Sentences with phrase «on student achievement rather»

This is how she was able to keep her focus on student achievement rather than on the daily crises that often consume principals.

Because the central idea is to use labor relations to focus on student achievement rather than on adult privileges, the core of the quality diamond is a system of standards and indicators.

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

Not exact matches

But some perennial topics have acquired a different focus; for example, the question about the internet has shifted from ensuring access to cybersecurity and privacy, and the question dealing with education now focuses on attracting more women and minorities into the scientific workforce rather than on boosting overall student achievement.

Rather, we found that the particular charter schools in the Boston area (especially those that were part of the lottery study) seem to be having large impacts on student achievement.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

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).

The impact on student math and reading achievement differed by about 20 percent of a standard deviation, a difference which the authors note is «striking, roughly equivalent to having a teacher who is at the 16th percentile of effectiveness rather than at the 50th percentile.»

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

No homework, no testing, and being graded on their «zest for living» rather than on their achievement in math and science - his students would love him!

At the root of outcomes - based education is the desire to raise student achievement and prompt the nation's schools to fix their sights on what children learn rather than on what administrators supply and what teachers teach.

In this, the second of two articles on one - to - one computing (See The 411 on One - to - One Computing), we look at reasons to consider one - to - one computing in the classroom, research data on the impact of technology on student achievement, concerns about technology's overuse in the classroom, and tips to ensure that classroom computing helps, rather than hinders, the learning process.

When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

Their study of teaching styles finds that «teaching style matters for student achievement, but in the opposite direction than anticipated by conventional wisdom: an emphasis on lecture - style presentations (rather than problem - solving activities) is associated with an increase — not a decrease — in student achievement.»

We should explicitly, rather than implicitly, value and reward our expert teachers, and we should do so regularly, not just on Open Day, as effective teaching is the best route to improved student achievement and greater economic prosperity.

At the same time, the cost - effectiveness of the board's approach, its focus on what teachers should know and be able to do rather than on the student outcomes or achievement associated with teaching, and its methods of assessing teacher quality, are features that have attracted strong criticism — issues we will return to later in this article.

We find that teaching style matters for student achievement, but in the opposite direction than anticipated by conventional wisdom: an emphasis on lecture - style presentations (rather than problem - solving activities) is associated with an increase — not a decrease — in student achievement.

So, again the framing of the conversation is really important, and the thinking about students» strengths rather than weaknesses, and to really think about «how can we create a portrait of student achievement with the variety of forms of information on student learning that we have?»

However, growth data from 2013 suggests that in the upper grades, on average, students maintain their high early achievement rather than moving further ahead.

Most rely on colleges and universities to supply workers, and pay and promote people for experience and education levels rather than for their success in raising student achievement.

• The structure of «Adequate Yearly Progress» encouraged schools to focus on students just below the proficiency bar, rather than students at the middle or top of the achievement spectrum, too.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

While no other studies have reached the same conclusion — and until much more research is done on the topic, we remain rather doubtful that prekindergarten or even elementary math achievement can accurately predict college graduation — it is clear that there is often a link between math achievement and overall student success.

Rather, it says schools would be placed in one of five performance categories based on student achievement and progress in reading and math, how well a school closes gaps between groups of students in academic achievement and in graduation rates, and on overall attendance and graduation rates.

Seventy - one percent of those surveyed said teachers should be paid on the basis of their work, rather than on a standard salary schedule, and 54 percent said a teacher's salary should be «somewhat closely» tied to the achievement of his or her students.

Rather, rely heavily on the big winner leadership practices to leverage your impact on learning and student achievement.

Today, NISL trains school leaders to become turnaround artists focused on improving student achievement or to take «good» schools to «great,» rather than as mere building managers responsible for delivering a curriculum.

Their studies reveal kids (students) are more focused on success and achievement rather than kindness towards others.

Stark explains at the outset that her primary concern in this sheltered English classroom is not to teach English as an isolated activity, but rather to focus on students» academic achievement.

Principal Clara Sale - Davis believes that the crucial first step in that transformation came when the staff began to honestly confront data on student achievement and to work together to improve results rather than make excuses for them.

States and districts should ensure that principals» eligibility to earn additional compensation is based on a variety of measures that are aligned to state, district, and school goals rather than a single measure of student achievement

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

Many have written about the nature of programs in teacher education: too varied, too theoretical, too much reliance on craft knowledge rather than based on elements of research, too little research on the effects of teacher preparation programs, a lack of attention to determining their effects on student achievement, and so on.

While I question their focus on personal characteristics rather than variables more likely to influence student learning and achievement, I do hope that their report reinvigorates interest in, and closer attention to, district - level responsibilities and practices that do, indeed, positively influence student achievement.

A fundamental shift in how a disability is identified, making diagnostic decisions only after intervention rather than simply because a student's achievement test score is lower than the score on an intelligence test would predict

Using longitudinal data, this report looks at teachers between 2007 - 2008 and 2012 - 2013, as well as their students and schools, to investigate the degree to which value - added scores capture the impact of teachers on student achievement gains rather than the influence of factors beyond the teachers» control.

For example, in order to address concerns about the fairness of using student test scores to evaluate teachers, Hillsborough County Public Schools, in Tampa, Florida, decided early on to focus on the growth in test scores between two points in time rather than a static achievement measure captured only once a year.

Simply Better: What Matters Most to Change the Odds for Student Success offers not a new «fad diet» for education, but rather the education reform equivalent of a «healthy lifestyle» — those things that decades of research says are most likely to have a big effect on student achieStudent Success offers not a new «fad diet» for education, but rather the education reform equivalent of a «healthy lifestyle» — those things that decades of research says are most likely to have a big effect on student achiestudent achievement.

The current system, with its heavy focus on student achievement scores, results in predictable patterns linked to poverty rather than the contributions of schools.

See also the recommendations offered, some with which I agree on the observational side (e.g., ensuring that teachers receive multiple observations during a school year by multiple evaluators), and none with which I agree on the value - added side (e.g., use at least two years of student achievement data in teacher evaluation ratings — rather, researchers agree that three years of value - added data are needed, as based on at least four years of student - level test data).

These models, which consider student growth on standardized tests, fall roughly into four categories: «value - added models» that do not control for student background; models that do control for student background; models that compare teachers within rather than across schools; and student growth percentile (SGP) models, which measure the achievement of individual students compared to other students with similar test score histories.

However, decisions about how best to use the achievement growth of students with disabilities for evaluating their teachers also must consider the accuracy of other measures of teaching and the costs of relying on these rather than on value - added.

Our second earlier study also differed in several important respects from the present study, but it addressed several of the same questions.46 Student engagement rather than student achievement was used as the dependent variable, and the variables mediating leaderships «influence on students were different from those used in the presentStudent engagement rather than student achievement was used as the dependent variable, and the variables mediating leaderships «influence on students were different from those used in the presentstudent achievement was used as the dependent variable, and the variables mediating leaderships «influence on students were different from those used in the present study.

Rather than focusing on management skills, knowledge or values, the assessment homes in on leadership behaviors that research has shown lead to higher student achievement.

Destination 3 brings parents and others on board with a multiyear implementation plan and community engagement strategies for introducing report cards that indicate student achievement by standards rather than — or in addition to — letter grades.

Tillman said this week he'd be in favor of changing the formula to better account for students» academic growth over time rather than one - day achievement on tests.

Rather, its negative effects on achievement occurred by way of lowering students» academic motivation.