Sentences with phrase «on academic accountability»

In an era dominated by a focus on academic accountability, it is critical to understand that academic engagement and school discipline can not be disentangled.

Not exact matches

If our account of alienation as a repeating process is reliable, then the American Catholic institutions of higher education are nearing the end of a process of formal detachment from accountability to their church, and instead of exerting themselves to oblige that church to be a more credible patron of higher learning, they are qualifying for acceptance by and on the terms of the secular academic culture, and are likely soon to hand over their institutions unencumbered by any compromising accountability to the church.

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

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While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

This shift toward greater accountability also included putting «low performing» schools, those in which fewer than 15 percent of elementary students met national norms in reading, on an academic watch list.

While it is now widely recognised that social - emotional wellbeing is a protective factor for wellbeing and mental health, as well as a key to educational success, the current emphasis on academic achievement and data - driven accountability in schools tends to relegate social and emotional learning to one side.

In the debate over the future of the No Child Left Behind Act, policymakers, educators, and researchers seem to agree on one thing: The federal law's accountability system should be rewritten so it rewards or sanctions schools on the basis of students» academic growth.

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.

Standards and Accountability: The foundation of any school accountability system rests on solid academic standards, and assessments aligned with thAccountability: The foundation of any school accountability system rests on solid academic standards, and assessments aligned with thaccountability system rests on solid academic standards, and assessments aligned with those standards.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

With all the attention being paid these days to school accountability for students» performance on academic assessments, it's easy to overlook an indicator like attendance, especially when the data don't set off alarm bells.

One of the most notable «laboratories of democracy» was Texas, where governors on both sides of the aisle pursued a reform agenda, starting in the early 1980s, centered on higher academic standards, standardized testing, school accountability, competition, and choice.

On one side: the informal network of advocates, philanthropists, educators, and nonprofit organizations that all back higher academic standards, greater accountability, and improved teaching, and who saw the city as a potential proof point for their theories of how to improve student outcomes.

This prompted the founding of GLEP, which focuses on academic quality and accountability in Michigan schools, in addition to expanding school choice.

That's because, in response to the national push for academic standards and accountability, movements fueled by philanthropy, states now are required to test students and report on the results.

While her primary focus — and the focus of many media reports about her — has been on vouchers, tax credits, and education savings accounts, organizations she has led or helped found have also advanced other reform initiatives, such as accountability for student learning and more - rigorous academic standards.

States must also meet several other conditions, including: 1) working with the public schools to define the academic and social skills that five - year - olds must possess in order to succeed in kindergarten; 2) developing preschool activities and materials that help poor children acquire these skills; 3) outlining an accountability program for determining whether four - year - olds are learning these skills; 4) maintaining state spending on preschool programs; and 5) continuing to provide comprehensive services.

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.

The states that made the most progress after allowing for other factors — Maryland, Massachusetts, New Jersey, Kentucky, and Georgia, to name the top five — have taken steps, in various ways, to raise academic standards and back them up with rigorous assessments, implement tough but thoughtful accountability systems, and strengthen human capital practices to attract, develop, and retain educators who can deliver on high standards.

States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of cohort graduation rates.

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

But our policies — especially school - level accountability and test - based teacher evaluations — focus on academic achievement alone.

For Winn, a better alternative would be to base accountability not on a student's academic «status» at any one point in time, but instead on documented «growth» in achievement.

Such reforms, with their focus on testing and higher academic standards, are the precursors of today's controversial accountability movement.

The next two articles in this series will focus on learning management and teaching methods and assessment and accountability to move towards an achievable vision of academic excellence through digital learning.

For the past decade and a half, the fight to improve America's schools has been fought largely on two fronts: academic standards as one battleground, and accountability the other, with the issue of mandatory testing adding heat to a very public — and increasingly...

This year's report also focuses on early - childhood education as its special theme, examining how new academic demands and accountability pressures are altering the learning environment for young children and the educators serving them.

Some civil rights advocates have voiced similar concerns about accountability systems that rely exclusively on growth measures, which could allow schools serving disadvantaged students to avoid sanction even if their students» academic progress is insufficient to close achievement gaps.

In standards - based reform, much of the attention has been on states as the entities responsible for setting academic standards, developing testing systems to measure the standards, and then putting accountability systems in place based on those standards.

Schools seldom have coherent content standards, accountability systems based on assessments of student academic growth, or an ethic of making publicly available the performance data that do exist.

On March 15, 2017, the State Board of Education (SBE) and the California Department of Education (CDE) launched a new accountability system to replace the Academic Performance Index (API) to better measure our State's educational goals.

Unlike the former Academic Performance Index (API), which was based solely on testing results, this new accountability system uses multiple measures to determine performance and progress and emphasizes equity by focusing on student group performance.

Establishes a system of meaningfully differentiating all public schools on an annual basis that is based on all indicators in the State's accountability system and that, with respect to achievement, growth or the other academic indicator for elementary and middle schools, graduation rate, and progress in achieving English language proficiency, affords: Substantial weight to each such indicator; and, in the aggregate, much greater weight than is afforded to the indicator or indicators of school quality or student success.

The nation's public schools can dramatically raise academic achievement among struggling students over the next two decades with a coordinated strategy that puts greater emphasis on accountability, urban schools, and early - childhood education, argues a report released here last week.

State accountability systems must «differentiate» school districts and schools on the basis of academic achievement and student growth.

Since the CPS's accountability policy provided strong incentives for the lowest - performing schools, these schools faced significant pressure to change behavior in order to get off, or to avoid being placed on, academic probation.

But states find it difficult to gain consensus on a coherent set of substantial and ambitious academic standards, to align their tests with those standards, and to get strong accountability systems working.

The California Charter Schools Assn. calls on L.A. Unified board members to show the resolve needed to ensure that healthy levels of academic accountability are in place in Los Angeles.

Jim Spady, a member of the state's Academic Achievement and Accountability Commission — known as the A + Commission — said he was disappointed by Billings» switch on charter schools.

In addition, the main thrust of the report's criticism, that the state's ESSA plan is not sufficiently similar to what it would have been had No Child Left Behind remained in effect, assumes the test - based accountability strategy that these reviewers have made their careers pursuing had been effective, which it has not; and therefore, when coupled with the false claim that California has high - quality academic standards and assessments, which it doesn't (California's standards being based on the Common Core, which leaves American students 2 - 3 years behind their peers in East Asia and northern Europe), California's families remain well advised to opt out of state schooling wherever and whenever possible, until the overreach from both the federal and state capitals is brought to an end and local schools that want to pursue genuinely world - class excellence can thrive.

King MS focuses on critical thinking; basic academics; technology; the appreciation of art; democratic values of acceptance, participation and accountability, and the ability to work with a variety of people from diverse backgrounds.

In this piece, she shares an update on the Association's academic accountability efforts.

With the potential to reform school finance, a new academic accountability system, and the expiration of Classroom Site Fund monies on the horizon, advocacy is more important now than ever.

As such, it is critical that we continuously work to improve efficiency, implement evidence - based practices, and provide greater accountability on key performance indicators that support successful academic and post-school outcomes for students with disabilities.

With the new ratings, we have again updated our review of what each school district spends per student along with their accountability rating to paint a picture on spending and academic outcomes.

The State Board of Education last week unanimously approved a new accountability system for schools, replacing the Academic Performance Index, which assigned a single number to schools that was largely based on standardized test scores.

Private Schools: operate privately, funded by private money through tuition and donations, not required to follow same accountability measures as traditional public schools and may discriminate based on race, ethnicity, academic performance and religion.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

The report recommends that «civil rights advocates keep a watchful eye on ESSA performance data to show if the new state accountability systems are translating to worse academic outcomes for historically overlooked groups of students.»