Sentences with phrase «most measures of achievement»

The research team deemed this a high - utility technique because it has been proven in several studies to be very effective across students of different ages utilizing it with a variety of materials, and on most measures of achievement, even over long delays.

Not exact matches

I don't think the notion that there is some sort of plane from which we can measure such «achievement» would fly in most Buddhist circles.

The awards, which return to recognise the most Innovative Robotic Machinery, Partnership of the Year and the prestigious Lifetime Achievement award will also, for the first time, recognise the innovative and varied steps manufacturers or end users have taken in the adoption of green measures in their businesses in the new «Environmental Initiative of the Year» category.

Mr. Cuomo kicked off the year with what turned out to be his most significant legislative achievement of the session — a series of measures curbing access to some guns and ammunition.

«Without publishing, [it is as if] you haven't done anything, because scientific articles are the most important measure of scientific achievement,» says Ana Marušić, editor - in - chief of the Croatian Medical Journal and president - elect of the Council of Science Editors.

This multiple - measures system boosts performance among teachers most immediately facing consequences for their ratings, and promotes higher rates of turnover among the lowest - performing teachers, with positive consequences for student achievement.

I measure student achievement with a composite of grade - point average (GPA) based on student self - reports of their most recent grades in English, math, history / social studies, and science.

Most of these schools also regularly collect portfolios of student work in an attempt to go beyond standardized test results and provide richer measures of achievement.

Teachers should be rewarded for producing useful student outcomes, most notably, student learning gains, measured by value - added standards (i.e., improvement) rather than by levels of achievement at the end of a course.

Finally and most significantly, Tennessee's RTTT package requires that measured student achievement comprise at least 50 % (35 % based on TVAAS gains, where available) of teacher and principal performance assessments.

Most observers of the Khan experiment agree that the measure of success must be student achievement.

Their multi-level analysis of repeated measures of student achievement showed that, in most cases, the students achieved as might have been expected, and that in only a few cases was there improvement that might be attributable to the professional development program.

In the past decade, ample evidence has accumulated indicating that it is possible to create reliable assessments that come closer to measuring the kinds of achievement now called for in the most thoughtful state standards.

to consider should be the following: 1) the achievement of full employment or reduction in the unemployment rate; 2) increase the income distribution measured by the Gini index; 3) reduction of the levels of crime in society; 4) increase in service levels of education, health, housing and transport to the population; 5) increase of the investment in infrastructure, education, health, housing and sanitation; 6) increase in the HDI - Human Development Index, used by the United Nations, which takes into account GDP per capita, the longevity of people and their education (measured by illiteracy rate and the enrollment rates at various levels of education); and 7) increase of GNH (Gross National Happiness) indicator, which analyzes 73 variables that contribute most to the goal of achieving the well - being and satisfaction with life (See GNH posted in website

Ability, collegiality, and student satisfaction all contribute independently to a principal's overall evaluation of a teacher, but principals weigh the set of questions measuring teachers» ability to improve student achievement and to manage a classroom most heavily.

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.

Note, however, that we did not construct the indices based on any hypotheses of our own about which aspects of teaching practice measured by TES were most likely to influence student achievement.

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.

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.

The district at least has begun to solve one of society's most intractable problems: the achievement gap between white and minority students, at least as measured by the TAAS.

It is indeed a good thing that we have those other measures because it's true that the Common Core era has failed to deliver on what many of us saw as one of its most valuable and important features: a platinum meter stick to be used to measure, monitor, and compare student achievement, not just between states but also among districts, individual schools, even individual classrooms and children.

In a separate e-mail, one of the authors confirmed this finding: «Teacher ability (which was generally measured as teacher's verbal ability),» Hedges wrote, «seems to show the strongest and most replicable effect on achievement.»

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.

Because of their unique position and small student populations, juvenile justice schools are historically exempt from most common state and federal measures of education achievement.

The most striking finding was that charter — high school attendance may positively affect the chance that a student will graduate and go on to college — two critical outcomes that have not been examined in previous research — suggesting the need to look beyond achievement - test scores when measuring the effectiveness of charter schools.

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.

A comprehensive survey of 10,000 teachers from around the country showed that when teachers are asked for their honest, professional opinions, overwhelming majorities agree that «engaged and effective» teachers are very important for student learning and that student achievement is the most important measure of their performance.

The measures of teacher quality that are used by most public school systems to screen candidates and determine compensation — certification, experience, and education level — have been well researched, but there is little definitive empirical evidence that these characteristics, defined in general terms, are associated with higher student achievement.

Renzulli: The most important thing we can do to raise expectations is to broaden our concept of «achievement» beyond the rather simplistic notion that it is only what is measured on achievement tests.

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.

Their intimate knowledge of the technical difficulties involved in measuring student achievement makes a number of these testing experts some of the most vocal (and persuasive) opponents of testing.

If most students answer a question correctly, that question is dropped, and student achievement of the knowledge or skills embodied in the question is not measured.

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.

It's long been noted that, by most measures, the average teacher improves enormously in the first several years on the job, after which student - achievement gains (one gauge of teacher effectiveness) level off.

The data revealed that reading skill actually helped students compensate for gaps in science knowledge for most measures of science achievement.

Dr. Marzano will be on hand to discuss next - generation evaluation models, the most up - to - date research on evaluation and value - added measures of student achievement, and what has been learned as states implement federal and local directives to reform K - 12 teaching and learning.

According to long - term trend data from the National Assessment of Educational Progress (NAEP), the most credible national measure of changes in achievement over the past four decades, progress varies by age group for students overall.

The best survey for States to choose would be the one whose questions and structure provide the most useful information and guidance for how to improve individual schools and has the highest correlation between its measure of school climate and student achievement.

The most controversial of them include what is known as value - added models1 that use data from standardized tests of students as part of the overall measure of the effect that a teacher has on student achievement.

But until recently, no statistic has measured what experts have come to agree is the single most important factor in boosting student achievement — the effectiveness of the person standing in front of the classroom.

Since 2003, the state has ranked among the top in performance and in progress on what is known as «The Nation's Report Card,» considered among the most reliable long - term measures of achievement.

Although the success of Great Hearts is ultimately measured by our great - hearted students, we invite you to explore our most recent awards, recognitions and achievements.

The state of California has implemented a number measures to close one of the largest and most persistent achievement gaps in the nation, Recently released scores for the National Assessment of Educational Progress, a nationwide test for fourth - and eighth - graders in math and reading given every two years, show that California's students are still performing below the... Continue reading California: Moving the Needle on the Achiachievement gaps in the nation, Recently released scores for the National Assessment of Educational Progress, a nationwide test for fourth - and eighth - graders in math and reading given every two years, show that California's students are still performing below the... Continue reading California: Moving the Needle on the AchievementAchievement Gap

The meaning of this term is never explained, and the most likely way to meet the vague requirement was to assign large or significant weight — 50 percent in some cases — to measures of student achievement growth, such as value - added.

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

The most important test data for all public schools is that used by states to measure student achievement, and in the case of charter schools, decide whether they may continue to operate.

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

After all, even in the British system, student achievement trumps site inspections as the most - important measure of school success.

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.

«In order to do that, and to recognise the achievements of schools in the most challenging areas, we want to measure the progress that all pupils make as well as their overall attainment.