Sentences with phrase «much education accountability»

«The ESEA of 1965 may have offered money without much education accountability, but the NCLB Act demands heavy accountability without much greater federal financial and technical assistance — an approach no more likely to succeed.»

Not exact matches

Easton talks about the impact of the governor's proposed education budget, accountability in the education system, charter schools and much more.

However, many others believe charters divert resources from traditional public schools and don't meet up to accountability measures.These opposing views often lead to friction among people who actually have much in common: a genuine concern for children and the national right to high - quality public education.

The report began a general conversation around how much accountability should be attributed to a student's K - 12 education, to his or her college, or to the students themselves.

Secretary of Education Arne Duncan has said that much of the criticism about testing «is merited,» and he has agreed to wait until 2017 before using test information to evaluate teachers, putting accountability on hold until the next administration comes into office.

Without local acceptance, accountability, and follow up, teachers leave the PD class with continuing education units and not much else.

Vouchers (much like accountability or differentiated teacher pay) are just a policy instrument that provides a different way to approach education.

Where once there was hope that the Campaign for Fiscal Equity case would radically alter the way education is delivered in the city, crucial issues like accountability, choice, and much - needed changes to bargaining contracts have been virtually swept aside by New York - style interest - group politics.

Unlike in the U.S., where school education has become much more standardized and driven by external requirements, like bureaucratic accountability, standardized testing and scripted teaching, Finnish schools are free to focus on «good» education that leads to excellence, engagement and ethics.

But it's much to the credit of the current U.S. secretary of education, Arne Duncan, that he has carefully kept his distance, insisting instead on accountability, choice, and teacher policy reforms that the Broader, Bolder group finds dispensable.

But it stands to be a significant improvement over the system we have now, combining top - down accountability with the energizing, bottom - up forces of choice and competition to put a premium on performance and to drive out much of the complacency that has for so long been the norm in American education.

Much has changed in American education since then, with principals today being asked to do many more and varied things, including using information from sophisticated accountability systems to evaluate teachers and enhance school improvement.

Education reform often appears a zero - sum battle, one that pits crusaders demanding accountability and choice against much of the traditional education establishment, including teacherEducation reform often appears a zero - sum battle, one that pits crusaders demanding accountability and choice against much of the traditional education establishment, including teachereducation establishment, including teachers unions.

This emphasis applies both to states where Title I is governed fully by the ESEA's statutory requirements and to the much larger number of states currently operating Title I programs under a series of accountability waivers granted since 2011 by the U.S. Secretary of Education.

The German, British, and French systems, while different in their details, had much in common - strict standards, individual accountability, severe tracking at early ages, and higher education for a small, elite corps.

Systems like this are rare in this country, but they're a significant part of education accountability in some European countries and much of the British Commonwealth.

This spring, the Florida Department of Education released a wonderful DVD that provides parents with much - needed information on how the accountability system affects their child.

Opponents of charter schools, led by the state teachers» union, say the schools will lack accountability and will take too much money out of the already under - funded education system.

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.

The ESSA has scaled back much of its direct oversight of accountability measures, leaving that to state governments — a move that has been praised by many education experts.

In her response to the Department for Education's (DfE) consultation on the changes to accountability, Ms Stacey says she believes the proposals are «very much in the right direction».

-- Is it not time to move to a more intelligent form of accountability of the kind that the Chief Inspector based on a much more holistic view of the education provided?

But as Charles Barone of Democrats for Education Reform notes today, the letter doesn't actually mean much of anything, largely because Duncan isn't requesting those states — including the most - egregious offenders, Louisiana, South Dakota, and Indiana (the last of which should know better)-- to revise how they calculate graduation rates for accountability purposes, or to make graduation rates a more - important factor in their accountability indexes.

But the Times / Herald reported in April that Republican lawmakers were reluctant to go much further to alter an education accountability system first created by then - Gov.

A host of factors — lack of accountability for school performance, staffing practices that strip school systems of incentives to take teacher evaluation seriously, teacher union ambivalence, and public education's practice of using teacher credentials as a proxy for teacher quality — have produced superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students» learning.

Carole Willis, the chief executive of the National Foundation for Education Research, welcomed «anything that gives schools greater clarity around accountability» but warned against «placing too much emphasis on using academisation as a silver bullet».

The Dept. of Education is also «sending West Virginia back to the drawing board» on the state's ESSA plan regarding «how much weight West Virginia gives to different areas of its academic accountability system, whether West Virginia is holding its counties accountable for English - language proficiency and the viability of locally - selected tests in lower grades.»

As a public elementary special education teacher in New York City, the last eight years (but really since No Child Left Behind in 2001) of test based accountability have been much like living under a gotcha regime.

As the system's second - in - command, he will oversee teaching, learning and accountability, which is where much of his experience at the Education Department has been centered.

«ESSA shifts much of the responsibility for student outcomes to states, which must develop robust accountability systems that target large graduation rate gaps that continue to exist between different groups of students, as well as high schools that fail to graduate one - third or more of their students,» said Gov. Bob Wise, president of the Alliance for Excellent Education.

While the United States has been fiddling with the implementation of poorly designed accountability systems constructed in anger at our teachers, a large and swiftly growing number of other countries have succeeded in redesigning their education systems to greatly improve student achievement, provide much more equity for vulnerable students and do all this at much lower cost.

«Democrats pushed to restore a punitive accountability system, much like NCLB,» education historian Diane Ravitch wrote on her personal blog, calling the vote, «evidence of how little Congress knows about education.»

What the final state accountability plans will look like — and how much control the Education Department will ultimately exercise — remains to be seen.

When we look at the data from the Texas Education Agency Charter Authorizer Accountability Report, there really isn't much of a difference academically.

As related to Arizona's teacher accountability system in particular, so far, the state department of education has at least tried to maintain some sanity in terms of its teacher accountability and related VAM - based policies, leaving much of this to be determined by and in the hands of districts and schools who still very much honor and appreciate their local control.

LCFF marks the first time any state has included foster youth in its school accountability and funding systems, and focuses much needed attention on improving education outcomes of foster youth.

Another word for this sort of responsibility is «accountability,» a much - maligned word in the education arena, often clustered with other imprecations like «No Child Left Behind,» «Race to the Top,» «standardized tests,» and «value - added teacher evaluations.»

In response, Maryland's Democratic - controlled legislature has been working with teachers unions and education advocates on legislation that would shape the direction of the state's accountability plan, effectively limiting how much Hogan's appointees could decide on their own.

Sen. Luther Olsen, R - Ripon, chairman of the Senate Education Committee, who did not see the letter before the weekend, said it affirmed concerns were raised before the application was submitted that DPI's proposal for a new accountability system «left not much meat on the bones.»

She is deeply involved with the New Hampshire Performance Assessment for Competency Education (PACE) project, where she leads much of the design and analysis to support the technical quality of the innovative assessment system — including the validity and comparability of the annual determinations for federal accountability.

Since I spent much of my career seeing how the sausage gets made in the education sector, I try to keep a watchful eye on Tennessee's efforts to provide equitable education and accountability to low - income kids and students of color, especially as the state complies with the new federal education law, the Every Student Succeeds Act (ESSA).

Dropout Nation has long argued that the Obama administration's waiver gambit, as much driven by a desire to put its mark on federal education policy (and stamp out that of predecessor George W. Bush, upon which the administration's own reforms have been built) as by the lack of movement within Congress on reauthorizing the law, weakens the decade of strong reform efforts which the law's accountability provisions helped usher.

According to West Virginia MetroNews» Brad McElhinny, West Virginia's final ESSA plan — recently approved by the U.S. Education Department — included several changes based on feedback from the federal agency, including how much weight the state «gives to different areas of its academic accountability system,» whether or not the state properly holds counties accountable for English - language proficiency, and the «viability of locally - selected tests in lower grades.»

«A lot of the reform success started at the federal level with Race to the Top, it moved to states and now it's very much in the implementation phase at the district level,» said Joe Williams, director of Democrats for Education Reform (DFER), an advocacy group that supports charter schools and teacher accountability.

The antipathy to Common Core is part of a much larger rejection of the dominant education - reform paradigm, supported by leaders of both political parties, that embraces charter schools, vouchers, more testing of students, increased accountability for teachers and hostility to teachers» unions.

States that submitted plans appear to have expanded their accountability systems beyond the traditional math and reading assessments, to include indicators for science, physical education, art, and school climate, allowing for a much more holistic approach to measuring student success.