Sentences with phrase «of accountability systems»

This pattern of stronger progress for low achievers rather than for high achievers is associated with the introduction of accountability systems in general — and not with NCLB in particular.

To help inform this work and take advantage of the Every Student Succeeds Act, Education Strategy Group (ESG) convened an Accountability Workgroup of state and national experts with a clear charge: provide guidance on the measures states should adopt to make college and career readiness the main driver of accountability systems.

Juan has been the author or co-author of various publications focusing on process and summative evaluations of supplemental educational services, teacher - focused professional development, the impact of accountability systems, the impact of interim assessment practices on summative assessment results, and the evaluation of technical assistance efforts provided to state and local education agencies throughout the country.

Some local innovators and national advocates argue that they do, especially in states that have required high school exit exams as part of their accountability systems.44 For example, according to one consortium of high schools participating in the Competency - Based Education Pilot for Ohio — a state that has required passage of state tests or threshold scores on other exams to graduate — «testing windows that are currently required for state - mandated assessments do not adequately reflect the needs of the students within a STEM school and / or CBE [competency - based education] environment.»

TNTP (The New Teacher Project) Accountability Under ESSA: How States Can Design Systems That Advance Equity and Opportunity This white paper offers guiding principles to states on both the process and substance of the accountability systems they are required to design under ESSA.

He has been involved with the design of a state's pending Next Generation Science Assessment System and the creation of an Accountability Systems and Reporting (ASR) policy brief sponsored by the State Collaboratives on Assessment and Student Standards (SCASS) that provides recommendations regarding ESSA's provision on the use of interim assessments for summative purposes.

As Margaret Spellings so clearly stated in her interview, «There is this crazy quilt of accountability systems across the country, with lots of local latitude to maneuver the fine print.

The remaining 40 percent will be paid depending on progress on implementing a system of focused instruction, creation of a long - range financial plan and budget process, institution of accountability systems throughout the district and the installation of information management systems that allow data - driven decision - making.

Principals operating at the proficient to exemplary level of these accountability systems will have the most positive impact on student achievement.

Over-emphasis on closing gaps in test scores to the neglect of other issues has led to the development of accountability systems that can overlook the impacts of poverty on students» scores and often result in penalizing the very schools and teachers that are struggling the most and that need the most support.

Core elements of the accountability systems FairTest proposes to better promote school improvement include:

As Dropout Nation has noted ad nauseam, few of the accountability systems allowed to replace No Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading systems put into place by such states as New Mexico (as well as subterfuges that group all poor and minority students into one super-subgroup) do little to provide data families, policymakers, teachers, and school leaders need to help all students get high - quality education.

«There are three key points to the development of the Strategic Plan,» said Abby Javurek, Chair of the Smarter Balanced Executive Committee and Director of Accountability Systems for the South Dakota Department of Education.

The practical relevance of accountability systems for school improvement: A descriptive analysis of California schools

Previous work has covered topics such as the relative efficiency of public and private schools, and the effects of accountability systems and market competition on K - 12 schooling.

There have been plenty of comments about the report released yesterday by Education Trust on school ratings used by Florida, Kentucky, and Minnesota as part of accountability systems developed as part of the Obama Administration's No Child waiver gambit.

«This analysis confirmed that we need to continue to support our teachers more,» said Abby Javurek, chair of the Smarter Balanced Executive Committee and Director, Division of Accountability Systems for the South Dakota Department of Education.

Currently the primary focus of accountability systems, using standardized tests, is to provide data on student and school performance so as to sort, rate, and rank the performance of students, schools, and districts.

Brian has been involved with creating policies, models, and criteria for promoting validity, reliability, and credibility in both assessments and accountability systems through work with groups such as the U.S. Department of Education (co-author of Accountability Peer Review guidance; Growth Model Pilot guidance), Council of Chief State School Officers (CCSSO)(author of documents on the design of accountability systems and balanced assessment systems), National Center for Educational Outcomes (NCEO)(author of research reports on standardization and reliability for assessment systems for students with disabilities), and several state Technical Advisory Committees.

The progress built upon the success of the accountability systems that states created both before and after NCLB.

The Every Student Succeeds Act keeps some of the fundamentals in place, but shifts authority for the design of accountability systems back to the state level.

One positive trend is states» expansion of their accountability systems beyond reading and math test scores to other subjects such as science, physical education, art and school climate.

The central problem with making growth the polestar of accountability systems, as Mike Petrilli and Aaron Churchill argue in «Stop Focusing on Proficiency Rates When Evaluating Schools,» is that it is only convincing if one is rating schools from the perspective of a charter authorizer or local superintendent who wants to know whether a given school is boosting the achievement of its pupils, worsening their achievement, or holding it in some kind of steady state.

Congress should maintain the law's current annual testing requirements while restoring to states virtually all decisions about the design of their accountability systems.

Probably the strongest argument against using growth models as the centerpiece of accountability systems is that they don't expect «enough» growth, especially for poor kids and kids of color.

Other researchers have exploited the differences among states to identify the influence of various types of accountability systems.

The development of accountability systems therefore requires boldness in approach and cooperation in execution if the systems are to work for all the interested constituencies.

Increased state flexibility and experimentation with federal guidance under waivers from federal law, shifting to even greater state control of accountability systems design under the Every Student Succeeds Act

-LSB-...] written, I think the piece that might have had the greatest impact is an open letter I wrote on my personal blog about the design of accountability systems under the new federal education law.

Most states consider the reporting of information to be a central feature of their accountability systems.

Of course, whether these comparative first - wave results can be applied to the current generation of accountability systems is clearly open to conjecture.

My main recommendation, therefore, is to maintain the law's current annual testing requirements, while restoring to states virtually all decisions about the design of their accountability systems, including how schools and teachers are identified as under - performing and what should be done to improve their performance.

• The states» continuing development of accountability systems for public schools.

As a result, Mike, and Fordham, thinks that schools educating voucher students should take the same standardized tests as traditional public schools and participate in a modified version of the accountability systems we have in place for public schools.

Alexander indicated that he was strongly influenced by the recommendation made at a hearing last week by Professor Marty West of Harvard University that the federal government continue to require annual tests but that it leave the design of accountability systems up to the states.

The whole goal of accountability systems is to make sure that students are learning.

Yet the law's «my way or the highway» approach in areas where best practices were (and remain) far from certain has arguably slowed the development of accountability systems that would provide a more refined view of school performance.

Our statistical analysis includes all states that have relevant NAEP data, and we explicitly allow for the timing of states» introduction of their accountability systems.

Other rigorous studies have been carried out of accountability systems within states and school districts.

But let's be clear, the simple removal of levels in the face of accountability systems demanding standardised data has not achieved this aim.»

A large body of research makes a convincing case that the design of accountability systems influences how schools respond to them.

The most disaggregated column in Table 1 shows how increasing n - size leaves more students unaccounted for: with n - size of 10, only 11 percent of Black students in third through fifth grade would be left out of accountability systems, whereas with n - size of 30 — and no other strategy to pool data — 39 percent would be left out.

However, the positive impact of accountability systems, particularly for the poor and minority students who traditionally have been excluded from educational opportunities, outweighs the risks.

They avoid any consideration of accountability systems based on student outcomes.

Moreover, these average gains are the result of accountability systems that many people believe have important flaws.

Most research attention has been devoted to evaluations of the accountability system in Texas.

And their purpose is clear enough to function as the heart of an accountability system, giving force and purpose to additional measures.

There is considerable evidence that during the past decade in Texas the needs of minority students have received increased attention as a result of an accountability system that demands that a school show not only overall progress, but also progress among its most disadvantaged charges.

(The Education Department's approval of North Carolina's application is provisional, pending a review of its accountability system that is separate from the growth - model review process.)

My argument here is that a «diverse provider» environment (where an area has an array of operators running an array of schools) allows for a very different kind of accountability system.