Sentences with phrase «measures of student achievement in»

The quantitative analysis focused on responses to principal and teacher surveys and on our measures of student achievement in literacy and mathematics.

In addition, the principal must demonstrate that she and her staff are conducting high quality observations that fairly and accurately reflect teaching performance and that teachers are using high quality measures of student achievement in the form of SGOs.

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.

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?

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.

Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based on multiple measures, including both student progress on achievement tests and the reviews of principals.

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.

The IR's achievements can ultimately be measured in terms of its effects on the graduate student population.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Results of the study indicate that LTTA students perform better on math computation and estimation (as measured by the Canadian Achievement Test, CAT · 3) compared to students in similar non-LTTA schools.

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

IMPACT's features are broadly consistent with emerging best - practice design principles informed by the Measures of Effective Teaching project, and are intended to drive improvements in teacher quality and student achievement (see «Capturing the Dimensions of Effective Teaching,» features, Fall 2012).

A credible measure of the effectiveness of a virtual school would compare the achievement growth of students at that school to the performance of students in the schools those students would have attended otherwise.

School Wastage Study - National Absenteeism in Armenia «The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resources.

Plopped between two public housing projects in one of the roughest and poorest neighborhoods in Austin, Texas, the school scraped bottom on virtually every measure of student achievement.

Consistent with the prior studies, in this objective evaluation, KIPP students outperformed the comparison children on numerous measures of achievement, across a range of subject areas.

Under the NCLB - era accountability regimes in many states, practically every school serving lots of low - income students was eventually designated as failing («needs improvement») because the dominant measures of school performance at the time — especially proficiency and graduation rates — are strongly correlated with prior achievement and student demographics.

I measure student achievement with a composite of grade - point average (GPA) based on student self - reports of their most recent grades in English, math, history / social studies, and science.

Because the presence of charter schools in an area might affect both student achievement and the decisions of families to move to a district, we measured state demographics and student achievement during the 1989 — 90 school year, several years before the first charter laws took effect.

This study, third in a series of three studies on the state of professional development in the United States, examines state policies and practices of four states making progress in two factors: access to professional development as defined by the Professional Development Access Index and student achievement as measured by the National Assessment of Educational Progress.

Once again, we found no evidence that the bonus program led to changes in this measure of student achievement.

The main difficulty in measuring the effect of teacher retirement on student achievement is that retirement decisions may both affect and be affected by student performance.

Equally important are school / university partnerships and the coming together of like - minded researchers and classroom teachers who recognize the fertile opportunity to research, measure, and disseminate findings in Mind, Brain, and Education Science to enhance teacher quality, student achievement, and professional satisfaction.

Most of these schools also regularly collect portfolios of student work in an attempt to go beyond standardized test results and provide richer measures of achievement.

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.

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.

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.

The achievement gap between middle - school students and K — 8 students is put in stark relief in Figure 1, which displays our estimates of the impact of attending a middle school on student achievement as measured by standardized tests in math and English Language Arts.

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary schooIn the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary schooin both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

Their multi-level analysis of repeated measures of student achievement showed that, in most cases, the students achieved as might have been expected, and that in only a few cases was there improvement that might be attributable to the professional development program.

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.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

These patterns suggest that the positive effects of charter school attendance on educational attainment are not due solely to measured differences in the achievement of students in charter and traditional public high schools.

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.

As noted earlier, whereas Amrein and Berliner simply compared the test scores of 4th graders in one year with those of a different set of 4th graders four years later, we measured students» growth in achievement between the 4th and 8th grades.

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).

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.

(To generate the weights, we regressed a teacher's average student - achievement gain in one class against the three different measures from another class, resulting in weights of.758,.200, and.042 on value - added, student survey, and classroom observation, respectively).

Schools Minister Nick Gibb said his statement to the House of Commons that: «We (DfE) want new GCSEs to set expectations which match those of the best education systems in the world, with rigorous assessment that provides a reliable measure of students» achievement.

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

This may be why real costs per student have increased substantially (nearly doubling in the past 30 years) while the performance of schools, as measured by average student achievement, has not risen at all.

Measures of teachers» value added in previous years are an even better predictor of future gains in students» achievement than are principal ratings.

Once the state has decided on its policy position, however, a judicial presence should be maintained to ensure that the chosen policy is fully funded, is implemented in a coherent manner, and results in substantially improved student performance, as measured by validated assessments of academic achievement and of students» ability to function as capable citizens and workers.

Our basic value - added model measures the effectiveness of a principal by examining the extent to which math achievement in a school is higher or lower than would be expected based on the characteristics of students in that school, including their achievement in the prior year.

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 foundations and donors supporting the education reform movement do have one enormous advantage over their philanthropic counterparts in the arts, health, the environment, human services, and any number of other fields, namely, the presence of measures of student achievement that allow real comparisons of school performance.

Constrained by salary inertia and the historical absence of good performance measures, the principal labor market does not appear to weed out those principals who are least successful in raising student achievement.