Sentences with phrase «measured at the school level»

However, there was a significant interaction between the treatment conditions and poverty measured at the school level.

There is less evidence on the uses of value - added measures at the school level.

Not exact matches

She points to a 2011 study by the Technion - Israel Institute of Technology, which found that students who started school at 8:30 a.m. got almost an hour more sleep and performed better on tests measuring attention levels than peers who started at 7:30 a.m.

The Best Employers in Canada study measures the level of employee engagement at participating organizations and is based on results from a national survey conducted by Aon Hewitt, in association with the Queen's Centre for Business Venturing at the Queen's University School of Business.

For much of his 29 - year tenure at Kenyon, Steen has had to make do with facilities that don't even measure up to some of the pools his swimmers competed in at the high school and club level.

You can compare state findings, get the picture at the national level, and measure the participation at breakfast compared to school lunch; FRAC's scorecard also contains strategies — proven to work — to help school breakfast expansion find success.

As the executive director of NYSHEPA, Nancy ran an 800 member - strong coalition and advocated at the local, state and federal level for numerous nutrition and physical activity measures including school nutrition standards, calorie labeling, trans fat ban, Complete Streets, breastfeeding bill of rights, nutrition standards for fast - food kids» meals sold with toys, Safe Routes to School, nutrition standards for foods marketed to children, and the sugar - sweetened beveragschool nutrition standards, calorie labeling, trans fat ban, Complete Streets, breastfeeding bill of rights, nutrition standards for fast - food kids» meals sold with toys, Safe Routes to School, nutrition standards for foods marketed to children, and the sugar - sweetened beveragSchool, nutrition standards for foods marketed to children, and the sugar - sweetened beverage tax.

But the measure remains opposed by the teachers union, who see it as a way of creating a back - door voucher program and not funding public schooling at appropriate levels.

The President launched the Free Senior High School Policy a couple of weeks ago, as part of measures to ensure that no child is unable to continue their education at the secondary level because of lack of funds.

The addition of a uniformed police officer in our school is a safety measure that would have tremendous value at many levels.

«We need to have a sense of science literacy that is much broader at the individual level and much deeper at the societal level than traditional measures reflect,» says Catherine Snow, a professor at the graduate school of education at Harvard University and chair of the academy panel that wrote Science Literacy: Concepts, Contexts, and Consequences.

The researchers also measured socioeconomic status looking at median household income, the percentage of individuals living below the poverty level, and whether or not they had a high school education.

Investigators led by Peter Heeger, M.D., of the Icahn School of Medicine at Mount Sinai in New York City, and Donald Hricik, M.D., of Case Western Reserve University in Cleveland, measured the urinary levels of molecules that had previously been associated with rejection.

The study, published in the Journal of Child & Adolescent Trauma, measured the impact of polyvictimization — exposure to multiple forms of victimization — on school climate at the middle and high school levels.

Researchers measured cortisol levels by analyzing 7,000 samples of children's saliva; samples were collected at morning baseline, and after arts and homeroom classes on two different days at the start, middle, and end of the school year.

Wael Al - Delaimy, a research fellow at the Harvard School of Public Health, and his colleagues analyzed how much environmental smoke people absorb by measuring nicotine levels in the hair of 114 bar and restaurant workers in New Zealand.

«Schools in which significant proportions of children do not reach criterion on these [Year 1] measures should be offered appropriately tailored supports, at teacher and student levels,» the report notes.

Deals on school construction, after - school programs, and hiring new teachers appeared to be in jeopardy, as the Senate approved a temporary spending measure to keep education programs funded at current levels until Nov. 14.

«However as children progress through school, these important measures are not tracked at a national level, and are measured in inconsistent ways, if at all, in the states and territories.»

«For capabilities to count they need to be measured and reported at a national level, assessed in schools and communicated to parents and considered alongside or contribute to ATAR.»

She says that NAPLAN should be used to identify areas for improvement at a school or system level in areas such as mathematics and spelling, and not as a tool for measuring teacher performance.

I use national data to show how many students would be excluded from accountability measures at different n - sizes and how other combining data across grade levels or years within a school can include more students in the accountability process.

Similarly, because growth measures may do a poor job of capturing the progress of high - achieving students, some states may want the weights assigned to achievement and growth to vary based on the level at which a school's students are achieving.

We look at level of school (high school, middle school, or elementary school), total enrollment, percentage of the student body that is white, average experience of teachers, and school performance, as measured by the school's academic rank within the state.

Currently, forty - five states estimate growth in English Language Arts and math at the K - 8 level, and thirty - five do so in high school, so assigning more weight to these measures is something most states could do right away.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

The recommendation, exemplified through the worked example of The Brookings Soft Skills Report Card, is to use measures of soft skills that are naturally occurring, easily observed, at low levels of abstraction, relevant to the expressed mission and instructional goals of a teacher or school, and useful as feedback at the classroom and parental levels.

The good news is that, in large part because of NCLB and the accountability measures that federal law has encouraged at all levels of school reform — not to mention the dogged efforts of Diane Ravitch and Sol Stern to keep Bloomberg and Klein on their toes — these arguments are smarter and more refined — and, yes, despite public relations — more transparent.

Americans May Know More than You Think about Science Science, 8/9/16» «We need to have a sense of science literacy that is much broader at the individual level and much deeper at the societal level than traditional measures reflect,» says Catherine Snow, a professor at the graduate school of education at Harvard University and chair of the academy panel that wrote Science Literacy: Concepts, Contexts, and Consequences.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

We measure peer domestic violence at the cohort level (that is, across all students in a grade at a school) as opposed to the classroom level due to the possible sorting of students into classrooms according to their achievement and behavior.

To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.

Also, several of the resource and institutional variables, such as the school's decision - making responsibility and the existence of national examinations, are measured at the school or country level, further decreasing the independence of individual observations and reducing the number of independent observations on these variables.

The safe harbor provision in NCLB was a crude way to measure growth, but it at least attempted to account for the fact that not all students come in with the same achievement levels and we can't expect schools to erase those gaps in a single year.

We also confirm that we obtain similar results when we control for student characteristics measured at or before the PSAT / NMSQT, including sex, parental education, family income level, whether a student took the PSAT / NMSQT in 10th grade and his or her previous score, indicators for ethnic background (for example, Mexican, Cuban), and controls for the type of high school attended, including affiliation (public or private), urbanicity (that is, city, suburban, rural), size, and concentration of Hispanic 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.

At the elementary level, the school uses different measures like DIEBELS progress monitoring, Fox in a Box diagnostic measures, and a Gates - MacGinitie reading test.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

The Coleman team reported that sophomores and seniors at Catholic schools outperformed their public - school peers by roughly a full grade level after adjusting for differences in an extensive set of family background measures.

With the threat level in the United Kingdom remaining at SEVERE, coupled with the variety of threats that schools face year round, it is absolutely essential that careful thought and planning has gone into the security measures in use within the educational establishment.

While assuring a basic education for every child in the State, it permits and encourages a large measure of participation in and control of each district's schools at the local level.

The API is a separate statistical measure for schools which, at the elementary and middle school level, is entirely based on standardized tests.

We need measures of research use to track progress at both the central office and school levels.

Given the strong influence of out - of - school factors on student achievement, any quality measure based on the level of student performance at a single point in time will be heavily influenced by characteristics of a school's student body.

One of Ohio's primary school - quality indicators is its performance index (PI)-- essentially, a weighted proficiency measure that awards more credit when students achieve at higher levels.

We then added the variable measuring the district «s focus on accountability in order to determine the relative importance of state and district policy priorities at the school level.

To better understand the four broad issues motivating this strand of our research, we undertook complementary sub-studies using qualitative (site - visit interviews) and quantitative (surveys, student achievement measures) data at the district and / or school levels.

They're used to judge schools and, at KS2, provide an inaccurate level from which future «progress» can be measured.

When considering which indicators to use at the state level to classify schools, states should use valid and reliable indicators, such as rates of chronic absenteeism and measures of college and career readiness, but be cautious about using new indicators;

CEC helped RPS revise its teacher evaluation process and learn to use student growth measures before implementing PAR; conduct and analyze a detailed system assessment before beginning strategic planning; and develop a data - based decision - making culture at the school level before the implementation of SMART Goals as a school improvement process.