Sentences with phrase «measuring school improvement»

Looking up and down, we are measuring school improvement under their current management compared to schools that were of similar quality.

Standardized high - stakes tests also don't measure school improvement perfectly, and they shouldn't be the only accountability device we use.

VAMs should be used by principals to measure school improvement and to determine the effectiveness of programs and instructional methods.

How do you measure school improvement?

The article breaks down how the different states have responded to changes, such as new requirements for indicators of school quality and student success, as well as how they address and measure school improvement.

It measures school improvement by assessing such factors as standardized tests, graduation rates, suspension, expulsion, chronic absences, English learner improvement and campus «culture and climate.»

Not exact matches

To help determine whether it will result in a real improvement in the lives of garment workers or in business results, Levi's has enlisted Harvard's School of Public Health to rigorously measure and study the initiative.

The spending legislation, which was viewed as the last opportunity this year for Congress to enact major new gun restrictions before the midterm elections in November, included only some school safety measures and modest improvements to the background check system.

A wonderfully written new book reveals a school improvement measure in its infancy that has the potential to transform our schools, particularly in low - income neighborhoods.

School safety improvements and tougher gun control measures were in discussion: Assembly Democrats want to make it harder for domestic abusers to buy guns while Senate Republicans have pushed for more police and mental health services in the schools.

We are concerned that the mayor errs too much on the side of testing to measure school and student achievement, but those tests do show that there has been substantial improvement.

But an additional 10 to 15 percent weight loss continues to cause even more improvements in measures like blood lipids and blood pressure,» says study co-author Samuel Klein, MD, director at the Center for Human Nutrition at Washington University School of Medicine.

We think the first and compulsory step here is to orientate classroom observation in your school as a practical improvement measure with clear links to teacher professional learning.

Again, these improvements are measured relative to what would have happened to the same students in traditional public schools.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

Although ESSA requires states to intervene in the lowest - performing five percent of schools, far more schools need dramatic improvement, regardless of how you measure performance.

A continuous improvement approach, like that adopted in California, would track progress on all of the measures in the dashboard, using scale scores to better measure growth and progress for all students, so that schools can continually assess and fine - tune their efforts.

A new framework for assessing both teaching and schooling, grounded in the right measures, will support continuous improvement more effectively than the straitjackets of the past.

When comparable samples and measuring sticks are used, the improvement in test scores for black students from attending a small class based on the Tennessee STAR experiment is about 50 percent larger than the gain from switching to a private school based on the voucher experiments in New York City, Washington, D.C., and Dayton, Ohio.

Arne Duncan, the new U.S. secretary of education, got this right in Chicago when he made «student connection» one of four outcomes that need to be measured in his school improvement plan efforts alongside student outcomes, academic progress, and school characteristics.

Instead, the final bill was highly prescriptive about how states would measure school performance and what states needed to do to schools deemed «in need of improvement.»

Specifically, spending increases associated with court - mandated reform are much more strongly related to improvement in measured school inputs (e.g., student - to - teacher ratios, length of the school year) than ordinary spending increases.

She says that NAPLAN should be used to identify areas for improvement at a school or system level in areas such as mathematics and spelling, and not as a tool for measuring teacher performance.

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.

They are also more likely to remain enrolled in school, and they show modest improvements on measures of behavior such as absences and suspensions.

Washington — The House last week approved a measure that would provide up to $ 50 million annually over the next three years to high schools and community colleges for the improvement of foreign - language instruction.

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

«We are equally proud that this partnership has helped us on our journey of improvement, which has seen both schools being removed from special measures and rated «good» by Ofsted — an incredible turnaround in such as short space of time.»

Such measures are visible in i3, school improvement, and the Obama administration's gainful employment proposal — making it hard for even high - quality for - profits to compete on a level field.

Over the last two years or so we've shared research and practical advice for the classroom through our series on School Improvement, Action Research, Teaching Methods, Global Education and, of course, The Research Files --- and we've thrown in a few special episodes for good measure!

Better information can help inform and improve instruction, family engagement, connections across schools and community organizations, school improvement, and yes, enable more accurate, multiple measures of school performance.

Even with improvement, better measures, and better policies, big online schools will likely have performance levels similar to those of big districts serving high - need, high - mobility populations.

IASA's school improvement measures proved disappointing to many reformers.

Another measure is to track the growing popularity of an academy or chain after the approval of marketing or communications spending, although it may be difficult to distinguish this from overall school improvement.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

It's hard to measure improvements in school culture, but some districts credit PLCs for making important strides toward that goal.

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.

Even when we estimated the probability that an incumbent won a majority of the votes in each precinct, or accounted for test - score changes and levels as a function of dollars spent on students, or measured the relationship between an incumbent's vote share in one election and the previous election, the overwhelming weight of the evidence indicated that school board members were not being judged on improvement or weakening in school test scores.

The latest figures show the number of pupils now attending good or better schools in Manchester is the same as that nationally - with a rate of improvement on this measure over the last four years that far outstrips national improvement.»

Besides measuring and tracking student achievement, NCLB requires districts and states to respond when schools repeatedly fail to meet improvement expectations.

Moe, for reasons I'll explain in a moment, thinks «reform unionism» is a pipe dream and that the only effective way to drive school improvement is by getting the system incentives to emphasize performance — which requires measures of student learning.

A series of unsavory revelations about the U.S. Department of Education's efforts to sway the public in favor of its major school improvement measure could stain the law's reputation and cast doubt on future information from the agency, say many observers, including supporters of the law.

The school has developed improvement measures, including building solid community and business links and drawing in parents through «Inspire» afternoons.

The Office of Innovation and Improvement in the U.S. Department of Education went looking for examples of some of the best charter schools in the nation, as measured by state assessments, and found a wide variety of institutions getting the job done.

h In Massachusetts, where citizens in 1980 approved one of the first statewide property - tax - limitation measures in the country, a new poll commissioned by the state's largest newspaper has found that a majority of residents favor school - improvement efforts even if it means paying higher taxes.

The state of Colorado has even gone as far as passing legislation that requires the inclusion of multiple student performance measures in teacher evaluations as well as the Unified Improvement Planning process for both schools and districts.

Examples of such initiatives include the No Child Left Behind legislation in the United States, which required schools to demonstrate that they were making adequate yearly progress and provided escalating negative consequences for schools that were unable to do this; the creation and publication of league tables of «value - added» measures of school performance in England; proposals to introduce financial rewards for school improvement and performance pay tied to improved test results in Australia; and the encouragement of competition between schools under New Zealand's Tomorrow's Schools pschools to demonstrate that they were making adequate yearly progress and provided escalating negative consequences for schools that were unable to do this; the creation and publication of league tables of «value - added» measures of school performance in England; proposals to introduce financial rewards for school improvement and performance pay tied to improved test results in Australia; and the encouragement of competition between schools under New Zealand's Tomorrow's Schools pschools that were unable to do this; the creation and publication of league tables of «value - added» measures of school performance in England; proposals to introduce financial rewards for school improvement and performance pay tied to improved test results in Australia; and the encouragement of competition between schools under New Zealand's Tomorrow's Schools pschools under New Zealand's Tomorrow's Schools pSchools program.

We bury them in committees, schedules, supervision, volunteer programs, data analysis, before - school and after - school meetings, materials, activities and evening events, training, special programs — and sprinkle a little goal - setting, demands, testing, accountability, evaluations, and relentlessly high expectations for change and improvement on top for good measure.

The chief academic officer of CORE Districts will present learnings from nine districts that have already implemented a school quality improvement index that measures growth mindset, self - efficacy, self - management, and social awareness.

Our work and the work of other scientists has found that interventions to cultivate mindfulness and kindness in middle school children can be very effective and can lead to improvements on measures of attention, self - regulation, and prosocial behavior.