Sentences with phrase «more school accountability laws»

Bennett told StateImpact after meeting Wednesday that he has no desire to slow down his push for more school accountability laws, even after state takeovers this year.

Not exact matches

Some education groups, as well as lawmakers, have called for more choice in how states can administer the law's accountability provisions, including greater power for school - based teams to decide what type of assessment a student receiving special education services should take.

These annual volumes make assertions about empirical facts («students» scores on the state tests used for NCLB are rising»; or «lack of capacity is a serious problem that could undermine the success of NCLB») and provide policy recommendations («some requirements of NCLB are overly stringent, unworkable, or unrealistic»; «the need for funding will grow, not shrink, as more schools are affected by the law's accountability requirements»).

Dozens of other NCLB critics have reached similar conclusions, and scads of proposals for that law's rewrite offer remedies, such as including more subjects in the accountability system and giving schools credit for student growth across the achievement spectrum.

The good news is that, in large part because of NCLB and the accountability measures that federal law has encouraged at all levels of school reform — not to mention the dogged efforts of Diane Ravitch and Sol Stern to keep Bloomberg and Klein on their toes — these arguments are smarter and more refined — and, yes, despite public relations — more transparent.

Yet the law's «my way or the highway» approach in areas where best practices were (and remain) far from certain has arguably slowed the development of accountability systems that would provide a more refined view of school performance.

Legislature approved school - accountability law under which the state will begin this summer training more than 10,000 educators to prepare school - improvement...

This 2001 federal law is designed to raise academic standards, close achievement gaps, encourage more school accountability, and offer more choices to families and students.

After more than a decade of strict federal mandates and measures of school success, a new education law is inviting policymakers across the country to rethink «accountability.»

Putting aside the fact that NCLB requires assessments to be given to all students and even dings schools in its accountability requirements if they have low participation rates (after all, the law could change), sampling would make it more difficult to produce usable achievement data for individual districts and schools, especially in small schools or rural areas.

Arizona laws provide public charter schools more autonomy in exchange for greater accountability for improved student achievement.

Yet there is still much that Governor Murphy's Department of Education can do to assuage educators and parents about accountability embedded in federal law that, after all, is designed to drive the nation towards more equitable and effective schools.

So here's a glimpse into what next - to - nothing accountability for a publicly - funded school voucher program looks like: current law only requires private schools with more than 25 voucher students to make public their annual standardized test results.

Lawmakers tightened oversight last year with a new law that calls for more accountability and transparency, including from the for - profit companies that manage some schools.

The law demands more public accountability from school sponsors, seeks to eliminate conflicts of interest in operating the for - profit schools and creates more tools to address school short - comings.

The legislation allows entire school districts with at least an acceptable accountability rating to decide, via their district - level site - based decision - making committees and the school board, to be exempt from major provisions of the Education Code, including teacher rights and benefits, student discipline laws, parent rights and more.

This federal law, which replaces No Child Left Behind, shifts significant decision making authority away from the federal government, providing each state with more flexibility to distribute funds, design accountability and evaluation systems, and devise supports for struggling schools.

With this new law, Texas has even more control over the quality of our schools, and it is imperative that we don't use that power to further backslide on accountability.

Ms. I's judicial success, which was more extensive in dollar amount than legal claims, was relatively unusual in light of case law concerning principal accountability based on school performance.

Although state laws vary widely in terms of the policies governing charter school oversight and accountability, these publically funded institutions, which receive freedom from the rules and regulations of traditional district schools in exchange for meeting agreed - upon performance targets, now serve an estimated 2.9 million students in more than 6,700 schools around the country (National Alliance of Public Charter Schools [NAPCS],schools in exchange for meeting agreed - upon performance targets, now serve an estimated 2.9 million students in more than 6,700 schools around the country (National Alliance of Public Charter Schools [NAPCS],schools around the country (National Alliance of Public Charter Schools [NAPCS],Schools [NAPCS], 2015).

What: A frank discussion of the unintended consequences of the current No Child Left Behind Act and presentation of the Forum on Educational Accountability (FEA) recommendations to shift the focus of the federal law from penalties and compliance to a more meaningful framework for supporting improved learning and stronger school and district performance.

Talk continues in the Legislature over a rewrite of the state's 15 - year - old charter school law, adding more say for local districts and more accountability for charters.

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.

It is clear that more than 13 years after being signed into law, the NCLB's approach to accountability is too prescriptive, has led to too many schools identified as failing, and has prescribed the same remedies for all schools regardless of their actual challenges.

Two recent reports from the Government Accountability Office (GAO) found that charter schools enroll fewer students with disabilities than traditional public schools and that more study is needed to determine the extent to which current laws protect students from bullying at school.

More details of the changes to the way the Indiana Department of Education will assess schools under the state's accountability law, Public Law 221, haven't been made public ylaw, Public Law 221, haven't been made public yLaw 221, haven't been made public yet.

The law requires states to engage stakeholders, such as school boards, in the development of state accountability plans and strengthens local accountability by giving school districts more control over implementing interventions for low - performing schools.

About 200 parents, students and teachers rallied Wednesday morning outside Castelar Street Elementary School in Chinatown as part of a «walk - in» calling for lower class sizes at LA Unified, increased staffing and more accountability for Prop. 39, the law that gives charter schools the right to use empty class space at district schools through a process called «co-location.»

According to FairTest, «(H) igh - stakes testing is far more likely to lower the quality of curriculum, instruction and school climate in schools serving children of color: Facing high - stakes test - based accountability under NCLB and state laws, schools narrow curriculum by reducing or dropping untested subjects.

Those attending will remember that the 2017 conference ended on a high note with a call to action from CLOC co-founder Mary O'Carroll of Google, promising that the mission going forward included a commitment to support both CLOC's members in legal departments who are exploring and driving the hard work of change, as well as the larger professional ecosphere of law firms, legal service providers and law schools looking for ways be more valuable to their corporate clients who are demanding improved performance, accountability, and value from their extended CLOC family.

Indeed, when teachers nationwide were asked in a survey with more than 600 responders which additional factor should be added to school accountability (as is required for the new ESSA federal law), social and emotional learning is the plurality «winner,» scoring the highest among seven possibilities and an eighth «other» category.