Sentences with phrase «more measures of student achievement»

A subcommittee has suggested incorporating more measures of student achievement, including test scores, and more levels of teacher ratings when judging employees.

Not exact matches

Recentanalysis by the Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain mMeasures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain measuresmeasures.

Recent analysis by the Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain mMeasures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain measuresmeasures.

Assessment is, of course, a vital part of education, but the stakes attached to these tests are way out of balance when such a limited and imperfect measure of achievement counts for more than all the assessments of all the students» teachers,» says Orfield.

Nevertheless, there is still a story to be told, and the essential part of it is that the program that education reformers have tried to promote now for decades — introduce more choices of schools for students, enable competition among schools, open up paths for preparing teachers and administrators outside schools of education, improve measures of student achievement and teacher competence, enable administrators to act on the basis of such measures, and limit the power of teachers unions — has been advanced under the Obama administration, in the judgment of authors Maranto and McShane.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

We also conducted a more sophisticated analysis that measures the relationship between a family's demographic characteristics (such as eligibility for free - or reduced - price lunch, median household income of the student's residential neighborhood, race, and student prior achievement level), a school's poverty level, and the likelihood that the parent makes a request.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

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.

In short, this document feels driven more by philosophy than data, relying on qualitative measures of uncertain value while strongly de-emphasizing student achievement in general and student growth specifically.

Performance measures based on the growth in student achievement over time, which are only possible with annual testing, provide a fairer, more accurate picture of schools» contribution to student learning.

It would make matters more difficult because the most important flaw of the No Child Left Behind accountability system is its reliance on the level of student achievement at a single point in time as a measure of school performance.

These data provide us with information on achievement, as measured by the Iowa Tests of Basic Skills (ITBS), before students applied and, even more crucially, with post-application achievement data for students who remained in Chicago's regular public schools.

In terms of measured effect sizes, feedback, remediation, and direct or explicit instruction are more effective in promoting student achievement than problem - based learning, inductive teaching, inquiry - based teaching and the like.

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.

Student achievement remains a far more robust measure of teacher quality than many others available.

And yet because achievement - gap mania has distilled «education reform» to measures that raise the test scores of poor and minority students, the solutions to what ails American education more broadly simply aren't being developed — in part because the question is hardly ever asked.

At the same time, he added, the measure of Kansas» success won't be in funneling more money to schools but in actually translating that to higher student achievement.

To determine whether these trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic achievement, self - control, externalizing behavior, and a measure of students» «approaches to learning,» for cohorts born from the early 1990s to the mid-2000s.

«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.»

The achievement of virtual - school students should be measured against that of students from similar population groups, since a student's income level, for example, can more closely correlate with student achievement than whether that student is studying traditionally or virtually.

Studies with more detailed measures of teachers» education levels and coursework in subject areas found that, at least in math and science, academic preparation does positively influence student achievement.

The Student Achievement Measure is supported by six sponsoring associations, working together to provide a more comprehensive and accurate picture of student progress and completion as students move across institutions and state bounStudent Achievement Measure is supported by six sponsoring associations, working together to provide a more comprehensive and accurate picture of student progress and completion as students move across institutions and state bounstudent progress and completion as students move across institutions and state boundaries.

We find that observation measures of teaching effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices.

In a comparison of highly successful middle schools (as measured by student achievement scores) to a national sample, Petzko (2004) found that the highly successful schools were more likely to have grade - level or content - area teams that were led by designated teacher leaders.

Analysis of these rich curriculum data, along with our more curriculum - sensitive measures of student achievement, revealed that the mathematics content teachers covered in their classrooms was significantly related to their students» performance even when researchers adjusted this relationship for student background factors (ethnicity, parent education level, socioeconomic status, and so on).

After a two - month period (40 consecutive school days) implementing this poetry lesson plan, Ms. Eikenberry found that her third graders made over a year's worth of growth in reading achievement as measured by the i - Ready reading comprehension standards, while her fourth grade students made more than three - quarters of a year's growth.

As examples, studies that use student test performance to measure teachers» effectiveness — adjusted for prior achievement and background characteristics — demonstrate that, on average, teachers add more to their students» learning during their second year of teaching than they do in their first year, and more in their third year than in their second.

Within 60 days, Superintendent Huppenthal and the Arizona Department of Education (ADE) must: (1) finalize its teacher and principal evaluation guidelines; (2) give sufficient weighting to student growth so as to differentiate between teachers / principals who have contributed to more / less growth in student learning and achievement; (3) ensure that shared attribution of growth does not mask high or low performing teachers as measured by growth; and (4) guarantee that all of this is done in time for schools to be prepared to implement for the 2014 - 2015 school year.

More encouragingly, in Pennsylvania we found that the state's measure of principals» professional practice produced ratings that were correlated with our best estimate of the principals» contributions to student achievement growth.

Sanders thought that educators struggling with student achievement in the state should «simply» use more advanced statistics, similar to those used when modeling genetic and reproductive trends among cattle, to measure growth, hold teachers accountable for that growth, and solve the educational measurement woes facing the state of Tennessee at the time.

Student achievement measures for courses associated with statewide assessments may be used only if a statewide growth formula has not been approved for that assessment or, for courses associated with school district assessments, if achievement is demonstrated to be a more appropriate measure of teacher performance.

In terms of student achievement measures, Leticia Barrera of the Logan Square Neighborhood Association promoted a more diverse set of assessment tools, while Carlos Azcoitia of the Chicago Board of Education called for greater accountability based on growth.

While the Department will likely add more academic performance measures in the future, for 2014 officials also included the level of participation in state assessments, achievement gaps between students with disabilities and the general population as well as scores on the National Assessment of Educational Progress, a standardized test used to gauge academic growth across the country.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

With $ 360 million in additional Race to the Top money, it is backing work by states to design new testing systems that it says will measure student growth — rather than capture a snapshot of achievement — supply real - time feedback to teachers to guide instruction, and include performance - based items to gauge more types of learning.

More recently, the state's release of the 2011 Florida Comprehensive Assessment Test (FCAT) scores — Florida's primary measure of student achievement of the Sunshine State Standards — showed that Brevard's sixth grade students ranked first in Florida in both reading and mathematics, and in June the district was honored for the third consecutive year by the Association of School Business Officials for financial excellence.

A recent study of urban, suburban, and rural schools in four states found that smaller schools helped close the achievement gap — as measured by test scores — between students from poor communities and students from more affluent ones.

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

Although it may seem as though having more assessments will mean we are more accurately estimating student achievement, the use of multiple measures does not, by itself, translate into high - quality evidence.

Another 15 percent will be based on locally selected measures of student achievement, while the remaining 60 percent will depend on more qualitative measures such as classroom observations.

Three years after closures, the public - school students had gained, on average, what equates to 49 extra days of learning in reading — gaining more than a year of achievement growth, as measured by state reading exams.

* Student Achievement: measuring success through test scores, English proficiency, and college preparedness, which are all important to continue California's recent improvements: nearly 8 out of 10 students (78.5 %) who started high school in 2008 - 09 graduated with their class in 2012 (Learn more about achieveAchievement: measuring success through test scores, English proficiency, and college preparedness, which are all important to continue California's recent improvements: nearly 8 out of 10 students (78.5 %) who started high school in 2008 - 09 graduated with their class in 2012 (Learn more about achievementachievement rates)

However, the need to examine teacher effectiveness is clear, and a growing number of districts and states are finding ways to measure teacher impact by relying on multiple measures of student achievement, observation, samples of assignments, student work and more.

Snow said she'd like to see more meaningful measures of how schools are closing the achievement gap for English learners, such as how quickly a student is able to move out of English - learner status, or finding a way to measure content knowledge without their language limitation being a factor in the score.

Using multiple measures, instead of just test scores, to determine an education endeavor's success can lead to enhanced student performance, better decision making, and a more comprehensive view of school quality and student achievement.

Each of those measures, the earlier papers stated, had positive and negative traits; some were more reliable over time but less predictive of how much teachers would improve their students» achievement.

This brief considers any indicator to be an indicator of school quality or student success if it does not measure: academic achievement or student - level growth on state assessments in all academic subjects — see the «Indicator analysis» section for more; four -, five -, six -, or seven - year graduation rates; or ELP.