Sentences with phrase «measures of achievement such»

««Objective» measures of achievement such as NAPLAN scores and «subjective» measures or perceptions of their achievement were both strong predictors of kids» interests.

Not exact matches

I don't think the notion that there is some sort of plane from which we can measure such «achievement» would fly in most Buddhist circles.

Persons who are grasped by the power of such visions, who are inspired by a «sublime madness in the soul» (Reinhold Niebuhr), are the probable agents of redemptive social change, even though they know in their critical moments that no future achievement is likely to embody the full measure of their treasured ideal.

Racial intermixtures have produced some very white - skinned Negroes with blue eyes and fair hair, yet the product of such a union remains a Negro.5 Race as the term is commonly used designates very nearly what the Germans call Volk — a group sharing a common cultural tradition, whether of achievement or servitude, with some measure of national, geographical, and biological affinity.

Whereas, New York State is a leading voice for women's equality and has raised that voice in action through such significant achievements as passage of the historic «Women's Equality Agenda» in 2015 - eight laws that advance women's equality in New York State by helping to achieve pay equity, strengthen human trafficking laws and protections for domestic violence victims, and ending pregnancy discrimination in all workplaces; other measures further safeguard and promote women's interests and help improve their status in settings where they live and work; and

When the U.S. Senate Two weeks ago, in a 62 - 34 bipartisan vote, approved the Employment Non-Discrimination Act, the achievement was noteworthy primarily for one reason ---- it was the first time either house of Congress had approved such a measure with protections for transgender Americans included.

It is a measure of the wisdom of the curators that such an illustrious past isn't allowed to overshadow India's more recent achievements.

The provisional school results will include performance measures such as the percentage of pupils achieving five or more GCSEs or equivalents at A * to C, the percentage of pupils achieving the English Baccalaureate (EBacc), and the Attainment 8 scores, showing average achievement across eight subjects, including English and maths, for those schools that have opted into the new accountability system a year early.

Indeed, the whole point of «value - added» measures is to control for observed traits such as students» prior achievement and characteristics.

Measures of school performance based on carefully constructed comparisons of student achievement growth, and other important outcomes, such as high - school graduation and college enrollment rates, require student - level data that are not publicly available.

Assessment is, of course, a vital part of education, but the stakes attached to these tests are way out of balance when such a limited and imperfect measure of achievement counts for more than all the assessments of all the students» teachers,» says Orfield.

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.

And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?

We also conducted a more sophisticated analysis that measures the relationship between a family's demographic characteristics (such as eligibility for free - or reduced - price lunch, median household income of the student's residential neighborhood, race, and student prior achievement level), a school's poverty level, and the likelihood that the parent makes a request.

Instead, the measure is likely comparing that student to others in his «norm group» — students with like characteristics such as level of achievement, age, and so forth.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

While there are many ways to link teacher instruction to student achievement, one family of methods — Value - Added Measures (VAMs)-- has generated national headlines (such as this article about Los Angeles teachers).

While measures of teachers» general academic skills, such as SAT scores and college selectivity, are often statistically significant predictors of teachers» effectiveness in raising student achievement, their effects are modest in size.

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

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.

The use of gain scores also minimizes the incentives for classifying a nondisabled student as disabled, since such scores measure individual progress instead of lowering the achievement bar.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

In most industrialized countries — nearly all of which outperform us on measures of academic achievement, such as PISA and TIMSS — students begin preparing for a career while still in high school.

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

There are a number of reasons: 1) student achievement probably wasn't used as the measure of teacher effectiveness; 2) before the advent of the modern computer, in the mid-1960s, some of the more sophisticated analyses were not feasible; 3) the structure and makeup of schools change, making the findings less applicable to the current situation; 4) most important, older studies may not control for critical variables, such as students» backgrounds or past achievement.

Existing empirical evidence, however, does not find a strong role for measured characteristics of teachers — such as teacher experience, education, and test scores of teachers — in the determination of academic achievement of students.

And in the vast realm of regulation, perhaps the touchiest will turn out to be (or so we've been admonished by the critics and worry - warts mentioned above) the requirement that private schools administer state tests and be held publicly accountable for student achievement as measured by such tests.

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

While this is a reasonable approach, given the high percentages of students from low - income families in CEP schools, such a policy tends to conflict with the heavy emphasis placed by the ESEA on measuring achievement gaps between students from low - income families and other students in establishing performance consequences for schools.

As the Every Student Succeeds Act (ESSA) affords states the flexibility to decide how to measure student achievement, two reports released June 23 show that schools play a key role in developing students» soft skills such as beliefs about their intellectual capacity, sense of belonging at school, and eagerness to learn in the face of adversity.

Schools such as Wilbur shine under the current measure of academic success — the all - important Academic Performance Index — based on students» achievement level on standardized tests.

This collaboration has helped jump - start this work across the state and shed light on the many significant challenges associated with overhauling the hoary systems in place, such as measuring student achievement in «untested» grades and subjects, ensuring inter-rater agreement and accuracy of teacher practice observations, and ending the long - standing culture of «The Widget Effect.»

The Scholars» Paradise model would use «scale scores» or a «performance index» for the «academic achievement» indicator; measure growth using a two - step value - added metric; pick robust «indicators of student success or school quality,» such as chronic absenteeism; and make value added count the most in a school's final score.

Future researchers will need to address the challenge, finding meaningful ways to document student achievement while documenting formative measures of progress such as parents» understanding of instructional goals, teachers» priorities and their practice, teacher understanding, and surface - level changes in materials and activities.

In addition, some research, including an ongoing study of measures of effective teaching supported by the Gates Foundation, gives credence to the use of student achievement measures when combined with other measures, such as teacher observations and student feedback, as part of an effective teacher evaluation system.

We analyzed the data in the context of seven additional measures related to principals «assessments of the districts «focus on accountability — through such items, e.g., as Our district has explicit targets beyond NCLB targets, and The district uses student achievement data to determine PD needs and resources.

Here is the description of Opt Out Orlando taken from their site: «Opt Out Orlando advocates for multiple measures of authentic assessments, such as a portfolio, non-high stakes standardized tests (Iowa Test of Basic Standards (ITBS) or the Stanford Achievement Test (SAT10)-RRB-, which are used to inform teachers» instruction of their students and which do not result in punitive consequences for students, teachers and schools.

The same principle applies to education: When a system values (and measures) many aspects of schooling, such as the amount of art and music, the time devoted to recess, student attendance, teacher attendance, teacher turnover, and academic achievement, the school and its students, teachers and staff are likely to be «balanced.»

During his tenure, he made the MTA the voice of the profession and established the teachers union as a partner in developing and implementing state and federal policy such as teacher - evaluation frameworks, new curriculum standards, district and school accountability measures, while strengthening labor - management collaboration focused on improving student achievement.

The meaning of this term is never explained, and the most likely way to meet the vague requirement was to assign large or significant weight — 50 percent in some cases — to measures of student achievement growth, such as value - added.

However, with so much time and effort undertaken at the state level in the implementation of accountability measures such as Student Learning Objective (SLOs), prescribed teaching standard frameworks or rubrics, and student achievement data, I can not imagine a scenario in which states would abandon their new methods for grading teachers.

It implemented a performance - based compensation system combining student growth and achievement measures with 23 measures of school effectiveness, such as positive school culture, effective parent engagement, and teacher leadership.

The measure, which won approval in the Republican - led House of Representatives late Wednesday, would ease federally imposed achievement goals that critics say relied too much on standardized tests and were unrealistic for struggling public school systems such as Baltimore's.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

The priorities, which will be core to a new accountability system, include school climate, student engagement, access to courses leading to college and careers and the implementation of new academic standards, such as the Common Core State Standards, as well as measures of student achievement.

Requiring regular evaluations of teachers using multiple measures based on clear standards for effective practice, measures of student achievement growth, and other measures such as observations and lesson plans or other artifacts of practice.

The proposal by Educators 4 Excellence, whose L.A. chapter of 900 teachers was launched last November, came one day after a Los Angeles Superior Court judge found that the Los Angeles Unified School District had violated a state law requiring the use of such student achievement measures in its instructor evaluations.

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

However, a number of efforts to develop such indices of teacher effectiveness are under way, and the American Federation of Teachers» president, Randi Weingarten, has publicly endorsed including student - achievement results along with other measures to evaluate teacher success.