Indicators of academic achievement included test scores, grades, academic awards and honors, and observations of education professionals.
Goals The students agreed that grades and similar
indicators of academic achievement held little or no meaning and importance for them.
(PDE, 2017, August 2) Currently, the SPP, available on the PA Department of Education website for public viewing, evaluates schools based on
indicators of academic achievement, indicators of closing the achievement gap (all students), indicators of closing the achievement gap (historically underperforming students), indicators of academic growth, and «other academic indicators.»
Our study analyzed data across multiple
indicators of academic achievement, not simply the National Assessment of Educational Progress (NAEP).
The new law also requires states to use, as part of their rating systems,
an indicator of academic achievement «as measured by proficiency on the annual assessments.»
ESSA requires state accountability systems to include
an indicator of academic achievement «as measured by proficiency on the annual assessments.»
The Act (Section 1111 (c)(4)(B)(i)(I)-RRB- requires states to use
an indicator of academic achievement that «measures proficiency on the statewide assessments in reading / language arts and mathematics.»
ESSA in § 1111 (c)(4)(B)(i)(I) requires states to use
an indicator of academic achievement that «measures proficiency on the statewide assessments in reading / language arts and mathematics.»
This network in Detroit, MI is developing implementation measures of personalized learning as a leading
indicator of academic achievement.
Not exact matches
For instance, states might assign separate ratings to each
of the five
indicator types the law requires:
academic achievement, student growth, graduation rates, progress toward English language proficiency, and other
indicators of school quality and student success.
Five
indicators of performance are essential for a school report card:
achievement,
academic growth,
achievement gap closure, graduation rates, and postsecondary and career readiness.
This interpretation
of the law requires a minimum
of 8 different
indicators (math
achievement scores, reading
achievement scores, another
academic indicator, and a school quality or student success
indicator, plus participation rate for each
of these four measures).
Each
of the three
academic indicators (
achievement, growth, and progress toward English proficiency) must carry «substantial» weight.
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 succ
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 succ
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
Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other
academic and non-
academic measures, and also illuminate dimensions
of student
achievement that go beyond traditional
indicators.
The Measures
of Effective Teaching (MET) project, which will be implemented over the next two
academic years, seeks to develop an array
of measures that will be viewed by teachers, unions, administrators, and policymakers as reliable and credible
indicators of a teacher's impact on student
achievement.
The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1)
academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure
of student growth or another valid and reliable statewide
indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide
indicator that allows for meaningful differentiation in school performance.
The three - year survey
of 3,000 teachers in seven school districts by the Bill & Melinda Gates Foundation found that the controversial method
of measuring student
academic growth, known as value - added, was a valid
indicator of whether teachers helped boost student
achievement.
Establishes a system
of meaningfully differentiating all public schools on an annual basis that is based on all
indicators in the State's accountability system and that, with respect to
achievement, growth or the other
academic indicator for elementary and middle schools, graduation rate, and progress in achieving English language proficiency, affords: Substantial weight to each such
indicator; and, in the aggregate, much greater weight than is afforded to the
indicator or
indicators of school quality or student success.
The Scholars» Paradise model would use «scale scores» or a «performance index» for the «
academic achievement»
indicator; measure growth using a two - step value - added metric; pick robust «
indicators of student success or school quality,» such as chronic absenteeism; and make value added count the most in a school's final score.
So far, Connecticut, Delaware, Louisiana, and Tennessee, and other states «can use science test scores,» but «they just can't be part
of the «
academic achievement»
indicator.»
Under the regulation, schools and districts would receive an overall rating
of one to five stars as determined by school performance (very low to very high) on multiple
indicators — proficiency, a separate
academic indicator for science and social studies, growth (elementary and middle school),
achievement gap closure, transition readiness, graduation rate (high school) and opportunity and access.
The Every Student Succeeds Act (ESSA) requires that each state meaningfully differentiates its schools based at least on the following
indicators: Academic achievement; Another academic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success I
indicators:
Academic achievement; Another academic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success Ind
Academic achievement; Another
academic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success Ind
academic indicator (growth and / or graduation rates); English Learner Language proficiency; and An
indicator of school quality or student success — The
indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success
IndicatorsIndicators?
In describing the specific ways in which they use data from other nations, states most frequently pointed to the role
of international
indicators in comparing student
achievement and developing
academic - content standards.
The app was designed to enable users to measure the listening and speaking skills
of young learners, recognising the significance
of the oral tradition in Indigenous cultures, and oral language as the foundation for the development
of literacy skills and a strong
indicator of later reading, writing and overall
academic achievement.
The latest science shows that children's language skills by age 3 are a critical
indicator of school readiness, IQ, and future
academic achievement.
The only measures a State may include within its
Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and
Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 a
Achievement indicator in addition to the required measure
of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act,
of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an
achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 a
achievement index or similar measure
of student performance in reading / language arts and mathematics at multiple
academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and
academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 a
achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures
of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and B - 15).
The student demonstrated intellectual giftedness as evidenced by any
of the following: standardized
achievement test scores (90th + percentile), scores on tests
of general aptitude (125 + IQ), or other objective and subjective
indicators of potential for well - above - average
academic performance.
In addition to
academic achievement, the index includes a first in the nation — the use
of social, emotional learning and school climate
indicators.
This brief considers any
indicator to be an
indicator of school quality or student success if it does not measure:
academic achievement or student - level growth on state assessments in all
academic subjects — see the «
Indicator analysis» section for more; four -, five -, six -, or seven - year graduation rates; or ELP.
A majority
of studies also found a strong positive relationship between class - time opportunities for physical activity and
indicators of cognitive skills, and
academic behavior /
achievement.
States are supposed to give separate, «substantial weight» to student
achievement, graduation rates, English - language proficiency and another
academic indicator, as well as an
indicator of school quality or student success.
The authors find that statewide accountability measures fall into one
of seven main categories
of indicators:
achievement indicators, such as proficiency in reading and mathematics; student growth
indicators in multiple
academic subjects; English language acquisition
indicators; early warning
indicators, such as chronic absenteeism; persistence
indicators, such as graduation rates; college - and career - ready
indicators, such as participation in and performance on college entry exams; and other
indicators, such as access to the arts.
The Improving America's Schools Act — the 1994 reauthorization
of the Elementary and Secondary Education Act, or ESEA — cemented accountability as a strictly
academic notion.4 The No Child Left Behind Act, or NCLB — the 2001 reauthorization
of ESEA — strengthened this premise and required districts and schools that failed to make
academic progress to take specific improvement actions.5 NCLB also required states to hold schools accountable for an
academic indicator other than student
achievement in reading and math.
While states still have to comply with NCLB's mandate
of testing students in reading and math in grades 3 through 8 and once in high school, with ESSA, they would be permitted to set their own student
achievement goals, identify their own
academic and non-
academic (i.e., school climate, teacher engagement)
indicators for accountability, design their own intervention plans for their lowest performing schools, and implement their own teacher evaluation systems.
In Chicago, which has been subject to a variety
of reforms over the years, research by Carnegie Foundation president Anthony Bryk and his colleagues found that schools with community school characteristics were more successful in terms
of academic achievement in reading and math scores, and in reducing chronic absenteeism, along with other key
indicators of student success.16 Spanning many years, the research concluded that successful schools had robust parent - community ties, a student - centered learning climate, and instructional guidance.
The good news is that high - quality early education positively impacts children's future
academic achievement, as well as a number
of other
indicators of success in life.
The app was designed to enable users to measure the listening and speaking skills
of young learners, recognising the significance
of the oral tradition in Indigenous cultures, and oral language as the foundation for the development
of literacy skills and a strong
indicator of later reading, writing and overall
academic achievement.
We analyzed all children born in Sweden between 1983 and 2009 to investigate the effect
of SDP on multiple
indicators of adverse outcomes in three areas: pregnancy outcomes (birth weight, preterm birth and being born small for gestational age), long - term cognitive abilities (low
academic achievement and general cognitive ability) and externalizing behaviors (criminal conviction, violent criminal conviction and drug misuse).