Sentences with phrase «of measures of school success»

There would be less state control of accountability and more local control of measures of school success.

Not exact matches

Anita Krishnamurthi and Nick Hutchinson were able to talk about the much larger picture of PPP programs for informal STEM education, including how we measure private industry involvement, as well as how students are improving their grades, school participation, and post-graduation success rates.

It is precisely measures of efficiency, success, and local esteem — that is, measures of competence in fulfilling certain functions in persons» lives — that prove the importance of academically demanding theological schooling:

Our adolescent success measure, for example, is to graduate high school with a GPA of at least 2.5 and without either becoming a parent or getting a criminal record.

Research has shown that the children of same - sex couples, whether adopted or biological, fare no worse than the kids of straight couples on mental health, social functioning, school performance and several other life - success measures.

Madeline Levine, author of «Teach Your Children Well» and «The Price of Privilege,» has been working with her colleagues at the nonprofit organization Challenge Success («Success is measured, not at the end of a semester, but over the course of a lifetime») to create strategies for schools and parents working to send our children a different message.

LeBarre said the bond measure was approved because the school district worked with members of the community, discussing the need for resources to help boost their children's long - term success with improved nutrition and the plans for how the funds will be used to accomplish these goals.

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success After Adjustment for Covariates

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success

Topics in the Q&A included the source of money for the City's planned pre-K advertising campaign, the City's target number of pre-K applicants, whether Speaker Silver thinks the proposed income tax surcharge should be pursued next year, how the pre-K selection process will work, how the City will cover the approximately $ 40 million annual gap between the estimated cost of pre-K and the amount provided in the state budget, when parents will learn whether their pre-K application has been accepted, how the City will collect data and measure success of the pre-K program, whether the existing pre-K application process will be changed, how the City will use money from the anticipated school bond issue, the mayor's reaction to a 2nd Circuit ruling that City may bar religious groups from renting after - hours space in public schools, the status on a proposed restaurant in Union Square, a tax break included in the state budget that provides millions of dollars to a Bronx condominium project, the «shop & frisk» meeting today between the Rev. Al Sharpton and Police Commissioner Bratton and a pending HPD case against a Brooklyn landlord.

Questions during the Q&A portion of the press conference included his plans during his scheduled visit to Albany on March 4th, why he expects to convince legislators who he has not convinced, whether he's concerned that the middle school program will be pushed aside if there is a pre-K funding mechanism other than his proposed tax, where the money to fund the middle school program will come from, how he counters the argument that his tax proposal is unfair to cities that do not have a high earner tax base, how he will measure the success of the program absent additional standardized testing, whether he expects to meet with Governor Cuomo or Senate Republican Leader Dean Skelos during his March 4th trip, what he would say to a parent whose child planned on attending one of the charter schools that his administration refused to allow, whether he doubts Governor Cuomo's commitment or ability to deliver on the funding the governor has promised, what are the major hurdles in trying to convince the state senate to approve his tax proposal, whether there's an absolute deadline for getting his tax proposal approved, whether he can promise parents pre-K spots should Governor Cuomo's proposal gointo effect, and why he has not met with Congressman Michael Grimm since taking office.

And why, if physicians» cognitive pitfalls are so predictable and the benefit of measuring outcomes so compelling, can't our vaunted medical schools (including Harvard) simply teach success?

«We found a consistent pattern of success across a number of different outcome measures,» says the study's principal investigator John Walkup, MD, an adjunct professor at Johns Hopkins Bloomberg School of Public Health and a faculty member within the Center for American Indian Health.

Switching to another genre, writer / director Victor Salva enjoyed a measure of box office success with Jeepers Creepers, an eerie if rather jumbled tale of two very stupid high school grads hunted by a demonic, bat - like creature which emerges every 23 years to hunt the most fear - prone folks of a small mid-western town.

As well, the air of respect and high levels of student engagement are palpable in these schools and should be counted as valid measures of success.

Despite their importance, neither of these sets of skills is routinely measured in school settings, hindering progress in understanding how they interact to support student success and how educators can best support their development.

Because test scores are not necessarily the best measure of learning or of likely economic success, we examine instead the relationships between SFR - induced spending increases and several long - term outcomes: educational attainment, high school completion, adult wages, adult family income, and the incidence of adult poverty.

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.

School Wastage Study - National Absenteeism in Armenia «The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resoSchool Wastage Study - National Absenteeism in Armenia «The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resoschool wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resoschool success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resources.

The objectives were, for the first time, to identify the type and frequency of sports residentials currently being undertaken; find out the objectives that prompt taking tours, measure the success in achieving those aims, identify where possible the underlying factors that shape schools» decision making and to question if there is a link between school & pupil attainment and the propensity for schools to support residential travel.

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.

One of the consequences of the high - stakes state assessments that were mandated in NCLB and the requirement for a fifth indicator of school success in the present - day successor of NCLB (The Every Student Succeeds Act) is a preeminent concern among school and district leaders with how to measure student soft skills in a way that lends itself to grading teachers and schools.

The MIT authors conclude that previous findings of strong MCAS performance in middle school are consistent with later measures of academic success, specifically those that are indicators of improved college readiness.

We have a critical need for more specificity, i.e., less abstraction, with respect to what soft skills students are to learn in school and for what purposes; when, how, and to whom those skills will be taught; and how the success of those efforts will be defined, measured, and evaluated.

More than 20 public school districts across the country, including the large urban districts of Boston, Chicago, Los Angeles, and Philadelphia, have quietly entered into «compacts» with charters and thereby declared their intent to collaborate with their charter neighbors on such efforts as professional development for teachers and measuring student success.

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 younSuccess 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 younsuccess of its youngsters.

However, they also measured long - term student success in a nonexperimental analysis of 104 Chicago high schools, including seven Noble network schools, examining average college enrollment rates in the graduating class of 2013.

The success of a school can be measured in a number of ways.

Today, the success of K - 12 schools is measured primarily by cut - off scores on standardized tests.

Sen. John McCain of Arizona, the presumptive Republican nominee, and Sen. Barack Obama of Illinois, who last week secured enough delegates to claim the Democratic nomination, both express support for the NCLB law's goals and its use of testing to measure schools» success.

Rather than providing students skills that have real currency in today's labor market and preparing them for gainful employment, accountability provisions in the federal No Child Left Behind Act and Race to the Top funding program have focused on increasing short - term gains that measure success or failure of schools.

It's true that test scores are correlated with some measures of later life success, but for test - based accountability to work we would need to see that changes in test scores caused by schools are associated with changes in later life success for students.

You can't do the job on your own; parents and schools must work together as a team to achieve any measure of success.

The third issue goes to the heart of how we define and measure success at school.

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).

An alternative way of defining and measuring success at school would be in terms of the progress or growth that students make over the course of a year, regardless of their starting point.

Ten or fifteen years ago, the Secretary of Education was having wall charts about each state's SAT performances — as if that was a measure of school and school - system success.

And unwittingly, I played right into the dominant illusion that these bloodless test scores are the most definitive measure of a school's success — and that they measure what's most important.

Over-reliance on exam results to measure schools» performance is coming under intense scrutiny amid demands for broader definitions of success.

While it's certainly true that test scores can tell us something important about a teacher, what is troubling for the test - score types is that it looks like (1) non-cognitive scores are better predictors of later life success (completing high school, taking the SAT, and going to college) and (2) that it is not the same set of teachers that is good at raising both cognitive and non-cognitive measures.

Second, various test score measures have been shown to be correlated with other measures of educational success (high school dropout, college completion, etc.) and labor market outcomes (employment probabilities, earnings, etc.).

Not that it's easy to identify measures beyond reading and math scores that are valid and reliable indicators of school success.

But measured school quality often varies dramatically within a school district, and therefore it is important to know whether individual schools differ in the relative success of advantaged and disadvantaged students.

Measuring the real - world effectiveness of CBE and its assessments is as complicated and contentious as it is essential; after all, the success of the approach depends on the acceptance of CBE credentials by licensing agencies, graduate schools, and employers.

Measuring success by test scores alone, especially early in the life of a program, does a disservice to students, educators and schools — public or private.

Stipek found that children in didactic, content - centered programs generally do better on measures of academic skill than do children in child - centered classrooms, while children in child - centered classrooms worry less about school and have higher expectations for success than children in content - centered classrooms.

While PISA is a test of everyday knowledge, TIMSS measures performance on the sorts of academic disciplines students are normally taught in school, and which are often required for success in higher education.

Businesses have earning reports and stock prices as measures of success; schools seeking multiple purposes — see above — are expected to show immediate, midterm, and long - term results, many of whichare hardly reducible to numbers.

At the same time, demand for good charter schools has swelled, as the best of them have notched remarkable success on measures of student achievement.

This research does not show that private or charter schools are always more effective than district schools in raising student performance on standardized tests — the indicator that is often put forth as a measure of a school's success.