Sentences with phrase «of academic accountability»

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.»

«We believe we could not have made this progress without CCSA's members taking a lead role in ensuring that appropriate levels of academic accountability are in place across the charter school sector.»

«And we propose a path to take deliberate steps toward a higher degree of academic accountability for public charter schools in California,» he said.

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.»

Jenny Singh, administrator of the Academic Accountability Unit of the California Department of Education, said the department had discussed the proposal with federal officials but got no indication of when or if it would be approved.

The California Charter Schools Assn. calls on L.A. Unified board members to show the resolve needed to ensure that healthy levels of academic accountability are in place in Los Angeles.

Not exact matches

Google issued a harsh response Tuesday to the Campaign for Accountability's analysis of academic papers with financial ties to the search giant.

It is therefore no shock that economists and business academics are subverting the social movement to demand corporate accountability by dismantling some of their legal advantage — most notably, personhood rights for corporations.

Then I was seeking to live out my life mostly in accountability to contemporary academic peers; now awareness of final judgment makes me only proximately and semiseriously accountable to peers.

If our account of alienation as a repeating process is reliable, then the American Catholic institutions of higher education are nearing the end of a process of formal detachment from accountability to their church, and instead of exerting themselves to oblige that church to be a more credible patron of higher learning, they are qualifying for acceptance by and on the terms of the secular academic culture, and are likely soon to hand over their institutions unencumbered by any compromising accountability to the church.

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

The Every Student Succeeds Act (ESSA), which replaced No Child Left Behind, gives states considerable flexibility to craft their own accountability systems — in the process asking states to make crucial decisions about what it means to be a successful school, what rate of academic progress is acceptable, and...

I think the way to encourage this accountability is to prevent suspicions of misconduct from becoming uncontrolled scandals by allowing academic departments to handle these situations independently.

Fitzgerald applies the same standards of integrity and accountability that are expected in academic research to his coaching.

Academic Services; Accountability & Assessment; Accreditation; Alternative Certification Program; Alternative Education Programs; Athletics; Budget Services Largest Collection of FREE Website Templates, Newsletter Templates and Logo Designs on the Net.

While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

In choosing this year's «Better Balance,» for example, the editors signaled that something is awry in the existing balance between the «hard» elements of standards - based reform (namely the academic standards, assessments, and interventions that make up a state's accountability system) and such «soft» components as teacher training, instructional materials, and classroom environment.

This shift toward greater accountability also included putting «low performing» schools, those in which fewer than 15 percent of elementary students met national norms in reading, on an academic watch list.

After years of stagnation in the late 1980s and early 1990s, achievement began to rise again in the late «90s — particularly in the earlier grades and most notably in math — as states set new academic standards, started testing their students regularly, and installed their own versions of «consequential accountability» systems.

In its discussion of accountability, the task force rightly lines up behind the No Child Left Behind Act of 2001 (and, not incidentally, the Risk report itself) in calling for coherent academic standards in every state, in key academic subjects (regrettably omitting the arts, which Risk mentioned and which the National Education Goals expressly included).

Testing forms the bedrock of educational assessment and represents a commitment to high academic standards and school accountability.

In the debate over the future of the No Child Left Behind Act, policymakers, educators, and researchers seem to agree on one thing: The federal law's accountability system should be rewritten so it rewards or sanctions schools on the basis of students» academic growth.

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.

Teachers are split, but probably more because of accountability anxieties than opposition to rigorous academic standards for kids.

Alternatively, it could be argued that NCLB should not be viewed as in effect until the 2003 — 04 academic year, when new state accountability systems were more fully implemented as well as more informed by guidance from and through negotiations with the U.S. Department of Education.

Advocates of accountability insist that high standards for all students are necessary to promote academic growth and spur achievement to levels heretofore unseen.

Standards and Accountability: The foundation of any school accountability system rests on solid academic standards, and assessments aligned with thAccountability: The foundation of any school accountability system rests on solid academic standards, and assessments aligned with thaccountability system rests on solid academic standards, and assessments aligned with those standards.

There must be high academic standards, objective measures of student progress and accountability for providers.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

We define the treatment as the number of years without prior school accountability between the 1991 — 92 academic year and the onset of NCLB.

State and federal school accountability programs hold schools to specific standards of academic performance and assume each school is given a fair shake at accomplishing the task of educating its students.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

Less noted outside of Chicago, but just as important, was a massive capital improvement campaign that accompanied the push for academic accountability.

Rising state standards and accountability initiatives have spotlighted the weak academic progress of many ELLs.

These testing and accountability systems don't provide accurate measures of individual academic growth.

Explicitly designed according to a set of design principles that stress academic rigor and personalization, attention to youth development, strong community partnerships, and accountability for results, these schools have produced powerful results for students — many of whom fall squarely within the cohort of the «underprepared.»

With better measures of academic growth and a little extra money, states could attract providers to underserved populations, rather than discouraging them as a result of the requirements of current accountability systems.

And schools themselves have developed increasingly sophisticated academic responses to accountability, ranging from closer examination of curriculum and assessment alignment, to more aggressive personnel strategies, to establishing relationships with outside support organizations that provide significant academic support.

One of the most notable «laboratories of democracy» was Texas, where governors on both sides of the aisle pursued a reform agenda, starting in the early 1980s, centered on higher academic standards, standardized testing, school accountability, competition, and choice.

Glenn endorses public accountability for the content of instruction (academic standards, in other words), but would want, whenever possible, to allow individual schools or organizations to determine their own instructional strategies.

On one side: the informal network of advocates, philanthropists, educators, and nonprofit organizations that all back higher academic standards, greater accountability, and improved teaching, and who saw the city as a potential proof point for their theories of how to improve student outcomes.

To date, we can count a multitude of policy wins — better data, stronger accountability systems, and a move toward more rigorous academic standards — along with a universal acceptance that we must aim to close gaps in achievement and opportunity.

This prompted the founding of GLEP, which focuses on academic quality and accountability in Michigan schools, in addition to expanding school choice.

For example, in 2016 the AFC issued its first - ever «report card» ranking states by the quality of their private - school choice programs, and its scorecard values academic, administrative, and financial accountability, not just access.

Early evaluations of the program by Paul Tuss of Sacramento County Office of Education's Center for Student Assessment and Program Accountability found that students who received a home visit were considerably more likely to be successful in their exit exam intervention and academic - support classes and pass the English portion of the exit exam.

While her primary focus — and the focus of many media reports about her — has been on vouchers, tax credits, and education savings accounts, organizations she has led or helped found have also advanced other reform initiatives, such as accountability for student learning and more - rigorous academic standards.

The state's landmark 1993 Education Reform Act introduced not only high academic standards, accountability, and enhanced school choice, but curriculum frameworks with a subject - by - subject outline of the material intended to form the basis of local curricula statewide.

With the difficulties disabled students face and the highly varied goals and criteria for success that may be appropriate for each student, state accountability testing is not always helpful in assessing the academic progress of individual special education students.

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.

Demanding accountability for results and measuring achievement with the Texas Assessment of Academic Skills (TAAS), a criterion - referenced assessment — actually, a rather blunt instrument — has spurred significant improvement in student achievement.