Sentences with phrase «measure school quality focus»

Not exact matches

We met with three hundred charter leaders around the state to learn more about what could be done, and then built goals and objectives for the California charter schools movement by first providing insurance, cash - flow financing, and other resources to schools willing to focus on academic quality (measured in many different ways).

I'm going to focus on the final two posts, in which Greene argues that student achievement tests are poor proxies for school quality and that they're not correlated with other measures of quality.

«Australia is investing record funding in education that will continue to grow, all targeted based on need, and the Turnbull Government is focused on improving student outcomes through measures we know are effective — teacher quality, a better curriculum, greater parental engagement and support for principals to make local decisions about their local school,» he said.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

In Michigan, for instance, the new chief state school officer recently replaced the test - focused accountability system with a new grading system that relies on a broader set of measures of school quality, including family involvement, the quality of professional development, attendance, and dropout rates, among others.

Under the NCLB Extended approach, embraced by many on the education reform / civil rights Left, achievement would continue to be measured by proficiency rates alone (with rising annual goals for what is good enough); growth data would be used sparingly and / or focused on «growth to proficiency»; «other indicators of student success or school quality» would be minimized; and evidence of achievement gaps would sink schools» ratings significantly.

The Professional Development Task Force, convened by state schools Superintendent Delaine Eastin, concluded that many students will not be able to measure up to new academic standards if the state doesn't focus more on the quality of the teaching corps.

This new unit should focus on providing a student experience that excels on measures different from the traditional measures of quality — such as top - notch extracurricular offerings and state - of - the - art facilities — that private schools have historically used.

It just highlights the fact that how New York State measures school quality is all over the map - and is certainly not outcomes - focused.

Much of their attention is focused on which indicators of school quality or student success they will use to provide a more holistic measure of school performance than the test - based measures of the past.

Focus groups in each community of students, parents, educators, and community members, along with polling data and research evidence, led to the creation of a School Quality Measures Framework and subsequent online dashboard of the data that the community most wants to know about their schools.

My research — which has focused on teacher quality as measured by what students learn with different teachers — indicates that a small proportion of teachers at the bottom is dragging down our schools.

TCTA pointed out that, given the struggle that the state has had in identifying non-test-based indicators of school success for elementary and middle schools, this would be an excellent opportunity to focus on incorporating school quality indicators (like a validated school climate survey measuring student / educator engagement and school climate / safety).

She will support gauging school quality based on multiple measures while urging federal officials to keep the focus on academic indicators.

The panelists — including Arkansas's Fort Smith Public Schools Superintendent Benny Goodman and the National Center for Learning Disabilities's Laura Kaloi — also advocated for using multiple assessment measures to judge school quality, adding more flexibility for improving low - performing schools, maintaining a focus on holding schools accountable for the performance of student subgroups, tracking student growth, and ensuring states set high staSchools Superintendent Benny Goodman and the National Center for Learning Disabilities's Laura Kaloi — also advocated for using multiple assessment measures to judge school quality, adding more flexibility for improving low - performing schools, maintaining a focus on holding schools accountable for the performance of student subgroups, tracking student growth, and ensuring states set high staschools, maintaining a focus on holding schools accountable for the performance of student subgroups, tracking student growth, and ensuring states set high staschools accountable for the performance of student subgroups, tracking student growth, and ensuring states set high standards.

Although just one component of the greater accountability system, school classification systems are a top priority for states.1 As states design these systems, much of their attention is focused on which indicators of school quality or student success they will use for a more holistic measure of school performance.2 According to ESSA, these new indicators may measure one or more of the following: 3

To achieve equity, focus is placed on how a student's academic success is measured, the quality of the school, and ways a school can give proper resources to the students who need it most.

National Public Radio notes that ESSA requires states to cite five measures of school performance, with four focused on academic achievement and a fifth tied to a «non-academic» measure of school quality or student success.