Sentences with phrase «of school quality»

All in all, the issue is murky — perhaps because the measures of school quality in the data are inadequate.

Less than half of adults (42 %) say performance on standardized tests is a highly important indicator of school quality — that includes just 13 % who call test scores extremely important.

In particular, it could lower perceptions of school quality in states where many students perform poorly relative to national norms but are deemed proficient by the state.

One aspect of school quality continuously raised during focus groups was the relational dimension of education.

This paper presents basic evidence about the impact of school quality on individual earnings and on economic growth.

This helps us provide a more in - depth picture of school quality nationwide and allows us to improve our school profiles and ratings.

Figure 2 presents the strength of the relationship between citizen ratings of school quality and each of these school characteristics after taking into account the other key variables built into our analysis.

Eight in 10 see technology and engineering classes as an extremely important or very important element of school quality.

This paper aims to clarify the underlying basis for the observed differences in the consumption of school quality associated with race, education, and income.

It's not question of school quality; it's not a question of whether the community wants that school.

Yet little research has been conducted to determine the effect of school quality on crime.

For reasons probably due to the home environment, more of the variation in student reading performance is independent of school quality than is the case in math performance.

Is it possible to build accountability tests that both supply accurate evidence of school quality and promote instructional improvement?

The best studies of school quality are randomized experiments, the gold standard in both medical and education research.

The authors see progress in establishing more meaningful measures of school quality despite the difficulty of comparing school quality across states.

Although not the sole measure, standardized test scores make up the bulk of school quality assessments.

Our ratings are intended to provide a better understanding of school quality and to help parents compare schools within the same state.

And it has been regular, reliable testing that's laid the empirical foundation for discussions of school quality and educational inequality.

Here's how the latest push to provide measures of school quality fall short.

Schools are required to show at least one measurable example of school quality that allows for meaningful differentiation of school performance.

But we also examine lots of other indicators of school quality, operational efficiency, and financial sustainability.

But do all these performance data inform perceptions of school quality?

We believe that some of these differences are critical because the choices states make may determine how powerful attendance and chronic absence are as measures of school quality and student success.

In addition, focus groups helped highlight aspects of school quality that we had not considered.

When educators, parents and community members have a complete picture of school quality, they are empowered to make decisions that are best for students, teachers and families.

The national sample allows us to examine the degree to which citizen ratings of school quality are responsive to performance levels relative to the nation or simply to differences in performance within specific states.

Just because we ignored the ratings doesn't mean we ignored the basic question of school quality.

Paul Curtis is director of school quality for New Tech Network, a national organization that works with communities to develop innovative public high schools.

As this report from FutureEd shows, thirty - six states and the District of Columbia have adopted measuring attendance as part of their school quality indicator for their state accountability rubric.

Paul Peterson interviews Robert Shapiro, an expert on public opinion, about how the partisan divide in education policy is shifting, as issues of school quality and accountability have produced «conflicted liberals,» at the same time that the presidential election is creating «conflicted conservatives.»

The Virginia Board of Education is revising its accreditation standards to provide a more comprehensive view of school quality while encouraging continuous improvement for all schools and placing increased emphasis on closing achievement gaps.

What evolved was a measurement framework that based its assessment of school quality on students» performance on only a single assessment (an invalid standard for measuring student progress) and mandated a series of wide - ranging sanctions that did not prove to significantly improve student or school performance.

DCPCS awards Tier rankings 1 through 3 based on evaluations of the School Quality Report.

Loud protests and initiatives, big and small, have created cracks in the standardized testing movement, resulting in the passage of the federal Every Student Succeeds Act, which now requires multiple indicators for making determinations of school quality and student progress.

«Attending Dr. Hattie's professional development workshop, on their own time before school resumes in September, tells you how much our educators value the opportunity to learn, grow and evolve,» commented Larry Thomas, Executive Director of School Quality at Oakland Schools.

Inspectors combine hard metrics, such as test scores, with softer ones, such as observations of classroom teaching, in order to arrive at an overall judgment of school quality.

This new report from the Education Commission of the States explores what «shifts are being made, and how are states incorporating a wider variety of school quality measurements,» provides «a national overview of current state accountability systems,» and «looks at the changes states are making in their ESSA plans.»

Furthermore, by building off the current system and using a small number of broad summative classifications, this particular approach addresses many of the critiques offered against other types of school quality ratings that compare every school against one another or give every school a single number like California's old Academic Performance Index (API) system.

The GreatSchools Summary Rating appears at the top of a school's profile and provides an overall snapshot of school quality based on how well a school prepares all its students for postsecondary success — be it college or career.

There are two possible explanations for that, according to Anne Herr, director of school quality for FOCUS DC, a charter advocacy organization.

ESSA calls for states to include at least one non-academic indicator of school quality in their accountability plans for each level of schools (elementary, middle, and high schools).

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.

The tallied results, which will be part of the school quality performance index, will be released in the fall.

Additionally, TCTA expressed dismay that the draft plan did not take advantage of ESSA's addition of school quality or student success measures for states to use in their state accountability systems to supplement state standardized test results.

I test the validity of the inspection ratings by examining to what extent these ratings can forecast measures of school quality not observed by the inspectors, after taking into account the measures they do observe.

He adds that, in Boston at least, VAMs «generate useful predictions of school quality.»