Sentences with phrase «measure of academic improvement»

At least one other measure of academic improvement, like graduation rates and, for nonnative speakers, proficiency in English, must be included.

Not exact matches

Arne Duncan, the new U.S. secretary of education, got this right in Chicago when he made «student connection» one of four outcomes that need to be measured in his school improvement plan efforts alongside student outcomes, academic progress, and school characteristics.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

Demanding accountability for results and measuring achievement with the Texas Assessment of Academic Skills (TAAS), a criterion - referenced assessment — actually, a rather blunt instrument — has spurred significant improvement in student achievement.

The chief academic officer of CORE Districts will present learnings from nine districts that have already implemented a school quality improvement index that measures growth mindset, self - efficacy, self - management, and social awareness.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

Under the Every Student Succeeds Act (ESSA), states now have the opportunity to support and encourage increased attention to SEL and the development of a positive school climate by including measures of students» social - emotional, as well as academic, development in their accountability and improvement systems.

At Imagine Andrews, we measure the academic performance of our students primarily based on same - student learning gains (i.e., the improvement in student achievement in reading and math measured for the same students from the beginning until the end of each school year).

Another facet of this strong leadership is collecting and monitoring data and results, using measures of school climate and academic performance to create a culture of continuous improvement that is embraced by both staff and students.

The index measures innovation activities and conditions of urban schools along 42 indicators in nine categories: Innovation Culture Need for Academic Improvement Collaboration and Coordination Read more about The U.S. Education Innovation Index: Prototype and Report -LSB-...]

«The Board is pleased with the new School Improvement Framework, as it incorporates both academic and nonacademic school quality and student success measures to create a more holistic view of a school's environment for students,» Kevin Laverty, chair of the state board, said in a statement.

These Initiatives, and the ACTAAP, are the cornerstone for the improvement of academic standards and achievement, professional development and accountability measures for Arkansas schools.

Equitas Academy's 2012 - 2013 API score: 894 The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing.

Progress monitoring is used to assess students» academic and behavioral performance on an ongoing basis, to measure student improvement or responsiveness to instruction, and to evaluate the fidelity and effectiveness of instruction.

Instead, they may first see improved attendance or graduation rates before they begin to see improvements in other measures of academic success.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

In this video developed for the Illinois Center for School Improvement, Dr. Rebecca Zumeta Edmonds discusses ways that a multi-tiered system of supports (MTSS) can help educators consider what student report cards can measure beyond academic performance.

However, they also have minimized it by adopting an accountability system, called «the dashboard,» for schools that makes academic achievement only one of several measures of their competency, and leaves improvement largely in the hands of local school officials.

This improvement in a school's contribution to student learning is a direct measure of its changing academic productivity.

Obama has joined the three presidents preceding him in favoring a far different policy of school improvement than that epitomized by Title I. Instead of additional dollars for extra services for children, the creation of academic standards and tests to measure achievement is seen as the way to increase the quality of American schools, especially that of schools with concentrations of low - income children.

Progress monitoring is used in conjunction with universal screening in an MTSS model (or by anyone who is interested in improving learning results for children) to set goals for a student's learning growth, quickly and frequently assess a student's academic performance, measure his / her rate of improvement, and to evaluate the effectiveness of instruction.

Whichever measures schools adopt, they should drive a culture of continuous improvement and focus on supporting students» social, emotional, and academic development.

Under the Every Student Succeeds Act (ESSA), states now have the opportunity to support and encourage increased attention to SEL and the development of a positive school climate by including measures of students» social - emotional, as well as academic, development in their accountability and improvement systems.