systems that produce results; using multiple measures to assess achievement; allowing the use of growth models; including commonsense flexibility for students with special needs; involving educators in planning; and effectively addressing dropout rates.

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

To determine whether these trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic achievement, self - control, externalizing behavior, and a measure of students» «approaches to learning,» for cohorts born from the early 1990s to the mid-2000s.

Furthermore, measuring performance using the full range of achievement provides additional and useful information for parents, practitioners, researchers, and policymakers for the purposes of decisionmaking and accountability, including more accurate information about the differences among schools.

According to the Executive Order, its recommendations were to include measures of student achievement (representing at least 50 % of the evaluation); demonstrated practices of effective teachers and leaders; and weights for the various components.

Moreover, achievement tests are sometimes used to measure or evaluate aspects of education for which they are not designed, including how well a school is educating its students.

A high - powered commission appointed by Gov. Terry E. Branstad issued wide - ranging recommendations last week for change in Iowa's schools, including a call for measures of academic achievement that all districts would be required to report for their students.

The Education Trust, for example, is urging states to use caution in choosing «comparative» growth models, including growth percentiles and value - added measures, because they don't tell us whether students are making enough progress to hit the college - ready target by the end of high school, or whether low - performing subgroups are making fast enough gains to close achievement gaps.

Our aim is to validate this survey so that you can include this measure of SEL as you report annual achievement gains.

In Maine, Democratic Gov. John Baldacci is proposing a new set of measures, including allowing student - achievement data to be used in evaluating educators, and letting districts create «innovative» schools that would have substantial autonomy.

Implement a comprehensive evaluation system for teachers and principals based on multiple measures of effectiveness, including student achievement

Established in the 2009 - 10 school year, D.C.'s IMPACT evaluation system relies on a complex mix of factors to score each teacher, including both multiple observations and measures of student achievement.

Washington's high - risk designation specified that the State must submit, by May 1, 2014, final guidelines for teacher and principal evaluation and support systems that meet the requirements of ESEA flexibility, including requiring local educational agencies (LEAs) to use student achievement on CCR State assessments to measure student learning growth in those systems for teachers of tested grades and subjects.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.