In contrast to the traditional methods of
measuring school effectiveness (including the adequate yearly progress system set up under NCLB), value - added models do not look only at current levels of student achievement.
These lessons focus primarily on the transparency of the systems, but this is just one of several principles that states should attend to (which I have offered previously): Accountability systems should actually
measure school effectiveness, not just test scores.
Not exact matches
«New York City's results prove that Governor Cuomo's evaluation system
measures teacher
effectiveness when implemented in good faith — making it a critical tool to improve
schools for kids.
«We are relying more than ever on state exams — to
measure student achievement, to evaluate teacher and principal
effectiveness, and to hold
schools and districts accountable for their performance,» Regents Chancellor Merryl H. Tisch said.
Researchers from the University of Missouri
School of Medicine have developed an imaging technique using a specific form of helium to
measure the drug's
effectiveness.
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.
As far back as 1928, studies that
measured the
effectiveness of the correspondence
schools reported, «no differences in test scores of college classroom and correspondence study students enrolled in the same subjects».
John H. Hollifield, in his letter to the editor, called the Scholastic Aptitude Test «the specific
measure that we use to judge all... high schools («An «Effective» School That Fails To Meet the Standard Measure of Effectiveness,» Education Week, March 21,
measure that we use to judge all... high
schools («An «Effective»
School That Fails To Meet the Standard
Measure of Effectiveness,» Education Week, March 21,
Measure of
Effectiveness,» Education Week, March 21, 1984).
But it is not an appropriate
measure for judging a high
school's
effectiveness.
As importantly, it appears that existing survey - based
measures of non-cognitive skills, although perhaps useful for making comparisons among students within the same educational environment, are inadequate to gauge the
effectiveness of
schools, teachers, or interventions in cultivating the development of those skills.
At the same time, participating faculty will conduct research aimed at
measuring the
effectiveness of the program, identifying the key underlying forces that are shaping educational leadership in urban
school systems, and developing a set of powerful ideas to enable district leadership teams to create high performing systems.
Yes, not all that long ago AFT advocated for an ESEA that «judges
school effectiveness — the only valid and fair basis for accountability — by
measuring the progress that
schools achieve with the same students over time.»
It is first worth noting that the inclusion of the teacher
effectiveness measures does little to change the estimated effects of the teacher,
school, and district characteristics discussed above.
Moreover, even small differences in
measured effectiveness can have practical consequences for
schools and teachers, depending on how these assessments are used.
You won't find much about union support, but you will learn more about how officials and average citizens are coming to see that teacher and
school effectiveness can be
measured and improved.
We therefore employ a third approach that gauges the amount of variation in principal
effectiveness directly by
measuring the additional fluctuation in
school average achievement gains when a new principal assumes leadership, as compared to typical fluctuations from year to year.
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.
Measuring the real - world
effectiveness of CBE and its assessments is as complicated and contentious as it is essential; after all, the success of the approach depends on the acceptance of CBE credentials by licensing agencies, graduate
schools, and employers.
We can either use reading and math gains as imperfect indicators of
effectiveness while working to build better
measures — buttressed by
school visits and the like — or we can succumb to «analysis paralysis» and do nothing.
These pioneering studies are sobering, albeit limited both by their focus on «marginal» students (those barely over and just under the
schools» entry - score cutoffs) and by their reliance on short - term
measures of
effectiveness.
Researcher Marguerite Roza and others have produced considerable evidence that teachers in
schools serving the most - disadvantaged students have lower average salaries... [and] there is also evidence that these
schools tend to have more teachers with emergency credentials and without regular certification... The problem is that these readily
measured attributes of teachers have virtually nothing to do with teacher
effectiveness.»
A new online tool has been launched to help
schools measure the
effectiveness of their careers advice.
Clearly, such a model does a better job of
measuring school «
effectiveness» than a model that simply provides a snapshot of the percentage of students scoring above a given benchmark.
We also
measured how teaching
effectiveness improves with experience in New York City public
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.
«Using
School Choice Lotteries to Test
Measures of
School Effectiveness.»
These optimal datasets would also include information on the income distribution of the students in each child's
school, and a
measure of the
school's
effectiveness.
Frequently these policies rely on standardized testing to
measure student success and determine
school and teacher
effectiveness.
Establishing key performance indicators as part of the SLA will help to
measure the
effectiveness of the service delivery and confirm that the
school or academy is receiving what has been agreed and paid for within the desired timeframes.
We work with education leaders to
measure the
effectiveness of teachers, principals, and
schools; to examine the equitable distribution of effective teaching; and to understand the factors that help educators have a greater impact on the students they serve.
The latest findings, based on six well - regarded charter
schools in Boston, released Wednesday by the Boston Foundation and MIT's
School Effectiveness and Inequality Initiative, adds to the accumulating evidence that at least a subset of high - performing charters are
measuring up to the movement's early aspirations of giving disadvantaged kids a shot at a better life.
Specifically, this bill and its companion in the California Assembly (AB 575) would allow
school districts that currently violate the law by ignoring student progress as a
measure of teacher
effectiveness to continue to do so.
We designed value - added models to
measure teacher and
school effectiveness and have produced annual estimates of educators» contributions to achievement in grades 4 - 8 since the 2008 - 2009
school year.
Specifically, this bill and its companion in the California Senate (SB 499) would have allowed
school districts that currently violate the law by ignoring student progress as a
measure of teacher
effectiveness to continue to do so.
The most striking finding was that charter — high
school attendance may positively affect the chance that a student will graduate and go on to college — two critical outcomes that have not been examined in previous research — suggesting the need to look beyond achievement - test scores when
measuring the
effectiveness of charter
schools.
A state shall make public any criteria for
measuring the
effectiveness of teachers and
school leaders.
Recent work has included several studies related to value - added
measures of teacher performance, teacher
effectiveness in the early grades,
school choice, teacher mobility and special needs identification.
These and other findings with respect to the correlates of teacher
effectiveness are obtained from estimations using value - added models that control for student characteristics as well as
school and (where appropriate teacher) fixed effects in order to
measure teacher
effectiveness in reading and math for Florida students in fourth through eighth grades for eight
school years, 2001 - 2002 through 2008 - 2009.
Accreditation also
measures different aspects of a district or
school, in addition to student performance, such as parent communication and participation, improvement plans, leadership
effectiveness, curriculum and instruction quality, student mentoring, use of technology, and professional development.
They
measured teachers»
effectiveness using data from 2009 - 10 and then randomly assigned rosters to 1,591 teachers during the 2010 - 11
school year.
When
school systems begin to use
measures of effective teaching to assess the
effectiveness of their own efforts, teachers will understand that the burden for improving teaching does not sit upon their shoulders alone.
Teaching
effectiveness measures have great potential to provide teachers with feedback as they work to hone their craft and to help
school system leaders understand where support for better teaching and learning is needed, whether that support is effective, and, ultimately, how to design a system of supports to get better results.
Many states and districts have turned to value - added models (VAMs) to
measure teachers» and
schools»
effectiveness — but
school leaders should do their homework before crunching the numbers.
Using student test scores to
measure school leadership
effectiveness is fraught with a number of psychometric and practical challenges that must be examined.
To ensure that we were focusing on potentially powerful variables, only those classroom factors which were statistically significantly related to one or more of the
measures of student or teacher accomplishment (
school effectiveness rating; fluency, retelling, or reading words
measure; or teacher accomplishment rating) were included in the MANOVA.
We analyzed scores on the inventory descriptively and used them to predict time - use data collected via in - person observations, a survey - based
measure of job stress, and
measures of perceived job
effectiveness obtained from assistant principals and teachers in the
school.
Parent links were positively and statistically significantly related (r =.73) to the
school effectiveness rating and to all
measures of student growth, fluency (r =.60), retelling (r =.37), and reading words (r =.41; see Table 10).
In terms of
measuring individual
school / district
effectiveness, there are some
measures that could reduce the test burden including the use of sampling strategies.
To help educators select the best SEL assessment tools for their needs, the Raikes Foundation recently commissioned a report to examine a wide variety of SEL assessments to determine which were the most reliable, valid and usable for
schools to
measure SEL program
effectiveness over time.
You sometimes hear within DfE that they use it as a
measure of
school effectiveness and that's where it becomes problematic.