Sentences with phrase «of accountability measures on»

The Impact of Accountability Measures on Children and Young People, by Prof Merryn Hutchings of London Metropolitan University, says pupils» emotional health and wellbeing is suffering because of «high - stakes testing».

The impact of accountability measures on children and young people is the report of independent research commissioned by the National Union of Teachers and conducted by Professor Merryn Hutchings.

Not exact matches

Lastly, the team examined the connection between character and swearing on a larger, cultural level by comparing the 2012 Integrity Analyses of 48 U.S. states from the Center for Public Integrity, which measured the level of transparency and accountability of local governments, to how frequently residents of that state swore in their Facebook posts.

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.

Accountability should be measured on the basis of tangible industrial values, e.g., business viability 3 years after CICP purchase, along with demonstrated success in meeting client (government agency) needs.

Church organizations, of course, also offer doctrinal accountability and a degree of security that can be absent from self - made ministries that depend on book sales, speaking gigs, and other measures of popularity.

So Lambda and its allies are quite right to believe that, in getting the government to declare that millennia of classical, Jewish, and Christian teaching on homosexuality is nothing more than prejudice, «gay people have found far more success in the courts than in Congress» — or in any other institution with a measure of accountability to the American people.

Welcoming the Resolution, Dr Francesco Branca, Director of WHO Nutrition, stressed the importance of having an agreement on a common vision on targets which can be measured, and where an accountability framework can be developed.

We expect many of the concepts associated with NPM such as active management, public accountability through performance measures, and a strong focus on cost, will remain important for some time to come.

They include greater accountability measures for the awarding of government contracts, more transparency for «lump - sum» budget appropriations and expenditures, and limits on outside income for lawmakers.

Lawmakers spent a lot of time talking about meaty issues, including establishing a system of paid family and medical leave, reinstituting tolls on state highways and setting up new measures to address police accountability, but in the end, a lack of consensus scuttled chances for a vote.

«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?»

Cuomo's campaign spokesperson, Abbey Fashouer, counters that he «has made education equity a central focus of his tenure, investing a record $ 27 billion with a focus on our neediest schools, while demanding accountability measures so that the door to opportunity is open for every child — regardless of income, zip code or ethnicity.

In the remaining nine months of 2014, pro-charter groups focused more on strengthening accountability measures for teachers and pushing the state and city to take immediate action to fix failing schools.

One measure, the TSA Office of Inspection Accountability Act, is on the verge of becoming law.

NCLB launched a decade of building states» data infrastructure; ESSA is about taking advantage of this infrastructure to not only create more meaningful accountability measures, but to also provide greater transparency, empower decisionmaking, personalize learning, and ensure we keep kids on track for success.

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

These lessons focus primarily on the transparency of the systems, but this is just one of several principles that states should attend to (which I have offered previously): Accountability systems should actually measure school effectiveness, not just test scores.

On top of the 60 per cent pass rate for GCSEs, Morgan explained the new «Progress 8» accountability measure for secondary school's, which is designed to show a child's progress from primary to secondary education.

Partly in response to federal accountability measures ~ curriculum in many schools particularly those serving predominantly disadvantaged students has narrowed to focus on reading and math at the expense of the arts ~ physical education ~ civics and other subjects.

Accountability systems should measure and reflect this broader vision of learning by using a framework of indicators for school success centered on academic outcomes, opportunity to learn, and engagement and support.

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).

In his new book, Professor Dan Koretz looks at how test - based accountability has become an end in itself in American education, unmoored from clear thinking on what should be measured in school, harming students and corrupting the ideals of teaching.

Perhaps there are some «wrong» answers (such as relying exclusively on proficiency rates in reading and math to judge school quality, or measuring school spending and other inputs and calling it accountability) but mostly there are a whole bunch of right and partially - right answers, depending on policymakers» goals and states» idiosyncrasies.

One of only 16 states to reward high - performing or improving schools, South Carolina also fares well on measures of school accountability.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

In contrast, Polikoff's public comment on draft ESSA accountability rules drew heavily on a large empirical literature as it argued against a federal mandate for states to use proficiency rates as measures of school performance.

Schools should be permitted to use multiple, locally created assessments instead of «one shot» tests to measure student progress for accountability purposes, according to a report released last week by a panel of experts convened by the Forum on Educational Accountability, a group that includes some of the most vocal critics of the 5 - year - old No Child Leaccountability purposes, according to a report released last week by a panel of experts convened by the Forum on Educational Accountability, a group that includes some of the most vocal critics of the 5 - year - old No Child LeAccountability, a group that includes some of the most vocal critics of the 5 - year - old No Child Left Behind Act.

Rather than providing students skills that have real currency in today's labor market and preparing them for gainful employment, accountability provisions in the federal No Child Left Behind Act and Race to the Top funding program have focused on increasing short - term gains that measure success or failure of schools.

Of the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school yeaOf the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school yeaof «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school yeaof students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school year.

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.

But if states are clear on why these measures are needed, it could start to undo some of the damage inflicted by the blunt - axe of test - driven accountability.

When we set out on the path that led us to the Review, we intended to inject one measure of many that may be needed for robust teacher prep accountability.

Accountability based on objective performance measures has the benefit of being transparent.

Too many states try to include too many measures into their accountability system, and then none of the individual measures are really important or really guide schools on what their learning outcomes need to be.

Longtime Chicago mayor Richard M. Daley had won control over the school system in 1995 and generally received accolades for rising scores on state tests; hard - charging superintendents, including Paul Vallas and Arne Duncan; tough accountability measures such as reduced social promotion; and a slew of new schools and shiny buildings.

As a result, trying to assess if a school is «good» or «bad» relies on a complex web of preferences and objective measures that, quite frankly, can not be taken into account in a centralized accountability system.

Accountability measures are based on the goal of having every student meet high standards.

With states now appropriately crafting accountability frameworks that focus not just on test scores but on multiple measures, we also will hear less heated rhetoric about the consequences of poor results.

The exclusion of creative subjects from the EBacc remit; subject silos; out - dated subject orthodoxies; teacher shortages and financial and academic pressures on schools weighed down by accountability measures are creating a perfect storm in which students will be those affected in the short term and society in the long term.

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.

ED's press release explains, «The administration's proposal for fixing NCLB calls for college and career - ready standards, more great teachers and principals, robust use of data and a more flexible and targeted accountability system based on measuring annual student growth.

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.

States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of cohort graduation rates.

ESSA requires state accountability systems to include an indicator of academic achievement «as measured by proficiency on the annual assessments.»

Instead of encouraging innovation with the newly available tech tools, accountability systems based on narrow and dated measures tended to clamp down on new approaches.

The report, part of a book of essays entitled «The Future of Assessment: 2025 and Beyond», suggests that current trends in the education sector are «narrowing the curriculum and focusing on those students whose performance has the greatest impact on the headline accountability measures».

The aim of Progress 8 is to replace the percentage of pupils gaining five good GCSEs as the headline measure of school accountability, instead judging schools on «value added» through the duration of a pupils time there.

Standards - based reform was fed by three factors: increased expectations for learning beyond high school, which led to a focus on college readiness for all; the availability of reliable and cheap measures of student proficiency in reading and math; and the push for teacher and school accountability.

Current time - and age - based accountability measures have a stronghold on schools, even those trying to break away from the factory model of education.