Sentences with phrase «measuring school success»

(«I'm not a numbers person in the same way you are,» she said in March, in response to a question about measuring school success.

A lot of people act like graduation rates are the gold standard when it comes to measuring school success.

Rep. Steve Eliason, R - Sandy, also spoke about the importance of measuring school success.

TranZed Alliance / The Children's Guild President and CEO Dr. Andrew Ross responded to an announcement from the Maryland State Department of Education (MSDE) regarding the state's plan for measuring school success in an editorial for The Baltimore Sun.

New York education policymakers will begin looking at ways to measure school success and failure based on factors other than test scores.

Strengthening education schools, particularly programs for producing principals, depends on developing accurate, meaningful yardsticks to measure school success.

In some ways, the push for tracking chronic absenteeism benefitted from timing, given the increased emphasis on education data and the ESSA's commitment to going beyond test scores to measure school success.

To be sure, these haven't exactly been out of view before; how we measure school success (or failure) has been a raging conversation in the policy community since before No Child Left Behind.

Maryland, D.C. and New Jersey are among the jurisdictions that will not use results from the spring 2015 tests to evaluate teachers, make decisions about student promotion, or measure school success.

States are being asked to adopt at least one additional indicator for the way they measure school success.

The so - called reformers also miss another point surrounding the issue of standardized test scores; they use them to measure school success.

Our focus must be the same indicators we use to measure school success, like growth and performance, progress in closing achievement gaps and efforts to increase graduation rates and college and career preparation opportunities.

Moreover, as a practical matter, if race is going to be a factor used to measure school success, then it stands to reason that schools should be able to consider race through such programs as controlled choice when addressing apparent school failures.

Not exact matches

Anita Krishnamurthi and Nick Hutchinson were able to talk about the much larger picture of PPP programs for informal STEM education, including how we measure private industry involvement, as well as how students are improving their grades, school participation, and post-graduation success rates.

The intact mother - father team seems more invested in its children and has more success in raising children, measured by children's mental and physical health and their capacity to handle school, make friends, relate to the opposite sex and have confidence about the future.

It is precisely measures of efficiency, success, and local esteem — that is, measures of competence in fulfilling certain functions in persons» lives — that prove the importance of academically demanding theological schooling:

You can compare state findings, get the picture at the national level, and measure the participation at breakfast compared to school lunch; FRAC's scorecard also contains strategies — proven to work — to help school breakfast expansion find success.

Our adolescent success measure, for example, is to graduate high school with a GPA of at least 2.5 and without either becoming a parent or getting a criminal record.

Research has shown that the children of same - sex couples, whether adopted or biological, fare no worse than the kids of straight couples on mental health, social functioning, school performance and several other life - success measures.

Madeline Levine, author of «Teach Your Children Well» and «The Price of Privilege,» has been working with her colleagues at the nonprofit organization Challenge Success («Success is measured, not at the end of a semester, but over the course of a lifetime») to create strategies for schools and parents working to send our children a different message.

LeBarre said the bond measure was approved because the school district worked with members of the community, discussing the need for resources to help boost their children's long - term success with improved nutrition and the plans for how the funds will be used to accomplish these goals.

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success After Adjustment for Covariates

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success

Topics in the Q&A included the source of money for the City's planned pre-K advertising campaign, the City's target number of pre-K applicants, whether Speaker Silver thinks the proposed income tax surcharge should be pursued next year, how the pre-K selection process will work, how the City will cover the approximately $ 40 million annual gap between the estimated cost of pre-K and the amount provided in the state budget, when parents will learn whether their pre-K application has been accepted, how the City will collect data and measure success of the pre-K program, whether the existing pre-K application process will be changed, how the City will use money from the anticipated school bond issue, the mayor's reaction to a 2nd Circuit ruling that City may bar religious groups from renting after - hours space in public schools, the status on a proposed restaurant in Union Square, a tax break included in the state budget that provides millions of dollars to a Bronx condominium project, the «shop & frisk» meeting today between the Rev. Al Sharpton and Police Commissioner Bratton and a pending HPD case against a Brooklyn landlord.

Questions during the Q&A portion of the press conference included his plans during his scheduled visit to Albany on March 4th, why he expects to convince legislators who he has not convinced, whether he's concerned that the middle school program will be pushed aside if there is a pre-K funding mechanism other than his proposed tax, where the money to fund the middle school program will come from, how he counters the argument that his tax proposal is unfair to cities that do not have a high earner tax base, how he will measure the success of the program absent additional standardized testing, whether he expects to meet with Governor Cuomo or Senate Republican Leader Dean Skelos during his March 4th trip, what he would say to a parent whose child planned on attending one of the charter schools that his administration refused to allow, whether he doubts Governor Cuomo's commitment or ability to deliver on the funding the governor has promised, what are the major hurdles in trying to convince the state senate to approve his tax proposal, whether there's an absolute deadline for getting his tax proposal approved, whether he can promise parents pre-K spots should Governor Cuomo's proposal gointo effect, and why he has not met with Congressman Michael Grimm since taking office.

And why, if physicians» cognitive pitfalls are so predictable and the benefit of measuring outcomes so compelling, can't our vaunted medical schools (including Harvard) simply teach success?

«We found a consistent pattern of success across a number of different outcome measures,» says the study's principal investigator John Walkup, MD, an adjunct professor at Johns Hopkins Bloomberg School of Public Health and a faculty member within the Center for American Indian Health.

Despite its academic reputation, the all - female school measures success by how well the students marry.

Switching to another genre, writer / director Victor Salva enjoyed a measure of box office success with Jeepers Creepers, an eerie if rather jumbled tale of two very stupid high school grads hunted by a demonic, bat - like creature which emerges every 23 years to hunt the most fear - prone folks of a small mid-western town.

As well, the air of respect and high levels of student engagement are palpable in these schools and should be counted as valid measures of success.

Despite their importance, neither of these sets of skills is routinely measured in school settings, hindering progress in understanding how they interact to support student success and how educators can best support their development.

Because test scores are not necessarily the best measure of learning or of likely economic success, we examine instead the relationships between SFR - induced spending increases and several long - term outcomes: educational attainment, high school completion, adult wages, adult family income, and the incidence of adult poverty.

These school indicators should also incorporate other measures of key ingredients to long - term success, such as student performance in writing and oral presentations, teaching and curriculum quality, student attitudes and culture, attendance, and school leadership and management.

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 resoSchool 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 resoschool 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 resoschool 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.

The objectives were, for the first time, to identify the type and frequency of sports residentials currently being undertaken; find out the objectives that prompt taking tours, measure the success in achieving those aims, identify where possible the underlying factors that shape schools» decision making and to question if there is a link between school & pupil attainment and the propensity for schools to support residential travel.

Accountability systems should measure and reflect this broader vision of learning by using a framework of indicators for school success centered on academic outcomes, opportunity to learn, and engagement and support.

One of the consequences of the high - stakes state assessments that were mandated in NCLB and the requirement for a fifth indicator of school success in the present - day successor of NCLB (The Every Student Succeeds Act) is a preeminent concern among school and district leaders with how to measure student soft skills in a way that lends itself to grading teachers and schools.

The MIT authors conclude that previous findings of strong MCAS performance in middle school are consistent with later measures of academic success, specifically those that are indicators of improved college readiness.

One is that the measures are accurate and the charter schools, despite their success in raising test scores, and contrary to their pedagogical goals, weaken students» non-cognitive skills along crucial dimensions such as conscientiousness, self - control, and grit.

But according to Raymond and her colleagues, the Chance - for - Success Index does not accurately measure the school system's contributions to outcomes for students.

We have a critical need for more specificity, i.e., less abstraction, with respect to what soft skills students are to learn in school and for what purposes; when, how, and to whom those skills will be taught; and how the success of those efforts will be defined, measured, and evaluated.

The winning states are making dramatic changes in how they do business — adopting common standards and assessments, building data systems that measure student growth and success, retaining effective teachers and principals, and turning around their lowest performing schools.

More than 20 public school districts across the country, including the large urban districts of Boston, Chicago, Los Angeles, and Philadelphia, have quietly entered into «compacts» with charters and thereby declared their intent to collaborate with their charter neighbors on such efforts as professional development for teachers and measuring student success.

While grades on the Chance - for - Success Index are sometimes interpreted as measures of school quality, researchers from CREDO found that the grades are closely related to measures of family income and the level of education achieved by parents in a state, and do not represent the contribution of a state's schools to the success of its younSuccess Index are sometimes interpreted as measures of school quality, researchers from CREDO found that the grades are closely related to measures of family income and the level of education achieved by parents in a state, and do not represent the contribution of a state's schools to the success of its younsuccess of its youngsters.

However, they also measured long - term student success in a nonexperimental analysis of 104 Chicago high schools, including seven Noble network schools, examining average college enrollment rates in the graduating class of 2013.

The success of a school can be measured in a number of ways.

Today, the success of K - 12 schools is measured primarily by cut - off scores on standardized tests.

Sen. John McCain of Arizona, the presumptive Republican nominee, and Sen. Barack Obama of Illinois, who last week secured enough delegates to claim the Democratic nomination, both express support for the NCLB law's goals and its use of testing to measure schools» success.

Rather than providing students skills that have real currency in today's labor market and preparing them for gainful employment, accountability provisions in the federal No Child Left Behind Act and Race to the Top funding program have focused on increasing short - term gains that measure success or failure of schools.

A promising counter-movement focusing on writing structure and mechanics seems to be gaining momentum, driven in equal measure by the Common Core and a 2012 article in the Atlantic highlighting the success some schools have had with a back - to - basics approach, especially with low - income students and English language learners.