Sentences with phrase «judging schools based»

Instead of judging schools based on a snapshot of a single year's test scores, we compared results during a four - year period, looking for trends in student achievement.

Do Republicans really want to scrap the transparency that comes from measuring student (and school and district) progress from year to year and go back to the Stone Age of judging schools based on a snapshot in time?

And annual tests help level the playing field between schools, enabling policymakers to judge schools based on how well they serve their students, rather than the type of students they serve.

For some reason, even though we've known for decades that different schools face different challenges, only a few states have embraced this insight by creating systems that judge schools based on things they control.

Accountability based on grade - span testing judges schools based on the students they serve, not how well they serve them.

You don't want to judge schools based on the students they serve, but how well the schools serve them.»

Not exact matches

Business analysts (who were young and fresh out of school, remember) were judged based on the percentage of their products that were in stock at any given time, and a low percentage would result in a phone call from a vice-president demanding an explanation.

The full 16 - judge panel from the New Orleans - based court last September concluded while the constitutional rights of the students were violated, school administrators could not be sued under the «qualified immunity» legal standard.

-- Entrants will be judged in the appropriate category based on their school year group on the time of entry.

(Because we're judging this on a percentage basis, the numbers only include schools that had at least 12 first - round picks since 1990.

My feeling about milk in schools, as shared by many TLT readers (judging from this morning's discussion on the Facebook page and in comments on the blog), is that milk does have a place on lunch trays, but not to the exclusion of other beverages like water (which, as it turns out, is not so easy to get into cafeterias) and plant - based milks for those who drink them.

The others include Albany - based Appellate Justice Leslie Stein, a former City Court judge; Buffalo - based Appellate Justice Eugene Fahey; Daniel Alter, general counsel for the state Department of Financial Services; attorney Maria Vullo of Paul, Weiss, Rifkind, Wharton & Garrison in Manhattan; attorney Rowan Wilson of Cravath, Swaine & Moore in Manhattan; and Preeta Bansal, a Manhattan - based former state solicitor general who is a visiting scholar at Harvard Law School and senior legal and policy advisor at the MIT Media Lab.

While unions have said they worry that teachers could be unfairly judged based on their students» test results, the scoring for students and teachers is quite different — students get an objective standardized test score, while teachers are evaluated under multipart programs that are developed by local teachers unions and school leaders.

The study was conducted by researchers at Cambridge Judge Business School and the Psychology Department of Cambridge University in collaboration with a UK - based multinational bank.

This year's league tables also represent the last time that schools will be judged on the basis of raw GCSE results.

In place of a school report that judges and reports student performance two or three times each year, this information might be provided on a more ongoing basis — perhaps with the assistance of technology — and form the basis of two - way (or three - way) conversations about student progress.

And so that officials can judge school quality, some reformers favor requiring participating private schools to take the state test based on the state curriculum.

Those who are already skeptical about using tests to judge schools and educators will find a lot to like, while those in favor of the practice will be challenged by the evidence presented that test - based accountability can lead schools to engage in unproductive practices.

Knowing the rules going in — e.g., that you will be judged on performance (yours and your students) and that you could lose your job — makes it much easier to establish a collaborative and school - based incentive system.

Transparency can be painful, but it's necessary in an era of results - based accountability for schools, an era when we look to see how well a school's pupils are learning and no longer settle for judging schools by their inputs, intentions, or reputation.

His or her results would be the basis on which their entire school was judged.

Yes, not all that long ago AFT advocated for an ESEA that «judges school effectiveness — the only valid and fair basis for accountability — by measuring the progress that schools achieve with the same students over time.»

Many state accountability plans judge schools on the basis of these tests alone, and some states and school districts are considering tying teachers» compensation to student test results.

But, if states and school districts continue to insist on using state standards and tests to judge school performance, then the for - profits will be pushed to compete for contracts and clientele on the basis of a narrower set of criteria.

Try after try, the group failed to draft a system that would ensure that districts and schools wouldn't return to judging schools principally or totally on the basis of aggregated results.

Choose which holes to construct based on a class or school vote, or ask participating partners to judge the best holes.

Outside of school, policy makers and the media are no longer heard judging programs, schools, school districts, or states solely on the basis of test scores.

iNACOL, the K — 12 international online learning association, has already done much of the work of creating the dashboard of outcomes - based metrics on which full - time virtual charter schools should be judged.

Some are based in schools and operated by teachers or counselors; others are court - based, administered by judges, social workers or other court staff; yet others are community - based, and organized by local non-profits.

When she announced her intention to overhaul the school report cards last year, Fariña promised «the first balanced picture of a school's quality,» one that «reflects our promise to stop judging students and schools based on a single, summative grade.»

Judge James Danikolas enjoined the nonprofit N.C.A., which institutions belong to on a voluntary basis, from taking action to formally classify the district's schools as having been warned of possible accreditation loss.

If we are going to judge schools it should be based on their record of improving outcomes for students.

Let's say we want to evaluate preschools on whether their students make progress on cognitive assessments, or judge elementary schools based on student - level gains during grades K — 3.

As the RAND study of charter schools and vouchers, Rhetoric Versus Reality, argued, «Judging the long - term effectiveness of the charter school movement based on outcomes of infant schools in their first two years of operation may be unfair, or at least premature.»

While conventional wisdom, at least in some circles, holds that people judge schools on the basis of something other than academic quality — most odiously, the racial mix of their student body — here we have reassuring evidence that people evaluate schools on the basis of academics.

According to [former MCPS parent] John Hoven, «Superintendent Weast terminated the long - standing Montgomery County Public Schools (MCPS) math testing program that could have provided a basis to judge his success or failure against his predecessors.»

Staff at Totley Primary School, based on the outskirts of Sheffield, were devastated in 2007 to be judged inadequate and put into Special Measures.

Here's an example of how NCTQ mis - reads the research: Standard 13 is «Equity» and judges teacher prep programs based on whether «The program ensures that teacher candidates experience schools that are successful in serving students who have been traditionally underserved.»

While some states still judge schools solely based on standardized test scores, these polls reveal that most parents and guardians do not.

As a result of our findings of no consistent statistical association between the achievement and attainment effects in school choice studies we urged commentators and policymakers «to be more humble» in judging school choice programs or schools of choice based solely or primarily on initial test score effects.

The Berlin - based Grüntuch Ernst Architekten architecture firm that designed it was praised by the judges for both the design and the environmental performance of the school.

Due to this general disconnect between achievement and attainment effects of choice programs and, in a few cases in our sample, individual choice schools, we caution commentators and regulators to be more humble and circumspect in judging school choice programs and schools of choice based solely on their test score effects.

Linda Darling - Hammond, a highly respected professor at the Stanford Graduate School of Education, testified during the Vergara trial that a teacher's performance should not be judged on the basis of flawed test rankings.

Diversity dance stars Jordan and Perri judged the competition, with the winning schools chosen based on the creativity of their routines and the amount of energy they produced.

So we should be careful judging school performance based on later school attainment, rather than income (or other measures).

We judge our schools and increasingly individual teachers based on their ability to improve the reading skills of our children.

A recent poll conducted by the Leadership Conference Fund, a nonprofit civil rights group based in Washington, D.C., found that 86 percent of Latino families said their child's report card topped the list in judging school quality.

Under NCLB, schools are judged largely on the basis of test scores, and many schools have figured out that the system can be gamed simply by targeting groups of students with intensive test preparation.

It's further true that to judge a school simply on the basis of how many of its pupils clear a fixed «proficiency» bar, or because its «performance index» (in Ohio terms) gets above a certain level, not only fails to signal whether that school is adding value to its students but also neglects whatever is or isn't being learned by (or taught to) the high achievers who had already cleared that bar when they arrived in school.

While interest in judging school performance based on the gains individual students make over time is high, the best way to do so is not even part of the current debate, one veteran testing expert argues.