Sentences with phrase «of measures of student achievement»

These characteristics include, in addition to a variety of measures of student achievement as of 1996, the percentages of students in the school that are eligible for free school meals, those who are nonwhite, and those with special educational needs; the pupil - teacher ratio and the number of students enrolled; whether the school is all girls, all boys, a religious school, or in London; and several measures of the qualifications of the teaching staff.

The foundations and donors supporting the education reform movement do have one enormous advantage over their philanthropic counterparts in the arts, health, the environment, human services, and any number of other fields, namely, the presence of measures of student achievement that allow real comparisons of school performance.

Not exact matches

Perhaps, he suggests, student achievement can be measured by way of comprehensive examinations or by reference to what is expected of the student (130).

Zimmerman BJ, Kitsantas A. Comparing students» self - discipline and self - regulation measures and their prediction of academic achievement.

While fame may not be the best measure of success, renowned individuals offer a glimpse into the many ways a Waldorf education prepares every student to discover and pursue his or her passion with dedication to outstanding achievements, however they define success.

The system is based on multiple measures of performance including student achievement and rigorous classroom observations.

Regents Chancellor Betty Rosa says the board wants to make certain the tests continue to provide a valid measure of student achievement.

«Two days of testing is a natural next step, as long as the assessments continue to cover the material needed to truly measure every student's strengths and challenges, and the changes are implemented carefully and with the input of educators and communities,» High Achievement New York, which advocates for higher standards, said in a statement.

By measuring average point scores rather than a single cutoff point, the new measure will also ensure that the achievement of all students is recognised equally, including both low attainers and high fliers.

We are concerned that the mayor errs too much on the side of testing to measure school and student achievement, but those tests do show that there has been substantial improvement.

The Governor is insisting that we focus on student achievement rather than funding the education bureaucracy as a measure of success.

Recentanalysis by the Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain mMeasures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain measuresmeasures.

Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based on multiple measures, including both student progress on achievement tests and the reviews of principals.

Then the unions fed the paranoid «opt out» movement, with hundreds of thousands of parents (mostly middle - class Long Islanders) refusing to let their kids take the state exams that measure student achievement — and Cuomo waved the white flag on using exams as part of teacher evaluations.

Union - appointed experts reviewed exam items released last year and concluded that the great majority were valid measures of student achievement and age - appropriate for those tested.

Recent analysis by the Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain mMeasures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain measuresmeasures.

The new evaluation system will provide clear standards and significant guidance to local school districts for implementation of teacher evaluations based on multiple measures of performance including student achievement and rigorous classroom observations.

«If we're saying that the only thing that's a valid measure of student achievement is a test score, versus all the other work they do, it's going to be a sad day for the students of New York state,» Mulgrew said.

Choi, Christine Lippard, an assistant professor of human development and family studies at Iowa State; and Shinyoung Jeon, a postdoctoral research fellow at the University of Oklahoma - Tulsa, analyzed data measuring inhibitory control (the ability to pay attention and control natural, but unnecessary thoughts or behaviors) and math achievement for low - income students in Head Start through kindergarten.

These may include portfolios of student work, classroom observations, achievement measures, and intelligence scores.

The IR's achievements can ultimately be measured in terms of its effects on the graduate student population.

«Over the past decade we've been able to identify a growing number of educational interventions that have managed to have notable impacts on students» academic achievement as measured by standardized tests,» West says.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Results of the study indicate that LTTA students perform better on math computation and estimation (as measured by the Canadian Achievement Test, CAT · 3) compared to students in similar non-LTTA schools.

With the development — finally — of better measures of student learning that came from tracking achievement across grades comes the ability to see where success and failure reside.

The results of this analysis suggest that the FCAT results are valid measures of student achievement.

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

Indeed, the whole point of «value - added» measures is to control for observed traits such as students» prior achievement and characteristics.

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.

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

States can accomplish this by measuring achievement via average scale scores or a performance index, and by giving substantial weight to a measure of academic growth for all students from one year to the next.

IMPACT's features are broadly consistent with emerging best - practice design principles informed by the Measures of Effective Teaching project, and are intended to drive improvements in teacher quality and student achievement (see «Capturing the Dimensions of Effective Teaching,» features, Fall 2012).

A credible measure of the effectiveness of a virtual school would compare the achievement growth of students at that school to the performance of students in the schools those students would have attended otherwise.

Measures of school performance based on carefully constructed comparisons of student achievement growth, and other important outcomes, such as high - school graduation and college enrollment rates, require student - level data that are not publicly available.

Numerous evaluations of KIPP schools have found that students show larger - than - expected gains on various measures of achievement.

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 resources.

Plopped between two public housing projects in one of the roughest and poorest neighborhoods in Austin, Texas, the school scraped bottom on virtually every measure of student achievement.

Consistent with the prior studies, in this objective evaluation, KIPP students outperformed the comparison children on numerous measures of achievement, across a range of subject areas.

Student performance measures include average student achievement on reading and math exams, along with median proficiency and the percentage of students achieving profiStudent performance measures include average student achievement on reading and math exams, along with median proficiency and the percentage of students achieving profistudent achievement on reading and math exams, along with median proficiency and the percentage of students achieving proficiency.

Under the NCLB - era accountability regimes in many states, practically every school serving lots of low - income students was eventually designated as failing («needs improvement») because the dominant measures of school performance at the time — especially proficiency and graduation rates — are strongly correlated with prior achievement and student demographics.

This multiple - measures system boosts performance among teachers most immediately facing consequences for their ratings, and promotes higher rates of turnover among the lowest - performing teachers, with positive consequences for student achievement.

I measure student achievement with a composite of grade - point average (GPA) based on student self - reports of their most recent grades in English, math, history / social studies, and science.

The two achievement measures, SAT scores and dropout rates, have the benefit of reflecting student achievement at both ends of the ability distribution.

Similarly, because growth measures may do a poor job of capturing the progress of high - achieving students, some states may want the weights assigned to achievement and growth to vary based on the level at which a school's students are achieving.

Because the presence of charter schools in an area might affect both student achievement and the decisions of families to move to a district, we measured state demographics and student achievement during the 1989 — 90 school year, several years before the first charter laws took effect.

Regardless of the measures involved, student achievement results reflect four decades of abject stagnation.

They suggested that, rather than measuring academic achievement based on proficiency rates alone, states should either look at scale scores or some sort of an index providing partial credit for getting students to a basic level (and additional credit for getting students to an advanced one).

This study, third in a series of three studies on the state of professional development in the United States, examines state policies and practices of four states making progress in two factors: access to professional development as defined by the Professional Development Access Index and student achievement as measured by the National Assessment of Educational Progress.

Once again, we found no evidence that the bonus program led to changes in this measure of student achievement.

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.