Sentences with phrase «of school accountability measure»

North Carolina has used some form of school accountability measure since 2001, and the formula has always relied heavily on student performance on End of Grade tests.

Education secretary Arne Duncan has indicated that the administration will not support a bill that doesn't strengthen federal oversight of school accountability measures.

Despite these disparate viewpoints about how schools should be evaluated, Jerald said educators generally agree about the necessity of school accountability measures.

He also warned of the limitations of school accountability measures, and said social mobility «can't be measured by a set of Progress 8 scores and GCSEs».

Not exact matches

The Chicago Teachers Union has never gotten over its resentment for Duncan, who served as Chicago superintendent of schools from 2001 to 2009 and implemented many of the same accountability measures that Bush and Obama embraced.

«Do you support measures that increase accountability, transparency and that increase the input of school district parents in the decision to permit and maintain charter schools, as well as measures to reduce the negative fiscal impact on school districts with large numbers of charters?»

Cuomo's campaign spokesperson, Abbey Fashouer, counters that he «has made education equity a central focus of his tenure, investing a record $ 27 billion with a focus on our neediest schools, while demanding accountability measures so that the door to opportunity is open for every child — regardless of income, zip code or ethnicity.

In the remaining nine months of 2014, pro-charter groups focused more on strengthening accountability measures for teachers and pushing the state and city to take immediate action to fix failing schools.

And while the Assembly Dems and Gov. Cuomo seek a three - year extension of the law governing mayoral control of city schools, Flanagan said that «reforms» to the measure are needed «to guarantee transparency and accountability, and to require that New York City provides enough local funding to underperforming schools.»

Critics of NCLB's testing and accountability requirements have a litany of complaints: The tests are inaccurate, schools and teachers should not be responsible for the test performance of unprepared or unmotivated students, the measure of school inadequacy used under NCLB is misleading, the tests narrow the curriculum to what is being tested, and burdens imposed upon teachers and administrators are excessively onerous.

The provisional school results will include performance measures such as the percentage of pupils achieving five or more GCSEs or equivalents at A * to C, the percentage of pupils achieving the English Baccalaureate (EBacc), and the Attainment 8 scores, showing average achievement across eight subjects, including English and maths, for those schools that have opted into the new accountability system a year early.

Because some states are experimenting with value - added approaches to measuring school progress, it's important that federal accountability standards allow for this type of innovation.

But lately, accountability has been under fire from many critics, including Common Core opponents and those calling for more multifaceted measures of teacher and school performance.

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.

These lessons focus primarily on the transparency of the systems, but this is just one of several principles that states should attend to (which I have offered previously): Accountability systems should actually measure school effectiveness, not just test scores.

On top of the 60 per cent pass rate for GCSEs, Morgan explained the new «Progress 8» accountability measure for secondary school's, which is designed to show a child's progress from primary to secondary education.

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.

From 2009 - 2012, schools retested students who initially failed the exams, and then only the higher of the original and retest scores was used in the accountability measure.

Partly in response to federal accountability measures ~ curriculum in many schools particularly those serving predominantly disadvantaged students has narrowed to focus on reading and math at the expense of the arts ~ physical education ~ civics and other subjects.

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.

The Sunshine State had instituted school voucher programs, increased the number of charter schools, and devised a sophisticated accountability system that evaluates schools on the basis of their progress as measured by the Florida Comprehensive Assessment Test (FCAT).

In his new book, Professor Dan Koretz looks at how test - based accountability has become an end in itself in American education, unmoored from clear thinking on what should be measured in school, harming students and corrupting the ideals of teaching.

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

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.

The 2003 - 04 school year saw the first widespread implementation of the new federal education law's chief accountability measures.

One of only 16 states to reward high - performing or improving schools, South Carolina also fares well on measures of school accountability.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

In contrast, Polikoff's public comment on draft ESSA accountability rules drew heavily on a large empirical literature as it argued against a federal mandate for states to use proficiency rates as measures of school performance.

Thomas J. Kane and Douglas O. Staiger «The Promise and Pitfalls of Using Imprecise School Accountability Measures» Journal of Economic Perspectives (Fall, 2002), Vol.

The new version of the law, he said, will need to ensure effective teachers and principals for underperforming schools, expand learning time, and devise an accountability system that measures individual student progress and uses data to inform instruction and teacher evaluation.

Schools should be permitted to use multiple, locally created assessments instead of «one shot» tests to measure student progress for accountability purposes, according to a report released last week by a panel of experts convened by the Forum on Educational Accountability, a group that includes some of the most vocal critics of the 5 - year - old No Child Leaccountability purposes, according to a report released last week by a panel of experts convened by the Forum on Educational Accountability, a group that includes some of the most vocal critics of the 5 - year - old No Child LeAccountability, a group that includes some of the most vocal critics of the 5 - year - old No Child Left Behind Act.

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.

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.

The good news is that, in large part because of NCLB and the accountability measures that federal law has encouraged at all levels of school reform — not to mention the dogged efforts of Diane Ravitch and Sol Stern to keep Bloomberg and Klein on their toes — these arguments are smarter and more refined — and, yes, despite public relations — more transparent.

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.

For example, including a school safety measure that looks at the percent of expulsions at a school might force educators into creating a dangerous school environment because expelling or suspending students would affect the school's accountability designation.

Thomas J. Kane and Douglas O. Staiger «The Promise and Pitfalls of Using Imprecise School Accountability Measures» Journal of Economic Perspectives (Fall, 2002b), Vol.

Expand the use of «accountability indexes» to include measures beyond test scores and to give schools credit for students well above and below the proficient level.

However, far from a «Wild West» approach to charter oversight, his organization instead advocated for, and got, important accountability measures included in the law: mandatory closure for persistently low - performing charter schools, A — F grading of schools (both charter and public), and an end to so - called «authorizer shopping,» in which failing schools move to a new authorizer after their existing one withdraws its support.

If you follow the increasing use of Value - Added Measures (VAMs) and Student Growth Percentiles (SGPs) in state -, district -, school -, and teacher - accountability systems, read this very good new Mathematica working paper.

Too many states try to include too many measures into their accountability system, and then none of the individual measures are really important or really guide schools on what their learning outcomes need to be.

Indeed, a 705 of 1,300 respondents to a survey conducted by the Design and Technology Association, said that government accountability measures were resulting in decreasing numbers of pupils opting to study the subject at GCSE and, in some schools, it has been cut entirely.

Longtime Chicago mayor Richard M. Daley had won control over the school system in 1995 and generally received accolades for rising scores on state tests; hard - charging superintendents, including Paul Vallas and Arne Duncan; tough accountability measures such as reduced social promotion; and a slew of new schools and shiny buildings.

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

As a result, trying to assess if a school is «good» or «bad» relies on a complex web of preferences and objective measures that, quite frankly, can not be taken into account in a centralized accountability system.

But Dunbar says that when you get down to measuring the ability of students at Dallas's Woodrow Wilson High School, for example, where you're comparing this year's ninth graders to last year's, accountability test scores are not very useful.

The exclusion of creative subjects from the EBacc remit; subject silos; out - dated subject orthodoxies; teacher shortages and financial and academic pressures on schools weighed down by accountability measures are creating a perfect storm in which students will be those affected in the short term and society in the long term.

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.

Almost all now have standards for what students should know in core subjects, tests to measure student learning, and at least the beginnings of an accountability system to hold schools responsible for results.»

That means an accountability system must have a single set of performance measures that can be similarly applied to all schools.