Sentences with phrase «indicators of academic growth»

(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.»

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.

There is a strong desire to expand beyond just academic indicators — including a measure of growth is very important — but including things that are not direct learning outcomes and focus more on environment and other input measures blurs the vision on what we want students to know and be able to do.

ESSA also requires state accountability systems to include «a measure of student growth, if determined appropriate by the State; or another valid and reliable statewide academic indicator that allows for meaningful differentiation in school performance.»

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.

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 succAcademic 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 succacademic 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

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.

Only 10 percent of third - graders are at grade - level in reading, an important indicator for future academic growth.

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 Iindicators: 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 IndAcademic 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 Indacademic 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?

Arizona's ESSA plan proposes using both proficiency and growth on the state assessment as academic indicators of success.

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 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 and B - 15).

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.

That process requires local schools administrators to continuously evaluate every teacher and that the evaluation process uses multiple indicators of student academic growth to identify which teachers are succeeding and which need to be asked to leave the teaching profession.

It does not mean eliminating measurement of academic attainment and growth; it means coupling those with rigorous, reliable and valid indicators of school organization and other nonacademic factors.

Under ESSA, states must hold schools accountable for student performance in English language arts, or ELA, and mathematics; a second academic indicator, such as growth in ELA and mathematics; progress in achieving English language proficiency; high school graduation rates, if applicable; and at least one measure of school quality or student success.

Also, while states are required to measure academic proficiency indicators — which are static, point - in - time indicators within their school classification systems — there may be an opportunity to measure specific aspects of proficiency data, such as growth or scale scores, which are further described below.24 That is, ESSA may provide states an opportunity to use differentiation within an indicator, as well as differentiation between schools.

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.

A measure of student growth or other statewide academic indicator for elementary and middle schools.

CEA believes this «other» 22.5 % should include non-standardized multiple indicators of student academic growth.

Provide guidance on use of multiple indicators of student academic growth in teacher evaluations.

In the teacher evaluation framework agreed to by PEAC, 45 % of a teacher's evaluation would be made up of multiple indicators of student academic growth and development.