Sentences with phrase «of state academic assessments»

First, Results encourages leadership teams to reflect on their overall student learning results and look beyond the minimum measures of state academic assessments.

Not exact matches

(For those outside the Lone Star state, STAAR stands for «State of Texas Assessments of Academic Readiness,» our annual public... [Continue reastate, STAAR stands for «State of Texas Assessments of Academic Readiness,» our annual public... [Continue reaState of Texas Assessments of Academic Readiness,» our annual public... [Continue reading]

Cautiously stated, with the usual academic caveats set aside for the quibbler tribe which thrives in universities, the final assessment is that «the heady drumbeat of political and managerial rhetoric surrounding successive makeovers of central government» was — as I've long suspected, but our two respectable academic authors couldn't possibly say — all balls.

All programs reinforce and complement Texas Essential Knowledge and Skills, the State of Texas Assessments of Academic Readiness, and the National Science Education Standards.

They must show, for instance, that as of this school year, they are giving state assessments that are aligned with state academic - content standards and that all students are included in the...

In choosing this year's «Better Balance,» for example, the editors signaled that something is awry in the existing balance between the «hard» elements of standards - based reform (namely the academic standards, assessments, and interventions that make up a state's accountability system) and such «soft» components as teacher training, instructional materials, and classroom environment.

In all of the core subject areas and at nearly all grade spans, the state has academic standards rated clear and specific by the American Federation of Teachers and assessments aligned to those standards.

Specifically, they agreed to develop academic standards and assessments in every state and to expand the use of information technology as a way to improve student performance and aid in the measurement of student achievement.

A state's definition of AYP primarily is based on the state's academic assessments.

The first is NCES, (National Center for Education Statistics) and your state department of education site for academic and assessment information.

Meanwhile, it provides $ 2.5 billion to support professional development that can be used to «improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement.»

(Ed Week) Robert Schwartz shares perspective on how we approach assessment in the United States, thinking of them as academic rather than reflecting on what they have learned by doing.

In New York state, we have moved from an essentially academic approach to a system that we'll put in place in a few years based on performance assessment [including] value - added requirements, as well as the use of video and attached rubrics, that focus on the practice of teaching.

The new law also requires states to use, as part of their rating systems, an indicator of academic achievement «as measured by proficiency on the annual assessments.»

Designed to raise student proficiencies so the United States can better compete in a global market, the standards were drafted in 2009 by a group of academics and assessment specialists at the request of the National Governors Association and the Council of Chief State School Officers.

Once the state has decided on its policy position, however, a judicial presence should be maintained to ensure that the chosen policy is fully funded, is implemented in a coherent manner, and results in substantially improved student performance, as measured by validated assessments of academic achievement and of students» ability to function as capable citizens and workers.

Nebraska's enactment last week of a new plan of statewide academic standards and assessments leaves Iowa as the nation's lone holdout in the movement to embrace at least some variety of uniform state testing.

The new incentive, called the Race to the Top Fund, aims «to reverse the pervasive dumbing - down of academic standards and assessments by states,» the secretary said, and to punish states «that explicitly prohibit linking data on achievement or student growth to principal and teacher evaluations.»

But the actual establishment of academic standards, the establishment of proficiency cut scores, how states define those things, and the matching of standards with assessments, thats all state business.

But no if this turns out to be its own unrealistically ambitious federal regulatory scheme, no if it amounts to a bunch of plan writing and plan reviewing that yields no real change on the ground, and no if it further complicates what is already a hugely challenging transition in most states to higher academic standards and new forms of assessment.

ESSA requires state accountability systems to include an indicator of academic achievement «as measured by proficiency on the annual assessments.»

The Common Core State Standards did a good job of cumulating to college and (they said) career readiness by the end of high school, but that's only helpful if states use those or equally rigorous academic standards and if the assessments based on such standards are truly aligned with them, have rigorous scoring standards, and set their «cut scores» at levels that denote readiness for college - level work.

Every state in the union is in the process of adopting rigorous academic standards and challenging assessments.

And it provides an antidote to the confusing and often confused landscape of academic standards and assessments assembled by the states.

The proposal being designed by the panel's Republican leaders would share a central feature of the Clinton Administration's Goals 2000 strategy — a requirement that states and school districts adopt challenging academic - performance standards and assessments with which to measure students» progress toward meeting them.

The timeline shall ensure that not later than 12 years after the end of the 2001 - 2002 school year, all students... will meet or exceed the State's proficient level of academic achievements on the State assessments...»

The plan sets a target of 66 % of working - age New Mexicans earning a college degree or post-secondary credential by the year 2030 — a rigorous goal given the current attainment rate of 45 %.1 The plan also sets a vision for New Mexico to be the fastest growing state in the nation when it comes to student outcomes, with a goal to increase the percentage of students who demonstrate readiness to more than 60 % on the state English language arts (ELA) and math assessments.2 These efforts are significant considering New Mexico's historically lower student academic proficiency rates compared to other states and to national averages3, and demonstrate how leaders are driving a sense of urgency to improve.

«Not only will this format give school systems the flexibility to use an assessment that reflects their curricular program, but also it will reinforce the kinds of content - rich academic instruction Louisiana wants to encourage statewide,» said State Superintendent John White.

The Act (Section 1111 (c)(4)(B)(i)(I)-RRB- requires states to use an indicator of academic achievement that «measures proficiency on the statewide assessments in reading / language arts and mathematics.»

the State designated performance level on a State elementary assessment in social studies administered prior to the 2010 - 2011 school year; provided that beginning in the 2010 - 2011 school year, at which time a State elementary assessment in social studies shall no longer be administered, a school shall provide academic intervention services when students are determined to be at risk of not achieving State learning standards in social studies pursuant to subparagraph (iii) of this paragraph;

Many achievement tests created and administered at the state level — such as the Massachusetts Comprehensive Assessment System (MCAS), the Texas Assessment of Academic Skills (TAAS), or the Virginia Standards of Learning (SOL) Assessments — use criterion - referenced scoring.

This work has benefited immensely from the pooled expertise of state assessment professionals; K12 teachers, higher education faculty and other academic content experts; and staff from a diverse array of private sector firms.

ESSA in § 1111 (c)(4)(B)(i)(I) requires states to use an indicator of academic achievement that «measures proficiency on the statewide assessments in reading / language arts and mathematics.»

After scores on the 2014 New York State English language arts assessment at P.S. 52 Sheepshead Bay School in Brooklyn were unsatisfactory, first - year principal Rafael Alvarez searched for a way to improve academic outcomes for his students, who come from diverse socioeconomic backgrounds and about a quarter of whom are English language learners.

Participating students are not required to take the state assessment or any other norm - referenced measure of academic performance (2014 KS HB 2506 - Sec. 55 - 61).

The principal shall determine each such student's need for academic intervention services by administering a State - developed or State - approved assessment or by reviewing such student's transcript, where available, or by use of a district - wide screening procedure applied uniformly across each grade.

The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1) academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.

He also oversaw the operations of the following offices: Academic Standards, State Assessments, Math and Science Education, Language Arts Literacy Education, Career and Technical Education, Charter Schools, Professional Standards, Licensing, and Higher Education Collaboration.

«Academic standards and state assessments are an important component of the state's effort to ensure that our students are prepared to pursue post-secondary degrees or careers after graduation.»

ED may not require an applicant to include in or delete from its request specific elements of state academic standards, assessments, accountability systems, or teacher evaluation systems.

All states participating in Title I must implement assessments of student achievement, linked to state content and academic achievement standards, for all public school students in each of grades 3 - 8 plus at least once in grades 10 - 12, in reading and mathematics and at three grade levels (at least once in each of grades 3 - 5, 6 - 9, and 10 - 12) in science.

Gov. Bobby Jindal has said he is willing to withdraw Louisiana from a consortium of states developing the assessment associated with the Common Core academic standards if the Louisiana Legislature doesn't choose to do so on its own.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

It is true that a system of uniform academic expectations and assessments would rectify some shortcomings of state - specific standards (chiefly the dizzying discrepancies among them, and the resulting confusion regarding which schools and students are failing or succeeding).

I based my assessment on academic and government studies of each state's STC program.

The appointment of Mr. Winick, a senior research fellow in the college of education at the University of Texas at Austin, underscores the importance the Bush administration places on the national assessment, an independent barometer of academic achievement across the 50 states.

Never in a million years were we going to see forty - five states truly embrace these rigorous academic expectations for their students, teachers, and schools, meet all the implementation challenges (curriculum, textbooks, technology, teacher prep, etc.), deploy new assessments, install the results of those assessments in their accountability systems, and live with the consequences of zillions of kids who, at least in the near term, fail to clear the higher bar.

The «entity,» as it has been called since the idea emerged in March at the national education summit, would provide funding for technical assistance and be a source for states and school districts trying to set rigorous academic standards and conduct related assessments of student achievement.

Actually, under the Smarter Balanced summative assessment design, states will be giving different tests during the same 12 - week window at the end of each academic year.

They might require participating private schools to accept all applicants, regardless of religion or sexual orientation, or whether they meet the school's academic requirements; let students opt - out of religious instruction; mandate that scholarship students take state assessments; and on and on.