Sentences with phrase «make measures of student achievement»

Marsh had proposed to make measures of student achievement growth during the school year account for up to 25 percent of a teacher's yearly evaluation.

Not exact matches

Regents Chancellor Betty Rosa says the board wants to make certain the tests continue to provide a valid measure of student achievement.

This study, third in a series of three studies on the state of professional development in the United States, examines state policies and practices of four states making progress in two factors: access to professional development as defined by the Professional Development Access Index and student achievement as measured by the National Assessment of Educational Progress.

Mostly based on «value added,» a statistical measure of the contribution the teachers make to student achievement on standardized tests.

We also conducted a more sophisticated analysis that measures the relationship between a family's demographic characteristics (such as eligibility for free - or reduced - price lunch, median household income of the student's residential neighborhood, race, and student prior achievement level), a school's poverty level, and the likelihood that the parent makes a request.

Michigan's high school achievement test, in place since 1978, could be on its way out to make way for a set of new tests that would measure students» college readiness.

When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.

Can we be confident that the various elements of practice measured by TES are the reasons that students assigned to highly rated teachers make larger achievement gains?

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

It would make matters more difficult because the most important flaw of the No Child Left Behind accountability system is its reliance on the level of student achievement at a single point in time as a measure of school performance.

It's also crucial that any decision - making system that considers student growth and achievement uses them as one of several measures.

The actual number of longitudinal or quasi-longitudinal studies that controlled for students» backgrounds and used student achievement as the measure of whether teacher preparation made a difference was far fewer.

There are a number of reasons: 1) student achievement probably wasn't used as the measure of teacher effectiveness; 2) before the advent of the modern computer, in the mid-1960s, some of the more sophisticated analyses were not feasible; 3) the structure and makeup of schools change, making the findings less applicable to the current situation; 4) most important, older studies may not control for critical variables, such as students» backgrounds or past achievement.

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.

California will continue to land at the very bottom of every measure of how well we're preparing our students for the future — graduation rates, social and emotional wellbeing, math and reading achievement — unless we make serious changes to ensure every student has a great teacher, in every subject, every year.

Their intimate knowledge of the technical difficulties involved in measuring student achievement makes a number of these testing experts some of the most vocal (and persuasive) opponents of testing.

The achievement of a nationwide sample of 4th and 8th grade students with the same racial make - up as Chicago students, as measured by the National Assessment of Educational Progress (NAEP), increased roughly 0.25 standard deviations in math during the 1990s, though there was no gain in reading.

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.

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.

And so, sans meaningful accountability — or, put another way, whether the district takes responsibility for and responds to unacceptably low student achievement, as well as other measures of school performance and culture — parents will make other choices.

Since it may take a couple of years for states and districts to follow the department's urging and set up systems that will allow them to measure teacher effectiveness based on growth in student achievement, she said, states should be required to show that they are making good on the language about equitable distribution of teachers that's already in the No Child Left Behind Act.

After a two - month period (40 consecutive school days) implementing this poetry lesson plan, Ms. Eikenberry found that her third graders made over a year's worth of growth in reading achievement as measured by the i - Ready reading comprehension standards, while her fourth grade students made more than three - quarters of a year's growth.

Combined with teacher - made measures of authentic student achievement, perhaps we can begin to close the achievement gap and build meaningful educational opportunities and success for students.

This was made clear this week in Ahn's and Vigdor's study on the impact of AYP on improving student achievement in North Carolina, a new version of research developed last year for the American Enterprise Institute on the impact of No Child's accountability measures.

During his tenure, he made the MTA the voice of the profession and established the teachers union as a partner in developing and implementing state and federal policy such as teacher - evaluation frameworks, new curriculum standards, district and school accountability measures, while strengthening labor - management collaboration focused on improving student achievement.

The department comparisons shall be made to determine if there is any significant difference in the performance of these groups of teachers, as measured by their students» achievement levels and learning gains as measured by s. 1008.22.

Note: This graph shows schools that have made progress on two separate measures of student achievement: proficiency and growth.

State board President Michael Kirst and other members have made it clear that they intend to replace the API, which calculates a three - digit number based primarily on a school's or district's standardized test scores, with a new system in which test scores would be just one of many measures of student achievement and school performance.

They found students of compassionate or «high facilitative» teachers made «greater gains on academic achievement measures, including both math and reading scores, and present [ed] fewer disciplinary problems (McEwan 2002, 33 - 34).»

Outcomes - based education seeks to redefine the way student achievement is measured by making grades directly reflective of mastery of specific learning outcomes.

Massachusetts has not yet released its list of schools making AYP, but in 2010, 57 percent did not, even though Massachusetts students score at the top on national measures of student achievement.

Sanders claims the model also «overcomes measures that track achievement alone, such as students» race or family income» which makes issues of «bias» — a topic of recent posts here — null and void.

Dan Rossmiller, government affairs director for the Wisconsin Association of School Boards, said districts are concerned the one - size - fits - all system for measuring schools doesn't make sense for certain schools, such as K - 2 schools where students are too young to take the WKCE, schools with high student turnover or schools that don't have achievement gaps to close.

Using multiple measures, instead of just test scores, to determine an education endeavor's success can lead to enhanced student performance, better decision making, and a more comprehensive view of school quality and student achievement.

They encourage their educators to «make use of diverse indicators of student learning and strengths,» when measuring student learning and achievement, the growth of both over time, and especially when using such data to inform their practice.

By requiring the states to set high standards, pairing them with assessments that measured whether students were achieving those standards, and holding schools accountable if students failed to do so, NCLB, in the eyes of its sponsors, would close achievement gaps and make America's schools the envy of the world.

That site reviews can't measure quality of teaching, the most - critical component in how schools improve student achievement, also makes the proposal unready for prime time.

The bill, which now needs only the signature of Governor Pat Quinn, a supporter of the measure, would make tenure contingent on student achievement and limit the collective bargaining rights of teachers unions by making it harder for teachers to call a strike.

Measuring Social Return on Investment of Community Schools Children's Aid Society & The Finance Project, 2013 Community schools make an invaluable contribution to student academic achievement, children's social and emotional health, family participation and community engagement - in districts around the country and the world.

Students whose achievement isn't measured well because the fixed - form test they took is not well - targeted to their ability level are put at a disadvantage when the results are used to make a variety of decisions, from promotion to inclusion in special programs.

But all of them share the idea that teachers who are particularly successful will help their students make large learning gains, that these gains can be measured by students» performance on achievement tests, and that the value - added score isolates the teacher's contribution to these gains.

There is demonstrated support for an annual report card on how each school spends local, state and federal funding and what progress it has made on measures of student academic achievement.

He provides evidence from several decades of scholarly research on teacher effectiveness to show that teachers do make a difference in student achievement as measured by large - scale standardized achievement tests.

Regents Chancellor Betty Rosa says the board wants to make certain the tests continue to provide a valid measure of student achievement.

He made five overarching points: that's it's possible to implement measures of teacher effectiveness, that LA Unified has a higher ratio of ineffective teachers than school districts studied by other researchers, that a disproportionate number of ineffective teachers in LA Unified serve Latino and African American students, that effective teachers have a causal effect on student achievement and that teachers have long - term impacts not only on student achievement but also lifetime earnings.

To measure achievement, CORE Districts take into account both the number of students meeting standards and how much academic growth students are making each year.