Sentences with phrase «of teacher data reports»

This summer, New York State will release the new iteration of the Teacher Data Reports, ranking English and math teachers in grades four through eight all across the state on their contributions to their students» scores on the state tests.

In mid-February, the courts authorized the public release of the Teacher Data Reports, and they were published in print and online by major media outlets in New York City.

Metrofocus recently interviewed E4E - NY teachers Melissa Aar, Lori Wheal, and Mariya Pushkantser, among others, to ask them for their thoughts on the release of teacher data reports.

E4E - NY teachers Melissa Aar, Lori Wheal, and Mariya Pushkantser each express what they think about the release of teacher data reports on a local WNET news...

In addition, Jose Vilson talks about how the public release of the teacher data reports has helped mobilize teachers and anti-testing advocates in NYC.

The state court's Appellate Division on Nov. 15 denied the UFT's motion for leave to appeal the court's prior ruling on the public release of Teacher Data Reports.

Not exact matches

Delegates and chapter leaders were still reeling from the sting of having inaccurate Teacher Data Reports published in some newspapers when they arrived at UFT headquarters for the March 7 Delegate Assembly.

A New York appeals court ruled last year that a less comprehensive form of teacher evaluations used by New York City's Department of Education — known as Teacher Data Reports — must be disclosed under the state's Freedom of Informatiteacher evaluations used by New York City's Department of Education — known as Teacher Data Reports — must be disclosed under the state's Freedom of InformatiTeacher Data Reports — must be disclosed under the state's Freedom of Information Law.

Income Data Services report that the starting salary for teachers is now 20 % below that of other graduate professions and the gap widens the longer teachers remain in the job.

The DN accuses UFT President Michael Mulgrew of blocking efforts to release teacher data reports.

7:15 pm: Juan asks DioGuardi: The NYC Department of Education is poised to release to the public in the coming weeks Teacher Data Reports, which are based on student scores on state tests.

It also accused the department of using teacher data reports, which, the union charged, are «based on flawed tests and [have] a margin of error of more than 50 percent.

The appellate division of the State Supreme Court in Manhattan ruled on Aug. 25 that the Department of Education's Teacher Data Reports should be released to the public.

Controversial Teacher Data Reports produced by the Department of Education in 2008 and 2009 may be released to the media in the coming weeks after the state's highest court refused to hear the UFT's appeal to block their publication.

Data from U.S. Department of Education, Office of Postsecondary Education, Office of Policy Planning and Innovation, Meeting the Highly Qualified Teachers Challenge: The Secretary?s Annual Report on Teacher Quality, Washington, D.C., 2002.

[BOX 3: Grants and Contracts] Financial Statements, 1957 - 1959 Financial Reports, 1957 - 1959 Financial Statements, 1958 Financial Reports 1960-1961 1962 1963 1964-1965 1966-1967 Report on Review of Source Data Preparation for Accounting Purposes, Oct. 1961 AAAS Budgets, 1968 - 1969 Financial Reports, 1968 - 1969 Financial Statements and Accountant's Opinion, 1969 Financial Statements and Accountant's Opinion, 1970 Financial Reports, 1970 - 1971 Financial Reports, 1972 Financial Reports from Operations, 1979 Budget Proposal for Fiscal Year 1974 and Projections to 1963 Report for Examination of Financial Statements and Additional Information, 1983 - 1984 Closed out Funds and Stocks AAAS Grants Committee, 1955 AID Audit - Mexico City, 1974 Asia Foundation, 1955 - 1975 Boston Concerts Carnegie Corp. - Grant to AAAS for Science Teaching Improvement Program Graham Chedd - Contract [3 folders], 1973 - 1977 DOS - AID Irene Tinker, 1973 - 1977 RISM Research for the Study of Man, 1973 - 1977 Smithsonian, 1971 - 1977 Audit, 1973 - 1977 Close Out, 1976 - 1978 GE Grant - Regional Consultants on Science Teaching, 1956 Gordon Marshall, Exhibits Contract, 1952 National Endowment of the Arts, 1973 NSF Grant - Soviet Science, 1952 Training Talented Students, 1955 Travelling High School Library, 1956 Gordon Conference on Teacher Education, 1956 Junior Academies Workshop, 1957 Proposal to NSF for Development of Science Teaching Materials for Elementary and Junior High Schools, 1961 Progress Report to the NSF on the Holiday Science Lecture Program, 1963 Proposal to the NSF for 1964 Visiting Foreign Staff Project, 1963 NSF - US - Japan Comparative Science Program, 1963 NSF - US - Japan Cooperative Science Program, 1964 WGBH, 1972 Willis Shapley, Contract Agreement, Oct. 1978 DHEW - Barrier Free Meetings, Oct. 1977 CBS News - Conquest Program Series, 1959 MISCO Contract - original, 1972 Basic Books Publishing - New Roads to Yesterday, 1963 - 1966

It examined a larger number of students over a longer period of time with more in - depth data than many earlier studies, allowing for a deeper look at how much the quality of individual teachers matters over the long term, the Times reported.

67 % of teachers complain on the quality of student progress reports1, with most tools providing either simplistic or data - heavy reports.

The New York City school district's experience in implementing a new data - management system aimed at making a wealth of student - level data available to teachers is the subject of a new report by Education Sector, a Washington - based think tank.

A report titled Below the Radar: Low - level Disruption in the Country's Classrooms discusses the issue as it affects 95 state schools and academies inspected between January and July this year, and includes data from a YouGov survey of teachers and parents.

Instead of relying on salary data reported for each individual teacher, we calculate district average salaries for teachers in each of their first ten years of experience during the period from 1993 to 1996.

The report profiles several charter schools that utilize sophisticated computer technology to individualize instruction, reinforce students» basic skills, and provide immediate data on student progress, all of which helps teachers to fine - tune instruction and students to learn at their own pace.

Before evaluations, data from the federal Office for Civil Rights reported that 47 percent of New Mexico teachers were chronically absent, missing 10 days or more of school in a year.

The improvements are raising academic standards (including better assessments for limited - English - speaking and special education students), more transparent data collection and reporting, better distribution of good teachers to low - performing schools, and investments to turn around the worst - performing schools.

The report also has exclusive Education Week Research Center survey data showing teachers» perspectives on the present and future status of educational technology.

Oxford Home Schooling, part of the Oxford Open Learning Trust, used data from Europe - wide reporting to investigate how the UK compares against three key areas of education: pupils per teacher, years spent in school and level of national investment in schools.

MANY teachers do not know how to use data provided by annual assessments of their pupils» literacy and numeracy ability, despite often criticising the tests themselves, a new report has found.

Using data on contributions from NASRA and pension fund annual reports where necessary, and using weights based on the number of teachers employed in each state or district as reported in the NCES Common Core of Data, it is possible to compute average employer contribution rates for teachdata on contributions from NASRA and pension fund annual reports where necessary, and using weights based on the number of teachers employed in each state or district as reported in the NCES Common Core of Data, it is possible to compute average employer contribution rates for teachData, it is possible to compute average employer contribution rates for teachers.

One last example: Because of the standards and accountability movement that began in the 1980s and extended through today, public schools publicly report a wide array of data related to test scores, poverty rates, teacher characteristics, and much, much more.

West Virginia's school report cards include little of the teacher - qualification data tracked by Education Week.

Throughout the year, we teachers are required to write up reports that document our progress, incorporating data measuring student and professional growth, evidence of professional collaboration and contributions, and snapshots of successful and extensive family engagement.

Test - retest reliability over short periods of time is the preeminent psychometric question for report card items because the data are not useful if scores that teachers generate for individual students on individual items are unstable during a period of time in which it is unlikely that the student has changed.

The data were compiled by United to Counter the Core, an opt - out advocacy organization, from a combination of media stories, freedom of information requests, and reports by administrators, teachers, and parents.

Delaware's school profiles do not include as much teacher - qualification data as some other states» report cards, although the state plans to include more information on «highly qualified» teachers in its next round of reports.

Moreover, summative assessment sat at the core of many of the policy reforms that the leaders described: additional accountability levers such as teacher evaluation systems and statewide school report cards draw on data coming out of these summative tests to make determinations and comparisons regarding teacher and school - level performance.

Washington State Report Card data provide measures of racial composition, student - teacher ratios, the percentages of students enrolled in the free or reduced - price meals program, total enrollment, and the percentage of students who passed the reading and math Washington Assessment of Student Learning exams in each teacher's school.

While OCR describes these teachers as «frequently» absent, the report uses the term «chronically» absent, consistent with much of the initial coverage of these data.

Their new report rehashes a decade - old debate over that technical issue, which is related to their 2008 claim that «all of the data available show that teachers work at least as many hours each work week as comparable college graduates.»

As they did in the 2008 report, Allegreto and Mishel rely on the weekly wages reported by public school teachers in the Current Population Survey, leading to confusion about whether the wage data refer to annual salary divided by 52 weeks or by some smaller number of weeks that reflects teachers» shorter work year.

In a recent survey by the Bill & Melinda Gates Foundation, the majority of teachers reported that they believe that data and digital tools make them better teachers.

The report's conclusions about the importance of teacher quality, in particular, have stood the test of time, which is noteworthy, given that today's studies of the impacts of teachers use more - sophisticated statistical methods and employ far better data.

New empirical work, using better data (e.g., that enable researchers to estimate the relative impact of factors affecting student achievement growth from year to year) and more - sophisticated statistical techniques has, in broad terms, reinforced the Coleman Report conclusion that teacher quality is the most important schooling variable.

It advised the government to draw up a clear plan for teacher supply covering the next three years, detailing how targets will be met and based on better data; to set out how it will talk to school leaders about the recruitment challenges they face; to report back on the extent of teachers taking lessons in which they are not qualified; and to ensure there is clearer information on where applicants may train to become a teacher and how much it costs.

Fifty years ago, the U.S. Office of Education released James S. Coleman's «Equality of Educational Opportunity» report, an immense analysis of data from around 600,000 public school students and tens of thousands of teachers.

In the college town where he was living, an astonishing 47 percent of the school district's 721 teachers were absent more than 10 days during the school year, according to data the district reported to the U.S. Department of Education for a 2009 — 10 study.

But since the report's publication, scholars have developed more precise data on teacher effectiveness, and, by probing at differences in teacher quality within schools, have found very large impacts of teacher quality on student achievement.

Although teachers would still be able to make use of digital tools, new privacy laws could place onerous reporting and disclosure requirements on technology vendors regardless of their size, as well as restrictions on people's ability to study tools» effectiveness over time and vendors» own ability to evolve their products based on student performance data.

The studies range from large - scale assessments (National Assessment of Educational Progress [NAEP] and Trends in International Mathematics and Science Study [TIMSS]-RRB-, to evaluations of specific interventions (class - size reduction and vouchers), to commission reports (National Reading Panel, National Commission on Teaching and America's Future), to data analyses (Education Trust on teacher quality, Jay Greene on graduation rates).

Among the 27 OECD countries for which the necessary PISA data are also available, 12 countries reported having adjustments of teacher salaries based on outstanding performance in teaching.

And of the teacher - qualification information tracked by Education Week, the state reports data only on out - of - field teaching in its school report cards.