From the big picture, Mrs. Jenks has embraced multiple curriculum transitions, various testing format changes (local, state, and national), and
a number of accountability measures during her time in the classroom thus far.
Not exact matches
Accountability should be judged on tangible industrial
measures like start - up tech company survival rates after three and five years,
number of new products and services brought to market annually by companies that IRAP supported, and overall ROI after three or five years.
«Do you support
measures that increase
accountability, transparency and that increase the input
of school district parents in the decision to permit and maintain charter schools, as well as
measures to reduce the negative fiscal impact on school districts with large
numbers of charters?»
In a recent survey conducted by the Design and Technology Association, 705
of 1,300 respondents said that government
accountability measures were resulting in decreasing
numbers of pupils opting to study the subject at GCSE.
The Sunshine State had instituted school voucher programs, increased the
number of charter schools, and devised a sophisticated
accountability system that evaluates schools on the basis
of their progress as
measured by the Florida Comprehensive Assessment Test (FCAT).
Indeed, a 705
of 1,300 respondents to a survey conducted by the Design and Technology Association, said that government
accountability measures were resulting in decreasing
numbers of pupils opting to study the subject at GCSE and, in some schools, it has been cut entirely.
To avoid overwhelming teachers and students with daunting lists
of curricular targets, an instructionally supportive
accountability test should
measure students» mastery
of only an intellectually manageable
number of curricular aims, more like a half - dozen than the 50 or so a teacher may encounter today.
Because an
accountability test that supports teaching is focused on only a very limited
number of challenging curricular aims, a student's mastery
of each subject can be meaningfully
measured, letting teachers determine how effective their instruction has been.
Responding to the need to look beyond test scores to
measure school quality, an increasing
number of school districts are striving to incorporate socio - emotional learning
measures in their
accountability policies.
Contemporary
accountability policies have created the added expectation that districts will differentiate support to schools on the basis
of achievement results from state testing programs and other
accountability measures, with particular attention to be given to schools where large
numbers of students are not meeting standards
of proficiency.
And beyond the school and district
accountability provisions spawned by No Child Left Behind and its kin, many states have upped the ante to incorporate teachers» contributions to their students» test performance into teacher evaluation systems, and these value - added
measures require testing large
numbers of students.
Tuck said his campaign will focus on ensuring that Gov. Jerry Brown's new school funding formula — which provides additional money to districts with large
numbers of poor children, English learners and foster youth — is really funneling money to the neediest students and that its
accountability measures are more understandable for parents and the public.
By contrast, the ECS reported that in 2002, the year the NCLB law was signed, the
number of states that
measured those indicators in school
accountability was 32, eight, and 21, respectively.
Currently, these quantitative
accountability measures are in place in every state, although the Obama administration has granted waivers
of some NCLB requirements to a
number of states.
The Obama administration offered waivers from the law's requirement that states steadily increase the
number of students graded proficient on standardized exams to 37 states that agreed to other
accountability measures, including new evaluations for teachers and principals.
That
accountability said if your students didn't meet certain targets on standardized tests, you had to to take a
number of harsh
measures or lose your federal funding.
In years past, K - 12
accountability measures focused on data points such as third - grade reading scores, the
number of ninth - graders taking algebra, or setting new records for the most
number of AP tests taken and passed.
Since Indiana began taking steps to enforce the
measures outlined in our school
accountability law, the
number of schools chronically underperforming has reduced dramatically — from 24 in 2009 to four in 2011, and this year just one school faced state intervention.
As an
accountability measure, schools should undertake regular audits
of course enrollments that analyze disparities in enrollment
numbers among racial subgroups and that critically examine the criteria being used by teachers and counselors to determine student readiness for advanced coursework.
There are a
number of measures states are already planning to include in their
accountability systems — such as chronic absenteeism, English language proficiency, teacher absenteeism, student discipline, school climate, etc. — that could easily include students in kindergarten through second grade.
On December 9, 2014, the Ontario government passed Bill 8, the Public Sector and MPP
Accountability and Transparency Act, 2014, which gives the government the authority to create comprehensive compensation frameworks for certain employers in the broader public sector («BPS»), and implements a number of measures to enhance «accountability and transparency» in the gov
Accountability and Transparency Act, 2014, which gives the government the authority to create comprehensive compensation frameworks for certain employers in the broader public sector («BPS»), and implements a
number of measures to enhance «
accountability and transparency» in the gov
accountability and transparency» in the government and...