Sentences with phrase «of achievement data with»

Not exact matches

Among other achievements, Dan brought data - driven energy efficiency services to Maryland's commercial utility customers, wrote the landmark Green Jobs Act of 2007, and championed trade rules aligned with forest, wildlife, and climate protection.

Katherine High, Spark's president and chief scientific officer, expressed her enthusiasm for the early clinical data related to SPK - 8011: «The encouraging start of our SPK - 8011 clinical trial reinforces the strength of our gene therapy platform, delivers human proof - of - concept in a second liver - mediated disease — a significant achievement in the gene therapy field — and positions us well to potentially transform the current treatment approach for this life - altering disease with a one - time intervention.»

Alas, a marketplace with relentless data minutia and nearly infinite ways to bet money on the difference between goal and progress shifts the purpose of the market from goal - achievement to chasing gaps.

Shortly after accepting an «Outstanding Achievement in State Tax Reform» award from the Washington, D.C. - based Tax Foundation — which Mr. Cuomo's Secretary Larry Schwartz once called a «right - wing think tank» that manipulated data — the governor lavished praise on the current state legislature, which he credited with helping move New York State up in the Foundation's corporate tax rankings from number 25 to number four out of all 50 states.

(The weights are adjusted for teachers in subjects not covered by statewide assessments or end - of - course exams and for those with fewer than three years of student - achievement data.)

Through the use of the Achievement area of judgement, the SENCO was able to work with other members of the school team to explore the raw data and analyse pupils» attainment and progression.

A separate study of the ECLS - K data, also by Peterson and Llaudet, similarly showed that private school students gained significantly more in reading achievement than demographically similar public school students in schools with similar student populations.

Most states now have such information in their longitudinal databases, but no published studies have used these data to compare the achievement growth of students at virtual schools with demographically similar students at carefully selected comparison schools.

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

We conducted our analysis alternately using absolute student achievement, measured with statewide mean SAT scores for the 1989 — 90 school year and the mean high - school dropout rate calculated from 1990 census data, and with a second measure that represents the deviation of actual achievement from expected student performance.

Working with data from the State of Florida, I have regularly noticed that achievement gains by students who move from one public school to another badly trail the gains of students who remain in the same school — even after one has adjusted for many family background characteristics.

«SDP offers districts and states a terrific opportunity to catalyze their analytical talent,» said Glover, «We look forward to working closely with SDP partners to develop and expand methods of identifying, collecting, and analyzing data to help education leaders make policy decisions that are likely to have significant impact on raising student achievement.»

As with the national data, we should be mindful that demographic changes can affect achievement trends, especially as Hispanic students make up an ever - larger proportion of our population.

«The measurement of achievement is important data to understanding how students can improve their work and how schools can improve their instruction,» writes Francisco Hernandez in his exclusive interview with blended learning expert Michael Horn.

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.

The progress data would provide the school leader with a guide to the staff changes that would further improve student learning, and the achievement of early goals would help build support for such changes.

Combining anecdotal material with quantifiable data from a nationwide sample of large cities, they find positive impacts on both school management and elementary school achievement.

While student - achievement data run counter to rising public optimism, the change in public thinking corresponds with the new mood that emerged on Capitol Hill in 2015 when Congress passed the Every Student Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the local level.

District administrators seeking to help spur student achievement and district productivity through data may feel overwhelmed with the sheer scope of the task.

Research shows that increasing the time students are actually engaged in learning, along with other factors such as high expectations and the use of data to guide instruction, results in what we want for all students: confidence, love of learning, and higher achievement.

Despite their higher levels of achievement in 10th grade compared with 8th grade, many students may be academically ill - prepared for the transition to high school, data from a massive federal survey suggest.

«This study will provide us with critical data about the impact of these pre-school programs on student achievement.»

Washington — Efforts to provide state - by - state comparisons of student - achievement data moved forward last week with the announced formation by the Council of Chief State School Officers of a planning group for a new, expanded National Assessment of Educational Progress test in mathematics in 1990.

In my book, The Collapse of Parenting, I share data from many sources — including the National Institutes of Health, international databases such as the PISA program, scholarly papers by researchers such as Professor Jean Twenge, and many other sources — showing that American kids are indeed more likely to be obese, less likely to be physically fit, more likely to be anxious and depressed, compared with American kids 30 years ago — and in the case of academic achievement, doing much less well compared with kids in other countries, again a big change compared with American kids 30 years ago.

These data provide us with information on achievement, as measured by the Iowa Tests of Basic Skills (ITBS), before students applied and, even more crucially, with post-application achievement data for students who remained in Chicago's regular public schools.

Educational researchers are working with game manufacturers to create a new brand of «serious games» that have the potential to capture and stream the kind of important assessment data that educators can use comprehensively, from tracking individual student achievement to determining national educational trends.

Results based on this second wave of data, published with Thomas Hoffer in 1987, seemed to confirm Coleman's prior findings about Catholic schools» success in boosting the achievement of minority students.

With today's focus on test scores and achievement, there's a tremendous amount of good data.»

Furthermore, the challenges associated with the use of student achievement data, and the political nature in which these processes were mandated in the first place, all make this a very challenging problem to address.

Survey responses were combined with student achievement data from the UK Government's National Pupil Database, dating back to 2001, to «create a history of student performance in schools».

Chart 5 displays data for district and charter achievement by parental income along with the national rate of progress for both Free and Reduced Lunch (FRL) eligible and ineligible students nationwide.

The stockpiles of data on student achievement accumulating within state agencies and districts offer a new opportunity to engage with decisionmakers.

All three studies achieved very high response rates on all data collections, whether teacher surveys, classroom observations, collection of teachers» scores on college entrance exams or precertification exams, student achievement tests, collection of student data from district administrative records, principal surveys, or interviews with program officials.

The study, conducted with Stanford GSE alumna Ximena Portilla, compared the achievement gaps between high - and lower - income children entering kindergarten in 1998 and 2010 using the most recent data from the U.S. Department of Education's Early Childhood Longitudinal Study (ECLS).

The labels for years that pre-date the curriculum materials we study begin with a «P»; e.g., the year P3 denotes the year 3 years prior to the adoption of the materials we study (years P1 and P2 are omitted because we use data from these years, including achievement data, to match schools).

We merge information on schools» curriculum adoptions from their SARCs with a longitudinal database containing school and district characteristics and achievement outcomes covering the school years 2003 to 2013, constructed based on publicly available data from the California Department of Education (CDE).

Under the NCLB Extended approach, embraced by many on the education reform / civil rights Left, achievement would continue to be measured by proficiency rates alone (with rising annual goals for what is good enough); growth data would be used sparingly and / or focused on «growth to proficiency»; «other indicators of student success or school quality» would be minimized; and evidence of achievement gaps would sink schools» ratings significantly.

Tennessee is one of the few states with data systems in place that track teachers over time and link them to their students» achievement scores.

(Also available: Peterson and Finn's previous discussion of Charter Schools, Unions, and Linking Teachers with Student Achievement Data.)

The model assumes that Professional development of school leaders (Support) and Targets and data (Pressure) are both associated, directly and indirectly, with student achievement.183

These sections of the federal law place identifying and addressing childhood trauma and other variables linked to poverty alongside policy options for recruiting and retaining effective teachers and school leaders, maximizing the impact of early childhood education, using data to improve student achievement, and serving students with disabilities.

This model is a good fit with the data (RMSEA =.00; RMR =.02; AGFI =.96; NFI =.99), and it explains 41 % of the variation in student achievement.

It will also help restructure and improve teacher and leader preparation programs so they provide educators with those knowledge and skills and evaluate those programs by using the achievement data of students with disabilities.

Using test score data from the National Assessment of Educational Progress, we also find that reforms cause gradual increases in the relative achievement of students in low - income school districts, consistent with the goal of improving educational opportunity for these students.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.

One researcher analyzed three different sets of PISA scores, representing more than 800,000 students in more than 50 countries.1 For the 2000 data set, there was a statistically significant correlation between reading and science achievement in all 43 countries examined, with correlations ranging from 0.675 to 0.916.

To compare achievement in states with each other and with other countries, we use newly available data for student mathematics and reading performance in U.S. states from the 2011 TIMSS and 2012 PISA, as well as several years of data from the National Assessment of Educational Progress (NAEP).4 In particular, we use information on mathematics and reading performance of 15 - year - olds from the PISA data, information on mathematics performance in 8th grade from the TIMSS data, and information on mathematics and reading performance of students in 4th and 8th grade from the NAEP data.

«The Commissioner for Education Statistics shall, with the advice of the Assessment Board..., continue to conduct the trend assessment of academic achievement at ages 9, 13, and 17 for the purpose of maintaining data on long - term trends in reading and mathematics.»

None of the measures of data use had a significant effect on student achievement when added to the equation on their own, nor did they have any unique explanatory value when combined with the four demographic measures in the final equation.

The State Board of Education and / or state legislature could pass a rule and / or law that would require that the state issue disaggregated school level data with an «n - size» of 16 (as is in our ESSA plan) at the same time any achievement data is publicly shared.