Sentences with phrase «most academic measures»

By most academic measures — including graduation rates, dropout rates and college attendance — they lag other students in the state.

Not exact matches

In fact, an examination of the academic literature in the area makes it clear that irrespective of any ethical or moral considerations, most of the controversial measures simply do not reduce early pregnancy and may make matters worse.

In most families, there was no significant impact of the home visits on the children's mental development or school outcomes, but in families where mothers scored especially low on measures of intelligence and mental health, children's academic performance did improve.

Thus, the rhythm of the day begins with the work that requires the most attention, and each academic subject can receive a full measure of attention over the course of the year.

For a more detailed review of the school's academic performance, as measured by the CAASPP program, check back soon for the most current information.

An individual's list was used as a measure of his or her scientific worth, and was one of the most important considerations in selecting candidates for academic jobs.

In previous research using the 2003 principal survey data (see «When Principals Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic progress.

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.

Thousands of schools for African American students across the Jim Crow South were built with the backing of the Rosenwald Fund, one of the earliest and most important foundations in education; philanthropist Grace Dodge founded Teachers College, now at Columbia University, in 1887, which led to training of teachers in pedagogy; the Ford Foundation was involved in promoting the employment of classroom aides, National Merit Scholarships, and the development of Advanced Placement curricula and tests; the National Board of Professional Teaching Standards grew out of work funded by Carnegie Corporation of New York, which also funded the Educational Testing Service to develop objective ways of measuring academic merit, which led to the SAT.

In most industrialized countries — nearly all of which outperform us on measures of academic achievement, such as PISA and TIMSS — students begin preparing for a career while still in high school.

For the first time since 1990, math scores dropped for fourth and eighth graders in the National Assessment of Educational Progress, the country's most respected tool for measuring how well students understand key academic concepts.

Limit alternate assessments based on alternate achievement standards only to students with the most significant cognitive disabilities, up to 1 percent of all students; terminate assessments based on modified achievement standards; and prohibit the use of Individualized Education Programs (IEPs) to measure academic achievement under ESEA.

«ESSA claws back some of the most problematic federal accountability requirements, and it emphasizes the need for social and emotional, as well as traditional academic, measures of student success,» Weiss said.

Most current assessments do a lousy job of measuring academic growth by pupils who are well above grade level because they don't contain enough «hard» questions to allow reliable measurement of achievement growth at the high end.

The Scholars» Paradise model would use «scale scores» or a «performance index» for the «academic achievement» indicator; measure growth using a two - step value - added metric; pick robust «indicators of student success or school quality,» such as chronic absenteeism; and make value added count the most in a school's final score.

On the most important measure — student performance — Arizona's public charter students have outperformed their statewide peers for the past three years, topping state and national indicators of academic success.

KIPP Austin College Prep has been a KIPP Top Performer on the MAP Assessment (Measures of Academic Progress — A Worldwide Assessment) in Reading and Math for two years, making some of the most growth in reading and math in the entire KIPP network.

Importantly, teachers overwhelmingly agree that student - learning growth over the course of an academic year is the most important metric in measuring their performance.

However, the most readily measured academic qualifications (undergraduate institution and math knowledge) explained none of the difference between TFA teachers and the comparison.

But this does not mean that value - added measures can not be useful for educators and leaders to improve instruction through other means, such as identifying practices that lead to higher academic achievement or targeting professional development toward teachers who need it most.

In this paper, I examine sixteen distinct measures of segregation to determine which is most strongly associated with academic achievement gaps.

The DESSA was created from a strong academic basis and measures CASEL's five core competencies, plus additional measures to provide the most actionable data and a holistic look at a child's strengths and needs.

While federal legislation calls for «multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level skill that can be measured on standardized mostly multiple - choice tests.

Measuring student academic performance by standard such as the ones outlined in the CCSS is different than more traditional grading methods that are used in most middle and high schools.

The problem with most current systems is they measure growth by using standardized test scores in a few academic subjects, usually math and reading, which are not a very accurate or comprehensive way to check on overall student progress.

A test linked specifically to academic content in the classroom would provide the most accurate measure of how students are doing.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

To assess how the academic ability of teachers may have changed over the past two decades, we looked at trends in this measure using Profiles of American Colleges (Barron's Educational Series, 2009), which ranks colleges and universities in six categories: most competitive, highly competitive, very competitive, competitive, less competitive, or not competitive.

States will now have the responsibility of designing an accountability framework incorporating and giving the most weight to academic factors, including student performance on state assessments and high school graduation rates, in addition to state - chosen indicators of school quality or student success, which can include measures of educator engagement and school climate / safety.

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».

With a mix of human capital reforms, such as rounding out the teaching force with UCLA graduate students who have expertise in key subjects, added student learning and enrichment programs in and out of classroom, and a new focus on developing a college - going culture of high expectations, UCLA is setting out to take what is, by most measures, a struggling school and drastically improve academic outcomes for all students.

TCAP Alternate (TCAP - Alt) are assessments in science and social studies designed for students with the most significant cognitive disabilities in grades 3 — 8 and grade 10 and measure student mastery of the Tennessee Academic Standards.

For example, college readiness measures like Advanced Placement classes and college entrance exams are available in most high schools but not elementary or middle schools, and student or academic progress data that looks at year - over-year progress may be less likely to be available in a high school where state standardized tests are only given in one grade.

Those trade - offs are worth accepting, said U.S. Secretary of Education Arne Duncan, in order to achieve the goal of measuring student achievement aligned with common national academic standards, which most states have adopted this summer.

Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student achievement.59 Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passage.

Research areas included identifying the most troublesome disruptive classroom behaviour in Australian primary school classrooms, observing primary teachers» use of approval and disapproval for academic and social behaviour in the classroom, quantifying the effect of classroom seating arrangements on student time spent «on task» and measuring the effect of implementing the strategies of Positive Teaching classroom behaviour management.

To say it is the most important, or the sole measure, is without any validation in the mainstream academic conversation on teacher effectiveness.

To achieve equity, focus is placed on how a student's academic success is measured, the quality of the school, and ways a school can give proper resources to the students who need it most.

Most states measure a teacher's impact based on a student's academic growth or on progress compared to other students.

The city has had persistently low test scores and lags behind most of the rest of the country on many academic measures.

«[T] he context in which teachers work — most notably, the incoming academic performance of their students — plays a critical role in determining teachers» performance» as measured by teacher observations.

While there are many important aspects to measuring the performance of a charter school, CCSA believes student academic outcomes should be the single most important measure of a school's success at the time of charter renewal or replication.

While they may whisk a few children from poverty to greatness, they do not close the attainment gap, and this choice of measure is flattering to the selective areas, since it gives higher weight than most to academic attainment.

A prior version of this story incorrectly reported that SB 1290 will require charter schools authorizers to consider student performance as measured by the Academic Performanc Index as the most important factor when considering renwals.

The 2016 edition of Education Week's Quality Counts report — Called to Account: New Directions in School Accountability - released January 2016 - examined the role the most recent state and federal strategies have in helping schools meet academic standards as well as role these strategies have in implementing accountability measures:

If measured in proficiency rates, even if all schools succeed in closing the achievement gap, the «real» gap (i.e. gap in test scores between groups of students) are most likely to remain because closing the achievement gap simply means that more students are moving towards proficiency, not that the gap in academic performances between two groups of students is decreasing (Dahlin & Cronin, 2010).

The primary thrust of most academic analyses would be to measure the past total return performance of the fund holding Toyoda Common, versus indexes or other funds with the same investment style.

Most academic research has shown short - sellers (represented by measures of short - interest) generate excess returns over the medium to longer - term, and some recent work ferrets out subsequent news flow to posit they [shorts] possess informational advantage (better research?)

In academic circles, the most commonly used definition is profitability as measured by the gross - profits - to - assets ratio.3 The presumably homogeneous inputs make it an apt choice for identifying profitable companies, but it is not the only financial measure of a quality company.

Academic measures include GPA in required pre-veterinary classes, GPA on most recent 45 semester credits of coursework, and results of the GRE.