Sentences with phrase «more educational accountability»

Though, Buck cosponsored the A PLUS Act which would have put more educational accountability on state authority.

Ravitch, a nationally renowned expert on education who was appointed to key educational posts in both the George H.W. Bush and Bill Clinton administrations, was once one of the strongest advocates for more educational accountability standards and a strong advocate of choice schools.

Not exact matches

Other topics include teacher pay, accountability, educational standards and much more.

With accountability standards creating more public scrutiny than ever before, educational leaders must focus their efforts on instruction

But more to the point, given our dismal educational outcomes, why should we be surprised that an accountability system would find a lot of schools underperforming?

He wants the feds to provide funds for adolescent literacy programs and state data systems; to ensure that every school is staffed by «skilled» teachers and principals; for district efforts to «personalize the educational experience»; and much more; and he calls on Congress to establish «meaningful high school accountability» (though the details are vague).

Why the School «Accountability Movement» Based on Standardized Tests Is Nothing More than «a Charade» (The Washington Post) Professor Daniel Koretz quoted as expert on educational assessment and testing policy.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

If the new information surprises respondents by indicating the district is doing less well than previously thought, the public, upon learning the truth of the matter, is likely to 1) lower its evaluation of local schools; 2) become more supportive of educational alternatives for families; 3) alter thinking about current policies affecting teacher compensation and retention; and 4) reassess its thinking about school and student accountability policies.

Smarick has attempted to devise an accountability regime that is more nuanced and sensitive to the unique missions of private schools than other proposals to impose state regulations on private educational choice.

Teachers will remain caught between ideologies of short - term economic efficiencies and the findings of educational research — between bottom lines and holistic student development; caught in the rough - edged cogs of funding formulae about resources and student achievement; caught by the Gonskis in the public - private funding debate; stuck between the so - far - disappointing results of national, standardised testing and teacher accountability (more effort is made to hold teachers accountable than trust them!).

Over the decade, we have witnessed — perhaps contributed to — the advance of school reform: the proliferation of school choice from vouchers to tax credits, charters, and online learning; the evolution of accountability's focus from schools to teachers; renewed attention to national standards; and a more realistic understanding of the uncertain connection between educational expenditures and school quality.

The Court found that the «weight of the research» indicated that structural, curricular and accountability - based reforms, «much more than court - imposed funding mandates, lead to improved educational opportunities.»

While states, districts, and schools have long collected certain education data for accountability purposes and in an attempt to be more data - driven, there is growing interest in leveraging new digital learning tools, online services, educational «apps,» and other technologies in the classroom.

Where a school registered pursuant to this paragraph is in a district in which one or more schools have been designated as a school in improvement, corrective action or restructuring, the commissioner shall determine the accountability status of the newly registered school based upon his review of the proposed educational program, including but not limited to such factors as: school mission, school administration and staff, grade configurations and groupings of students, zoning patterns, curricula and instruction and facilities.

A new section on the U.S. Department of Education's website notes that the government is «currently rethinking its accountability system in order to shift the balance from a system focused primarily on compliance to one that puts more emphasis... on educational results and functional outcomes for children with disabilities.»

More than a decade of research, at Harvard and elsewhere, on accountability, school improvement, and school organization has become «increasingly specific,» he said, «about the conditions that promote high - level learning and performance in educational institutions,» within classrooms and in systems as a whole.

Third, today's focus on results - based education, combined with plenty more data on school performance in an era of educational accountability, means that reform - minded education leaders are getting bolder about closing bad schools — and sometimes (but not always) opening new ones in the same building.

In my view, one of the most heartening educational developments of the past 20 years has been this embrace of internal accountability, as some good schools have tried to move from the «individual discretion» view of professionalism that has traditionally characterized the field to the more «collective view» of professionalism that internal accountability implies.

Ultimately, every time we uphold autonomy and accountability, we increase the likelihood that students have not just more but better educational options.

CSDC is committed to creating school choice and more educational opportunities for children by developing and financing optimal yet affordable educational facilities for charter school organizations demonstrating good governance and strong accountability for academic and educational results.

The draft accountability rules, to be released this summer, will encourage states to identify high - and low - performing teacher preparation programs across all kinds of educational models, not just those based in colleges and universities; urge a transition from current input - based reporting requirements to a focus on more meaningful outcomes; and likely limit program eligibility for TEACH grants — which are available to students who are planning to become teachers in a high - need field in a low - income school — to only effective teacher preparation programs.

Armed with the knowledge that quality teaching matters most for student learning, policymakers from state to state are racing to adopt new educational accountability measures that seek, among other things, to evaluate teacher effectiveness with more rigorous, evidence - based instruments.

The Center engages in deep partnerships with state and district education leaders to increase student learning through more meaningful educational assessment and accountability practices.

Tax - credit - funded ESAs would empower families with more educational options while enhancing accountability and refraining from coercing anyone into financially supporting ideas they oppose.

The law seeks to improve public education through four «pillars:» stronger accountability for results; more freedom for states and communities; proven educational methods; and more choice for parents.

Although overshadowed by more spectacular conflicts over desegregation, community control, and open schooling, the movement in the late 1960s and early 1970s generated more than 70 state laws seeking to create educational accountability and hundreds of articles, pamphlets, and books about how to create more efficient and accountable educational systems.

Yet so much of teachers» success under the guise of «accountability» will now be determined by SBAC test scores — or more commonly known in educational circles as «high - stakes testing» — which includes teacher performance evaluations as well as their salaries.

The Center for Assessment strives to increase student learning through more meaningful educational assessment and accountability practices.

In support of our mission to increase student learning through more meaningful educational assessment and accountability practices, the Center for Assessment offers both comprehensive and targeted services across a wide range of technical and practical areas.

Whilst increased accountability for schools and more rigorous means of ensuring that accountability have characterised academy chains it would appear that many are still searching for effective chain wide school improvement strategies and models that can ultimately lead to transformational outcomes for young people, particularly for those whose start in life too often makes educational achievement and success that much harder.

Recently, Dean Lee Stuesser has called for students to demand more accountability from educational institutions for the skills they impart to students.

More realistic may be to take the type of accountability found in the educational system for grant money and apply it the family court system.