Sentences with phrase «measures of student achievement for»

Ensuring Fairer and Better Tests Under Title I - A The first proposed regulation focuses on ensuring states continue to administer tests that are fair measures of student achievement for all students, with particular focus on ensuring states appropriately capture and measure the progress of English Learners and students with disabilities.

Not exact matches

«Two days of testing is a natural next step, as long as the assessments continue to cover the material needed to truly measure every student's strengths and challenges, and the changes are implemented carefully and with the input of educators and communities,» High Achievement New York, which advocates for higher standards, said in a statement.

Union - appointed experts reviewed exam items released last year and concluded that the great majority were valid measures of student achievement and age - appropriate for those tested.

The new evaluation system will provide clear standards and significant guidance to local school districts for implementation of teacher evaluations based on multiple measures of performance including student achievement and rigorous classroom observations.

«If we're saying that the only thing that's a valid measure of student achievement is a test score, versus all the other work they do, it's going to be a sad day for the students of New York state,» Mulgrew said.

Choi, Christine Lippard, an assistant professor of human development and family studies at Iowa State; and Shinyoung Jeon, a postdoctoral research fellow at the University of Oklahoma - Tulsa, analyzed data measuring inhibitory control (the ability to pay attention and control natural, but unnecessary thoughts or behaviors) and math achievement for low - income students in Head Start through kindergarten.

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

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

States can accomplish this by measuring achievement via average scale scores or a performance index, and by giving substantial weight to a measure of academic growth for all students from one year to the next.

This multiple - measures system boosts performance among teachers most immediately facing consequences for their ratings, and promotes higher rates of turnover among the lowest - performing teachers, with positive consequences for student achievement.

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).

We conducted our analysis alternately using absolute student achievement, measured with statewide mean SAT scores for the 1989 — 90 school year and the mean high - school dropout rate calculated from 1990 census data, and with a second measure that represents the deviation of actual achievement from expected student performance.

Kamras: A quality teacher, in my view, is someone who: 1) knows his / her subject matter with great proficiency; 2) has the demonstrated capacity — as measured by quantifiable student achievement — to share that knowledge with children; 3) holds all children, regardless of background, to the highest of standards of excellence; 4) leads by taking full responsibility for his / her students» achievement; and 5) inspires students to pursue dreams they never imagined.

As regular readers know, I'm a big proponent of individual - level growth measures because they can largely control for factors that schools can not influence (prior student achievement, the challenges of poverty, etc.).

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.

There was an organization called the National Board for Professional Teaching Standards, where a teacher could submit videos, but there was actually a hesitance to include student achievement in any of those measures, for many reasons, many of them ideological.

For example, if you have volunteers who lead reading groups, you can measure student achievement from the beginning of the school year to the next or set a goal for each student; that is, students will increase reading vocabulary by 25 perceFor example, if you have volunteers who lead reading groups, you can measure student achievement from the beginning of the school year to the next or set a goal for each student; that is, students will increase reading vocabulary by 25 percefor each student; that is, students will increase reading vocabulary by 25 percent.

Moreover, it is a direct measure of what policymakers want in teacher quality, not a proxy for student achievement fashioned by education's internal stakeholders.

To test the sensitivity of our results to this methodological decision, we constructed a value - added indicator that measures a teacher's contribution to student achievement (accounting for a wide variety of student and classroom characteristics that could affect achievement independent of the teacher's ability).

Teachers should be rewarded for producing useful student outcomes, most notably, student learning gains, measured by value - added standards (i.e., improvement) rather than by levels of achievement at the end of a course.

Given a large data set, I also was able to account for characteristics of schools that I could not directly measure but that might influence student achievement over the school year.

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.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

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.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

However, recall that the principals» survey responses allowed us to construct separate measures of two distinct aspects of teacher quality: the ability to improve student achievement and the ability to provide an enjoyable classroom experience for students.

Michigan's high school achievement test, in place since 1978, could be on its way out to make way for a set of new tests that would measure students» college readiness.

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).

We do not find any statistically significant relationship between the number of years a teacher has taught and students» achievement, though this is probably due to the necessary omission of first - year teachers (because we can not measure their value added for a previous school year).

We excluded kindergarten and first - grade teachers because earlier achievement exams were not available for their students; this prevented us from developing a «value - added» measure of student learning.

This interpretation of the law requires a minimum of 8 different indicators (math achievement scores, reading achievement scores, another academic indicator, and a school quality or student success indicator, plus participation rate for each of these four measures).

But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some measures of student achievement, including, where available, scores from standardized tests.

The discipline of market economics supposedly will force for - profit schools to streamline their bureaucracies, retain and reward highly talented administrators and teachers, and raise student achievement on a variety of measures.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

One key weakness of the student achievement — gain measure is the limited number of grades and subjects for which assessment data are currently available.

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.

The next round must get to measuring teacher effectiveness based on student achievement, promoting professional development that is based on research and effective practice and improves performance, providing incentives for teachers who are effective, and requiring removal of teachers who, even with solid professional development, can't or don't improve.

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.

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

Demanding accountability for results and measuring achievement with the Texas Assessment of Academic Skills (TAAS), a criterion - referenced assessment — actually, a rather blunt instrument — has spurred significant improvement in student achievement.

As an example of the limitation of this measure, note that the United States is coded as a country where teacher salaries can be adjusted for outstanding performance in teaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for increases in student achievement test scores.

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.

Although comparable measures of the rate of student learning are not available for Chile, researchers studying the Chilean school system typically consider a difference in student achievement of 10 percent of one standard deviation to be a small to moderate effect.

As a result, simple comparisons of student outcomes in municipal, stand - alone, and network schools might give misleading estimates of the impact of schools on student achievement, even after adjusting for the measured characteristics of the students who attend each type of school.

These data provide us with information on achievement, as measured by the Iowa Tests of Basic Skills (ITBS), before students applied and, even more crucially, with post-application achievement data for students who remained in Chicago's regular public schools.

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.

A simple cost calculation gives the improvements in student achievement (measured again in standard deviations) that could, by the Picus and Odden estimates of benefits, be expected for a $ 100 addition to spending per pupil from each of the separate programs.

At the same time, demand for good charter schools has swelled, as the best of them have notched remarkable success on measures of student achievement.

Teachers» unions are strongly against these plans for a variety of reasons, including that they say it's nearly impossible to accurately measure an individual teacher's contribution to a student's success, since a child's achievement is cumulative over a period of years and the result of the efforts of many people.

The actual number of longitudinal or quasi-longitudinal studies that controlled for students» backgrounds and used student achievement as the measure of whether teacher preparation made a difference was far fewer.