The measures of student achievement used must be valid, reliable and appropriate for this use and for the student population assessed.
But on the school - wide
measures of student achievement used to calculate the local measures, Syracuse teachers obtained an average score of 6 out of 20, and even a bit lower than that for teachers in elementary and middle schools.
Not exact matches
Then the unions fed the paranoid «opt out» movement, with hundreds
of thousands
of parents (mostly middle - class Long Islanders) refusing to let their kids take the state exams that
measure student achievement — and Cuomo waved the white flag on
using exams as part
of teacher evaluations.
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.
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?
Tilles raises legitimate concerns about the
use of these tests — the quality
of the tests, their snapshot nature, the unintended consequences
of their being high stakes — but seems to forget that 20 %
of the teacher score comes from «locally - selected
measures of student achievement» and that 60 %
of evaluation is based on «other
measures.»
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.
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.
Using the National Assessment
of Education Progress (NAEP) as our
measure, we found some states had raised the
achievement of economically disadvantaged
students the equivalent
of a full grade level or more in just eight years, 2003 - 2008 — this at grades four and eight and in reading and math.
The authors suggest that other states learn from «the danger
of relying on statewide test scores as the sole
measure of student achievement when these scores are
used to make high - stakes decisions about teachers and schools as well as
students.»
It's also crucial that any decision - making system that considers
student growth and
achievement uses them as one
of several
measures.
Instead
of using standardized
measures of student achievement, advocates sometimes design their own assessments in order to prove certification's value.
It is indeed a good thing that we have those other
measures because it's true that the Common Core era has failed to deliver on what many
of us saw as one
of its most valuable and important features: a platinum meter stick to be
used to
measure, monitor, and compare
student achievement, not just between states but also among districts, individual schools, even individual classrooms and children.
We focused on research that examines how the various attributes
of teachers affect
student achievement, counting as legitimate evidence only those studies that
used this
measure of teachers» effectiveness.
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.
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.
Some advocates also stressed that charter - school
students were outperforming traditional public - school
students on various
measures of achievement, a tactic
used in Florida as well.
Advocates argue that the
use of VA
measures in decisions regarding teacher selection, retraining, and dismissal will boost
student achievement, while critics contend that the
measures are a poor indicator
of teacher quality and should play little if any role in high - stakes decisions.
Winners
of the $ 4 billion Race to the Top jackpot committed to grand goals in
using the federal grants to raise
student achievement, as
measured by higher test scores, narrowed
achievement gaps, and increased graduation and college - going rates — all in four years.
High school reform should include making sure that we are
measuring the relevant skills; allowing states the flexibility to design systems that produce results;
using multiple
measures to assess
achievement; allowing the
use of growth models; including commonsense flexibility for
students with special needs; involving educators in planning; and effectively addressing dropout rates.
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.
Using data from California's CORE districts, we show that SEL and CC
measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic
measures, and also illuminate dimensions
of student achievement that go beyond traditional indicators.
Limit alternate assessments based on alternate
achievement standards only to
students with the most significant cognitive disabilities, up to 1 percent
of all
students; terminate assessments based on modified
achievement standards; and prohibit the
use of Individualized Education Programs (IEPs) to
measure academic
achievement under ESEA.
The
use of a proficiency index or providing schools credit for
students at different points in the
achievement distribution improves the construct validity
of the accountability
measures over the NCLB proficiency rate
measures (Polikoff et al., 2014).
After analyzing a truly staggering amount
of data, the researchers conclude that teacher effectiveness can be
measured by
using «value - added» analysis
of student achievement growth on standardized tests.
«Across the country, states, districts, and educators are leading the way in developing innovative assessments that
measure students» academic progress; promote equity by highlighting
achievement gaps, especially for our traditionally underserved
students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary
of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and
use better, less burdensome assessments that give a more well - rounded picture
of how
students and schools are doing, while providing parents, teachers, and communities with critical information about
students» learning.»
Moreover,
achievement tests are sometimes
used to
measure or evaluate aspects
of education for which they are not designed, including how well a school is educating its
students.
As well, CT showed larger effects on the mathematics
achievement of special need
students than that
of general education
students, the positive effect
of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that
used non-standardized tests as
measures of mathematics
achievement reported larger effects
of CT than studies that
used standardized tests.
By combining teacher -
student links with the ability to
measure achievement gains
using common assessments, we could be generating lower - cost, faster - turnaround evaluations
of curricula and other educational interventions.
The
measures of teacher quality that are
used by most public school systems to screen candidates and determine compensation — certification, experience, and education level — have been well researched, but there is little definitive empirical evidence that these characteristics, defined in general terms, are associated with higher
student achievement.
This study
uses the large change in expected college tuition costs caused by the surprise announcement
of the Kalamazoo Promise's tuition subsidies to
measure the Promise's short - term effects on
student achievement and behavior.
Schools must
use a range
of assessment tools, not standardized tests alone, to
measure students» «authentic»
achievement levels, a new report by the National Association
of Secondary School Principals concludes.
Under the NCLB Extended approach, embraced by many on the education reform / civil rights Left,
achievement would continue to be
measured by proficiency rates alone (with rising annual goals for what is good enough); growth data would be
used sparingly and / or focused on «growth to proficiency»; «other indicators
of student success or school quality» would be minimized; and evidence
of achievement gaps would sink schools» ratings significantly.
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.
The Education Trust, for example, is urging states to
use caution in choosing «comparative» growth models, including growth percentiles and value - added
measures, because they don't tell us whether
students are making enough progress to hit the college - ready target by the end
of high school, or whether low - performing subgroups are making fast enough gains to close
achievement gaps.
The question should instead be, «If scales from a testing regime are
used within a value - added process, is there evidence that
measures of student progress are influenced by the distribution
of student achievement levels in schools or classrooms because
of a lack
of equal - interval scales?»
In Maine, Democratic Gov. John Baldacci is proposing a new set
of measures, including allowing
student -
achievement data to be
used in evaluating educators, and letting districts create «innovative» schools that would have substantial autonomy.
The report, released Wednesday, relies on standards
used by the National Assessment
of Education Progress, the only national - level standardized test, considered the gold standard for
measuring actual
student achievement.
Washington's high - risk designation specified that the State must submit, by May 1, 2014, final guidelines for teacher and principal evaluation and support systems that meet the requirements
of ESEA flexibility, including requiring local educational agencies (LEAs) to
use student achievement on CCR State assessments to
measure student learning growth in those systems for teachers
of tested grades and subjects.
Do you think we should
use standards
of proficiency or standards
of growth to
measure student achievement, especially in relation to English classes which aren't as straight - forwardly graded as math classes and why?
From 2011 — 2014, the FCAT 2.0 was
used to
measure student achievement of the Next Generation Sunshine State Standards in reading, mathematics, and writing.
complies with nonpublic school accreditation requirements as set forth in Section 22.1 - 19
of the Code
of Virginia, and administered by the Virginia Council for Private Education (VCPE) or is a nonpublic school that maintains an assessment system that annually
measures scholarship
students» progress in reading and math
using a national norm - referenced
achievement test including, but not limited to, the Stanford Achievement Test, California Achievement Test, and Iowa Test of Ba
achievement test including, but not limited to, the Stanford
Achievement Test, California Achievement Test, and Iowa Test of Ba
Achievement Test, California
Achievement Test, and Iowa Test of Ba
Achievement Test, and Iowa Test
of Basic Skills.
Gov. Phil Bredesen
of Tennessee earlier this month called on his legislature to hold a special session in January to consider a package
of education
measures, including a requirement that
student -
achievement data be
used in teacher evaluations, and a proposal he said would strengthen provisions allowing the state to intervene in chronically low - performing schools.
None
of the
measures of data
use had a significant effect on
student achievement when added to the equation on their own, nor did they have any unique explanatory value when combined with the four demographic
measures in the final equation.
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.
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.
Since the provision didn't require the
use of student test data in
measuring teacher quality (focusing instead on certification and other qualifications that have no positive correlation to
student achievement), it should be removed from the law.
Since joining the Association in June 2007, Eileen led the Association in notable efforts including: developing a model that
measures «value - added» growth in
achievement, which is
used for A-F rankings
of all Arizona schools; creating trainings that enable teachers and school leaders to collaboratively
use data; launching joint purchasing programs; filing lawsuits for equitable funding for all K - 12
students; increasing positive public perceptions
of charters; and, building a comprehensive program to support prospective charter school operators.
Expert
use of interim assessments to
measure students» progress and tailor instruction and supports to enable all children to reach higher levels
of achievement.