Sentences with phrase «increase student performance on»

The article presents a profile of the efforts by Guy Sconzo, the superintendent of Texas» Humble Independent School District (HISD), to increase student performance on standardized tests by dividing the large student population into small learning communities (SLCs) to better provide personalized learning opportunities.

Over the past decade he has led a number of significant systemic reform efforts that have helped narrow the achievement gap and increase student performance on both state and national assessment exams.

Over the past decade he has led a number of significant reform efforts that have helped narrow the achievement gap and increase student performance on both state and national assessment exams.

Without being held accountable to the incessant pressure of increasing student performance on a standardized test (see Hew & Brush, 2007; Walker & Shepard, 2011; Zhao, 2007), Mike found technology use to be «definitely less prescriptive, especially for us.»

Not exact matches

It came after a cascade of dissent from parents and teachers, steadily growing since tests aligned with the Common Core academic standards were introduced into classrooms in the 2012 - 13 school year and since the state toughened its evaluation laws, with an increasing amount of educators» job ratings linked to student performance on exams.

Buffalo had performance increases measured in students achieving proficiency or higher on both ELA and Math from the 2015 - 16 to 2016 - 17 school year.

The school has shown low scores on mandated state tests, but many argue that new school leadership and increasing student performance should give the school a reprieve.

The governor has proposed a teacher rating system that would base 50 percent of an instructor's evaluation on student performance on state tests — an increase from the current 20 percent.

«Spontaneous development has been recorded since the intervention of this technological initiative of our administration as our students results have improved through the academic tools being given to them, while their performance has been on the increase.

A new study published in PLOS ONE confirms this, finding that performance gaps between male and female students increased or decreased based on whether instructors emphasized or de-emphasized the value of exams.

«Despite budget cuts and increasing emphasis on academic skills, schools are choosing to focus on improving student health, which ultimately can support improved academic performance.»

Two conclusions from recent PISA studies are that increased national performance is associated with greater equity in the distribution of educational resources and that equity can be undermined when school choice segregates students into schools based on socioeconomic background.

Service learning can have positive effects on students» performance on subject - matter examinations and assessments and creates opportunities known to improve academic achievement, such as giving students the chance to act autonomously, develop good relationships with adults and peers, and increase personal self - esteem and feelings of self - efficacy.

Opting out adds noise to the data, which increases the amount of variability in the teacher performance measures because each teacher's score is based on fewer students.

Director of the Melbourne Education Research Institute John Hattie has warned that some of the UK government's key education policies, such as performance related pay for teachers and increased academy conversion, are a «distraction» that will only have a «minimal» impact on student's learning.

Positive results are reflected in gradual but steady increases in student performance on various state exams.

By the turn of the century, the observation had been made in many countries that substantial increases in expenditure on schools had failed to deliver measurable improvements in student performance.

But my students» performance on the district midterms and finals is relatively mediocre because I skimp on the mandated curriculum — in Fall 2005, because we spend time on Hurricane Katrina instead, and in Spring 2006 because students want to investigate the increase in youth violence in their neighborhood.»

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

Indeed, all of the demographic characteristics considered in our report, as well as the lack of pre-primary education, increase the probability of low performance by a larger margin among disadvantaged than among advantaged students, on average across OECD countries.

Our results showing larger increases in the percentage of students reaching the performance level of basic on the NAEP are broadly consistent with this theory.

«Since student performance on international tests such as PISA is closely related to long - term economic productivity growth, increasing U.S. students» proficiency levels to those attained in Canada would increase our economic growth rate by some 50 percent.»

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

Unfortunately, not every student can benefit from advanced education, and it could well be that the best way to increase performance is to reduce the number of students included in these programs while continuing to focus on bringing all students to international standards.

Results from a new report on test scores show the nation's students making modest gains in math and science in recent years, while failing to significantly increase their reading and writing performance.

And, it would require that half of teacher pay increases be based on student performance.

This can be used to ascertain whether your MYP Grades are in line with your assessments from a subject standpoint increasing the accuracy of your overall judgement on Student performance.

Each teacher received an additional $ 1,500 if the school increased its performance on California's student achievement tests.

Student - test - based measures of teacher performance are receiving increasing attention in part because there are, as yet, few complementary or alternative measures that can provide reliable and valid information on the effectiveness of a teacher's classroom practice.

As an example of the limitation of this measure, note that the United States is coded as a country where teacher salaries can be adjusted for outstanding performance in teaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for increases in student achievement test scores.

However, this does not diminish the significance of the substantial increases in performance on the skills tested, especially for minority students.

For example, in 2012, Long Beach City College (LBCC) in California was one of the first to develop and pilot an alternative placement algorithm based on high school coursework and grades, which increased the proportion of students placing directly into college - level coursework by 21 percentage points in math and 56 percentage points in English, without significantly lowering the average performance of students in these courses.

A study published in 2005 by the Education Commission of the States (ECS) on state takeovers of schools and districts noted that the takeovers «have yet to produce dramatic consistent increases in student performance,» and that the impact on learning «falls short of expectations.»

As the student numbers increase, current classrooms may struggle to provide suitable circulatory space, which will have a dramatic impact on performance and results unless extra room can be found.

Though the increase in school attendance among disciplined students led to only very modest improvements in their academic performance on state reading exams, it did not have a substantively negative effect on their peers» academic performance.

Some grades at Carlin Springs Elementary had double - digit increases in their state test passage rates after a concerted effort to prepare disadvantaged students for the exams and closely track student performance on practice tests.

What's so intriguing about the Charlotte - Mecklenburg study is that in this case, resegregation was accompanied by increased funding to minority - dominated schools, to diminish the impact on student performance in high - poverty neighborhoods.

He viewed the Louisiana results as commentary on accountability as much as on vouchers, hypothesizing that it could have been the increased regulations and accountability measures, which affected both public schools and private schools receiving voucher students, that led to performance gains.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

take into account data on student growth as a significant factor as well as other factors, such as multiple observation - based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduation rates; and

From 2005 to 2012, student scores on the California Academic Performance Index (API) increased from 702 to 822.

Nevertheless, critics of high - stakes testing wonder whether those increases reflect real gains in students» knowledge and skills - gains that ought to translate to students» performance in school and on other exams.

If we do, we would conclude that, in general, education expenditures have little effect on student performance, that increasing teacher pay yields no effect, that the effects of class - size reduction depend very much on the state in which it is implemented, that monies should be set aside so that teachers who say they need them have more materials.

That 2011 paper found that increases in teachers» performance on Cincinnati's teacher - evaluation system correlated to increases in achievement among their students.

There can be an increased focus on data analysis of student performance, but, ultimately, teachers must produce the results (Stronge, 2011).

Existing research on other conventional school voucher programs point to a number of problems, including: lower student performance, less accountability, reduced access and increased segregation.

Proponents of Prop. 227 say English immersion is essential to students learning the language as quickly as possible, pointing to increases in academic performance by English learners on state tests since the law passed.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

The Office of the Chief of Staff coordinates internal and external district - wide communications and strategic partnerships to increase transparency, support, and confidence in MPS; helps to identify, develop, engage, and integrate external resources and stakeholders to support schools, students and their families to increase student achievement; provides leadership, guidance, and consulting services for the District on strategic planning, performance management, and organizational process streamlining to improve operational effectiveness and efficiency, better inform future planning and budget formulation, and accountability.