Not exact matches
And the evidence on the importance
of teacher
academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as
measured by SAT or licensure test scores, or the competitiveness
of the college from which teachers graduate.
Developmental - scale scores are designed to
measure academic proficiency on a single scale for students
of any grade and in any year.
They suggested that, rather than
measuring academic achievement based on
proficiency rates alone, states should either look at scale scores or some sort
of an index providing partial credit for getting students to a basic level (and additional credit for getting students to an advanced one).
The new law also requires states to use, as part
of their rating systems, an indicator
of academic achievement «as
measured by
proficiency on the annual assessments.»
States could also create entirely separate accountability systems for alternative schools, weighting existing
measures differently (e.g. placing less emphasis on
proficiency and placing more emphasis on
academic growth) and using different indicators, such as high school completion rates instead
of cohort graduation rates.
ESSA requires state accountability systems to include an indicator
of academic achievement «as
measured by
proficiency on the annual assessments.»
Since ESSA requires the use
of proficiency rates, one design objective is a combination
of measures on
academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.
The Act (Section 1111 (c)(4)(B)(i)(I)-RRB- requires states to use an indicator
of academic achievement that «
measures proficiency on the statewide assessments in reading / language arts and mathematics.»
Annually
measures, for all students and separately for each subgroup
of students, the following indicators:
Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succ
Academic achievement (which, for high schools, may include a
measure of student growth, at the State's discretion); for elementary and middle schools, a
measure of student growth, if determined appropriate by the State, or another valid and reliable statewide
academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succ
academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language
proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator
of school quality or student success; and
ESSA in § 1111 (c)(4)(B)(i)(I) requires states to use an indicator
of academic achievement that «
measures proficiency on the statewide assessments in reading / language arts and mathematics.»
The bill replaces AYP standards with a requirement for states to annually
measure all students and individual subgroups by: (1)
academic achievement as
measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a
measure of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English
proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.
To be sure, the percentage
of students achieving
proficiency in core
academic subjects is an imperfect
measure of quality, even when comparing schools in the same state.
Our results indicate that citizens» perceptions
of the quality
of their local schools do in fact reflect the schools» performance as
measured by student
proficiency rates in core
academic subjects.
That's because our friends at the Department
of Education read ESSA's language to mean that
proficiency rates — and
proficiency rates alone — must be the sole
measure of «
academic achievement.»
The state English language
proficiency assessment must align to Pennsylvania's academic standards and the PA English Language Proficiency Standards (ELPS) and must measure progress and / or attainment of English for each language domain, i.e. reading, writing, speaking, and
proficiency assessment must align to Pennsylvania's
academic standards and the PA English Language
Proficiency Standards (ELPS) and must measure progress and / or attainment of English for each language domain, i.e. reading, writing, speaking, and
Proficiency Standards (ELPS) and must
measure progress and / or attainment
of English for each language domain, i.e. reading, writing, speaking, and listening.
It also required testing
of all students in grades 3 through 8 and once in high school to
measure whether they were progressing adequately toward
proficiency in those two fundamental
academic subjects.
This emphasis on the use
of technology to design, to deliver, and to
measure academic progress leaves educators little choice but to develop
proficiency, perseverance, and problem - solving strategies in the use
of technology.
Also, education leaders point out, another important benefit
of charter schools is better student behavior and character education that can not be
measured in the same way as
academic proficiency.
Among all district students in grades 3 - 5, reading
proficiency as
measured by the standard
Measures of Academic Progress (MAP) exam was up 9 percentage points over four years to 45 percent, including a 3 percentage - point increase over the past two years.
LEXINGTON, KY — The Prichard Committee for
Academic Excellence applauds the commitment of the Kentucky Board of Education in setting ambitious goals for students to reach academic proficiency and beyond as measured by the state's new accountabilit
Academic Excellence applauds the commitment
of the Kentucky Board
of Education in setting ambitious goals for students to reach
academic proficiency and beyond as measured by the state's new accountabilit
academic proficiency and beyond as
measured by the state's new accountability model.
The report cited
proficiency rates in reading and math for students in grades 3, 5 and 8, as
measured by the
Measures of Academic Progress exam, which tests students throughout the school year.
In reference to Secretary
of Education Betsy DeVos» confirmation hearing, during which she responded to a question about the choice between using student
proficiency or
academic growth to gauge school progress, CORE Districts Executive Director Rick Miller writes an op - ed for EdSource in support
of measuring both.
Miller describes the CORE Districts» approach to gauging student progress as the «Power
of Two» — tracking
proficiency with the percentage
of students meeting standards and
measuring academic growth by looking at student - level progress from year to year.
States are required to establish new accountability systems that include annual test scores, graduation rates for high schools, an additional
academic indicator for pre-secondary schools and a
measure of how well English learners are achieving
proficiency.
On - track indicators
of college and career readiness must
measure not only
academic and engagement factors that ensure learners are making progress toward content mastery or
proficiency, but also behavioral factors that relate to the mastery
of the lifelong learning skills needed to succeed in postsecondary pathways.
Well - designed accountability policy, on its own, does four things well: first, it requires participants to believe that all students can learn and succeed; second, it
measures the
academic progress
of all students over time; third, it highlights gaps between different groups
of students (be they racial, geographic, socio - economic, special education and gifted students, or English language
proficiency); and fourth, it assigns consequences for not meeting goals around student progress.
Under ESSA, states must hold schools accountable for student performance in English language arts, or ELA, and mathematics; a second
academic indicator, such as growth in ELA and mathematics; progress in achieving English language
proficiency; high school graduation rates, if applicable; and at least one
measure of school quality or student success.
At least one other
measure of academic improvement, like graduation rates and, for nonnative speakers,
proficiency in English, must be included.
Other
measures of reading proficiency that are already in place in North Carolina classrooms and were submitted as alternative assessments to meet the Read to Achieve requirements include the Discovery Education Reading / Language arts assessment, Measures of Academic Progress (MAP) assessments, and ClassScape, among many
measures of reading
proficiency that are already in place in North Carolina classrooms and were submitted as alternative assessments to meet the Read to Achieve requirements include the Discovery Education Reading / Language arts assessment,
Measures of Academic Progress (MAP) assessments, and ClassScape, among many
Measures of Academic Progress (MAP) assessments, and ClassScape, among many others.
Also, while states are required to
measure academic proficiency indicators — which are static, point - in - time indicators within their school classification systems — there may be an opportunity to
measure specific aspects
of proficiency data, such as growth or scale scores, which are further described below.24 That is, ESSA may provide states an opportunity to use differentiation within an indicator, as well as differentiation between schools.
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 o
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 o
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.
The authors find that statewide accountability
measures fall into one
of seven main categories
of indicators: achievement indicators, such as
proficiency in reading and mathematics; student growth indicators in multiple
academic subjects; English language acquisition indicators; early warning indicators, such as chronic absenteeism; persistence indicators, such as graduation rates; college - and career - ready indicators, such as participation in and performance on college entry exams; and other indicators, such as access to the arts.
The first grade would reflect the school's
proficiency, and state officials would then base the second grade on a
measure of academic growth.
The long - standing K — 12
academic standards developed by individual states have come under increasing scrutiny and criticism because
of the standards» varying quality and the resulting wide disparities in student
proficiency as
measured under No Child Left Behind and highlighted by National Assessment
of Educational Progress scores.
If
measured in
proficiency rates, even if all schools succeed in closing the achievement gap, the «real» gap (i.e. gap in test scores between groups
of students) are most likely to remain because closing the achievement gap simply means that more students are moving towards
proficiency, not that the gap in
academic performances between two groups
of students is decreasing (Dahlin & Cronin, 2010).