Sentences with phrase «of measures of school quality»

In Michigan, for instance, the new chief state school officer recently replaced the test - focused accountability system with a new grading system that relies on a broader set of measures of school quality, including family involvement, the quality of professional development, attendance, and dropout rates, among others.

Not exact matches

The school data used for the ranking by the FT measures such several factors that have little, if anything, to do with the actual quality of the education received by graduates.

It is measured by the quality of godly life a «recovered» and «delivered» person is actually enjoying in sobriety — individually, with his family, with his job, with his business, with his schools and churches, with his community, and in fellowship with his Creator.

The spending measure, which requires legislative approval, also includes $ 1.1 billion in new school spending; $ 2.5 billion for water quality and water and sewer upgrades; expanded child care tax credits; and new powers for Cuomo, a Democrat, to adjust state spending in the face of federal spending cuts.

Among the 92 school - age children aged 9 to 11 in the study, each snack raised their diet quality by 2.31 points, as measured on the Healthy Eating Index, 2005 developed by the U.S. Department of Agriculture.

Researchers from the Perelman School of Medicine at the University of Pennsylvania, in partnership with ORGANIZE — a non-for-profit organization based in New York which leverages health data to end the organ donor shortage by applying smarter technologies, utilizing social media, building more creative partnerships, and advocating for data - driven policies — The Bridgespan Group — a global nonprofit organization that collaborates with mission - driven leaders, organizations, and philanthropists to break cycles of poverty and dramatically improve the quality of life for those in need — and Gift of Life Donor Program — an OPO which serves the eastern half of Pennsylvania, southern New Jersey, and Delaware — evaluated the metrics and criteria used to measure OPOs across the country, and found significant discrepancies in how potential donors are evaluated and identified.

Even measures of growth in test scores or VAM are not rigorously identified indicators of school or program quality as they do not reveal what the growth would have been in the absence of that school or program.

While opponents of student testing often seem to have the biggest megaphone, polls show an overwhelming majority — 70 percent and up — of parents think tests are a valid measure of their child's achievement level and the quality of schools.

Acknowledging that some of the measures it uses to judge the quality of K12 schools are «inadequate or inappropriate,» the report calls for states to develop new and better instruments.

Their peers» average test scores are about 0.15 standard deviations higher, and the new schools have higher - quality teachers, measured in terms of the fraction of teachers with less than three years» experience, the fraction that are new to the school that year, the percentage of teachers with an advanced degree, and the share of teachers who attended a «highly competitive» college as defined by the Barron's rankings.

These school indicators should also incorporate other measures of key ingredients to long - term success, such as student performance in writing and oral presentations, teaching and curriculum quality, student attitudes and culture, attendance, and school leadership and management.

For the first part of his dissertation, Muralidharan surveyed a representative sample of more than 3,000 public schools across India to measure the quality of public service delivery in education.

Looking across our analyses, we see that under IMPACT, DCPS has dramatically improved the quality of teaching in its schools — likely contributing to its status as the fastest - improving large urban school system in the United States as measured by the National Assessment of Educational Progress.

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.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

But as we turn to new measures of school quality including production of college and career ready students there is new space for advocates to research and promote the benefits of school counselors.

The wrong response to recognizing that test scores fail to capture school quality sufficiently is to increase the set of high - stakes measures we collect.

Many states nonetheless interpret the index as a simple measure of school quality.

We also strongly urge states not to use «growth to proficiency» measures, as these encourage schools to ignore the needs of their high - achievers (and are poor indicators of school quality).

In this study I explore this question using data from the Charlotte - Mecklenburg (North Carolina) school district (CMS) to measure the impact of school quality on arrest and incarceration rates.

High - school lottery winners in the high - risk group and all middle - school lottery winners experience modest increases in standard measures of school quality.

For youth in the high - risk group, the gain as measured by these quality indicators is roughly equivalent to moving from one of the lowest - ranked schools to one around the district average.

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.

Almost none of the participants in our ESSA design competition recommended that states use proficiency rates, reflecting the near - universal consensus that such rates are a bad measure of school quality.

«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT achievement in their high school rating systems, and we heartily endorse all of these of these measures, especially those tied to achievement on AP / IB tests, which are precisely the sort of high - quality assessments that critics of dumbed - down standardized tests have long called for.

While grades on the Chance - for - Success Index are sometimes interpreted as measures of school quality, researchers from CREDO found that the grades are closely related to measures of family income and the level of education achieved by parents in a state, and do not represent the contribution of a state's schools to the success of its youngsters.

Equally important are school / university partnerships and the coming together of like - minded researchers and classroom teachers who recognize the fertile opportunity to research, measure, and disseminate findings in Mind, Brain, and Education Science to enhance teacher quality, student achievement, and professional satisfaction.

The quality of our public schools has been measured in innumerable ways, and stakeholders may draw on any number of sources for rankings to support a particular agenda.

Specifically, her research investigates effective ways to measure bilingualism in schools, the relevance of knowledge on bilingualism and executive functions to language and literacy outcomes, and the relationship between academic outcomes and quality and quantity of bilingual experience.

But if we're unable to develop strong measures of school quality that can be used remotely, the logical conclusion to be drawn is not that we ought to rely on them anyway.

Attitudes: support for diversity (racial integration), a perception of inequity (that the public schools provide a lower quality education for low - income and minority kids), support for voluntary prayer in the schools, support for greater parent influence, desire for smaller schools, belief in what I call the «public school ideology» (which measures a normative attachment to public schooling and its ideals), a belief in markets (that choice and competition are likely to make schools more effective), and a concern that moral values are poorly taught in the public schools.

Instead of using reading and math tests as one useful tool, many reformers have made these results the defining measure of school quality.

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.

These «externalities» that make everyone better off provide still another reason for taking measures that will enhance the quality - not just the quantity - of schooling.

I construct two measures of school quality — student perceptions of teacher practices and parent satisfaction — using data from the Longitudinal Study of Young People in England (LSYPE), a major survey supported by the Department for Education.

My first set of results demonstrates that inspector ratings are correlated with student - and parent - reported measures of school quality, even after controlling for test - score results and other school characteristics.

The study broadened the measures of school quality beyond what policymakers envisioned.

My results confirm that lower inspection ratings are associated with sharply declining school quality as measured by student perceptions of teacher practices.

That measure of human capital, however, implicitly assumes that each additional year of schooling translates into a comparable increment in the stock of relevant skills, totally ignoring any variations in the quality of the student's home, community, school, teachers, and other factors.

This interpretation of the law requires a minimum of 8 different indicators (math achievement scores, reading achievement scores, another academic indicator, and a school quality or student success indicator, plus participation rate for each of these four measures).

In terms of schooling, one of our measures of worker quality, the education levels of nonteaching males in the public sector have not declined relative to the education levels of other male workers.

First, using years of school as a measure of quality, it appears that the education level of teachers has declined relative to the schooling of other workers, no matter how skilled.

The debate over school integration now requires discussion of school accountability, parental choice, and measures designed to enhance the quality of the teacher workforce.

When asked which measures would most likely improve social mobility and help disadvantaged young people get on in life, almost half of respondents (47 per cent) chose «high - quality teaching in comprehensive schools», ahead of two social mobility policies adopted by the main parties in the recent election.

A frequent metric, however misguided, for measuring school quality is the amount of money a district spends per pupil annually.

To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.

REVIEW: Water Science for Schools examines a wealth of water topics such as water properties, how much water is there on earth and where, how water quality and stream flow are measured, the water and water - use cycles, national maps showing how water is used by state, surface and ground water, pesticides in ground water, aquifers, and glaciers and icecaps.

Responding to the need to look beyond test scores to measure school quality, an increasing number of school districts are striving to incorporate socio - emotional learning measures in their accountability policies.

What measures, whether in terms of practice or policy, could help CMOs succeed at delivering more high - quality schools at scale?

The researchers assessed teacher quality by looking at value - added measures of teacher impact on student test scores between the 2000 — 01 and 2008 — 09 school years.