Sentences with phrase «measure school choice»

Must read — opinion piece in The Hill from AFC founding Board Member Kevin P. Chavous: «Test scores are not enough to measure school choice success».

The Urban Institute study is the latest research measuring school choice and the travel necessary for choice programs through the lens of race and class.

Not exact matches

, and by working to lower the occurrence of unwanted pregnancies in the first place — which means better sexual health education in schools, funding for birth control measures and education about using that birth control, promoting research into methods of safe male birth control, and creating an environment where the women in your life can come to you to discuss safe sexual choices.

The industry has taken significant measures to provide consumers with more options and information to allow informed dietary choices through developing reformulated products to offer low and no - sugar varieties, voluntarily displaying kilojoule information on the front of labels and restricting sales of regular kilojoule soft drinks in schools.

Former NYC Mayor Mike Michael Bloomberg is among the nation's top financial backers of the school - choice movement, topping the list of New York's political contributors by donating $ 1.8 million to ballot measures and political action committees focused primarily on school choice.

For example, your elected officials should be focused on things like equal access to essential public services, fair governmental priorities and policies, city hall policies, school district choices, and public health measures.

The prediction comes from both proponents and opponents of the tuition - voucher measure, which, by providing parents with $ 900 for each student enrolled in a private or out - of - district public school, would be the most extensive choice program yet adopted by any state.

This vacuum stems not only from the difficulty of the endeavor but also from a persistent national clash between an obsession to train students solely for high scores on multiple - choice tests and an angry disenchantment with measuring progress of public schools, educators, or education schools.

Chronic absenteeism; a mix of attendance indicators; choice to re-enroll in same school; standardized observations that take into account factors including classroom organization, emotional support, and instructional support; college - readiness measured by ACT, AP, and IB participation and scores

There are clear implications for schools of the choice of high - vs. low - abstraction measuring tools for soft skills.

Our measure of the current level of choice in the public school system has no statistically significant relationship with charter support within school districts.

The strategies of that era — including high academic standards for all students, measuring academic progress, improving teaching, and introducing school choice to a monopoly system — found reinforcement in federal law with the passage of the No Child Left Behind Act in 2001.

All of this leads us to measured skepticism about the merit of merit pay, unless it is coupled with school choice innovations hefty enough to instigate sustained competition among schools and school sectors.

The Citizens» Commission on Civil Rights, along with the Aspen Institute's NCLB Commission and other proponents, have proposed tough new measures to guarantee public school choice to children who attend persistently low - performing schools.

Attitudes: support for diversity (racial integration), a perception of inequity (that the public schools provide a lower quality education for low - income and minority kids), support for voluntary prayer in the schools, support for greater parent influence, desire for smaller schools, belief in what I call the «public school ideology» (which measures a normative attachment to public schooling and its ideals), a belief in markets (that choice and competition are likely to make schools more effective), and a concern that moral values are poorly taught in the public schools.

Research on private school choice is much better equipped to measure the effects on participants» outcomes than to offer guidance on policy design.

As the cohorts have aged, it is now possible to measure the effects of small schools on college enrollment and choice, outcomes that have never been examined before.

Nevertheless, there is still a story to be told, and the essential part of it is that the program that education reformers have tried to promote now for decades — introduce more choices of schools for students, enable competition among schools, open up paths for preparing teachers and administrators outside schools of education, improve measures of student achievement and teacher competence, enable administrators to act on the basis of such measures, and limit the power of teachers unions — has been advanced under the Obama administration, in the judgment of authors Maranto and McShane.

In our recent article for Education Next, «Choosing the Right Growth Measure,» we laid out an argument for why we believe a proportional growth measure that levels the playing field between advantaged and disadvantaged schools (represented in the article by a two - step value - added model) is the best choice for use in state and district accountability sMeasure,» we laid out an argument for why we believe a proportional growth measure that levels the playing field between advantaged and disadvantaged schools (represented in the article by a two - step value - added model) is the best choice for use in state and district accountability smeasure that levels the playing field between advantaged and disadvantaged schools (represented in the article by a two - step value - added model) is the best choice for use in state and district accountability systems.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

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.

U.S. Students Know What, But Not Why Science Insider, June 19, 2012 «The computer simulations offer NAEP a much better way to measure skills used by real scientists than do multiple - choice questions, says Chris Dede, a professor at Harvard Graduate School of Education.

Noted in the paper, ministers say they will update school and college performance measures in order to make sure that when the new T - level qualifications come into force in 2022, students can make an informed choice between an academic or technical education.

The debate over school integration now requires discussion of school accountability, parental choice, and measures designed to enhance the quality of the teacher workforce.

As we continue to study choice - based policies in K — 12 education, one challenge we must confront is the push - pull created by high - stakes accountability measures designed to assess schools, students, and educators, based solely on test scores — an area where choice proponents and opponents often find common ground.

The Brown Center on Education Policy at Brookings will host a live webcast of an event in conjunction with the release of its report, «Measuring the Influence of Education Advocacy: The Case of Louisiana's School Choice Legislation,» on Tues., Dec. 10 at 10 am.

While the choice sector as a whole looks pretty good on test scores and other measures, the averages mask poor performance from a significant minority of choice and charter schools.

The next three mini-courses explore contemporary proposals to save our schools — via new teacher policies, accountability measures and school choice.

With automated gates now an increasingly popular choice for school and educational buildings, it is absolutely crucial that the strictest safety measures are upheld to protect our children, whilst in the care of others.

And the benefits of school choice for these students extend beyond what tests can measure.

On the left, some of the opposition to Common Core and its assessments is related to broader resistance to high - stakes testing, the linking of student scores to teacher evaluations, and other reform measures such as school choice, which some see as «corporate school reform.»

Debates about school choice policies often focus on their impacts on student achievement, typically as measured by standardized tests.

«Using School Choice Lotteries to Test Measures of School Effectiveness.»

More important, however, is the larger implication I take from Mr. Bedrick's thesis: that private school choice advocates in America, Mr. Bedrick among them, have failed to establish a coherent, prevailing belief system about the role of private schools in providing an education of measured quality, at scale, for the nation's most disadvantaged youth.

To the extent that better information improves the match between families and schools or leads to pressure on schools to increase measured achievement, this effect can augment the impacts of school - choice policies.

Finally, we also gather data on the number of charter schools in each search unit as an additional measure of school choice.

, Standards for Our Schools: How to Set Them, Measure Them and Reach Them; Thinking for a Living: Education and the Wealth of Nations; The Principal Challenge; and Tough Choices or Tough Times.

This measure is well established for studying the integration impacts of school - choice programs.

Reblogged this on Afield in Iowa and commented: A great article on School Choice and «accountability» measures.

Recent work has included several studies related to value - added measures of teacher performance, teacher effectiveness in the early grades, school choice, teacher mobility and special needs identification.

In 2013, Alabama adopted the Alabama Accountability Act, an education reform measure that includes two new school choice programs that extend a lifeline to Alabama students trapped in failing public schools.

At some point, however, that wide range of choice sabotages attempts to measure the effectis of schooling.

«All schools, but schools of choice particularly, are well - served by implementing tests that accurately measure the quality of that school's curriculum and program,» said Peter Bezanson, CEO of BASIS, a charter school network that started in Arizona.

To measure the effects of private school choice, we compare the long - term outcomes of more than 10,000 low - income students who first used FTC vouchers between 2004 and 2010 with outcomes of students with similar characteristics who never participated.

Perhaps 2011 was an unusual year for school reform only because of the number of school - choice programs enacted, which was significant by any measure, but not because students swarmed to the new programs (Indiana is a notable exception).

Whether the measure is graduation rates, improved instructional quality, last year's improvement in the lowest - performing schools targeted for special intervention, a nation - leading new collective - bargaining agreement, the addition of many new high - quality public schools, increased parental choice, or a material increase in the proportion of effective teachers, the arrow is pointed decidedly up in Newark.

These are much better choices than «growth - to - proficiency» models, which do not estimate the impact of schools and again mostly measure who is enrolled.

The measure was based on the share of students attending schools of choice, the strength of charter laws in each state (including, of course, the strength of the authorizing and quality control system), and a gauge of parent influence on policy.

The measure would have allowed residents of districts to vote to make them «renewed school districts» in which «nonprofit organizations may operate publicly funded independent public schools with parental choice and revised state regulation.»

New Hampshire uses multiple - choice and short - answer questions to measure students» performance in high schools for the 2004 - 05 school year.