Sentences with phrase «on the academic growth of»

The hallmark of the Pay for Performance pilot was paying teachers $ 1,500 bonuses for meeting measurable objectives set collaboratively with their principals and based on the academic growth of the students they taught.

TVAAS is critical to school improvement because it statistically isolates the impact of schools and teachers on the academic growth of students.

The metric provides valuable information on the impact of schools on the academic growth of students.

At this point, we have teachers who pride themselves on the academic growth of all the students in their care... teachers who hold the hand of such students and patiently lead them in the right direction.

Not exact matches

Consider a partial list of developments since just World War II: a broad national decline in denominational loyalty, changes in ethnic identity as hyphenated Americans enter the third and subsequent generations after immigration, the great explosion in the number of competing secular colleges and universities, the professionalization of academic disciplines with concomitant professional formation of faculty members during graduate education, the dramatic rise in the percentage of the population who seek higher education, the sharp trend toward seeing education largely in vocational and economic terms, the rise in government regulation and financing, the great increase in the complexity and cost of higher education, the development of a more litigious society, the legal end of in loco parentis, an exponential and accelerating growth in human knowledge, and so on.

In a series of experiments, Cohen, Walton, and Yeager have shown the power of what seem to be small - scale mindset interventions — watching a brief video of an older student talking about his struggles with belonging, or reading a magazine article that presents a growth - mindset perspective on brain development — to significantly improve the academic performance of students who are vulnerable to stereotype threat, including low - income students and African - American students.

The report draws on government and trade statistics, academic evidence and economic theory to challenge arguments that the health and social benefits of reducing alcohol consumption are likely to come at a cost to the economy, finding: · Any reduction in employment and income resulting from lower spending on alcohol would be offset by spending on other goods · Econometric analysis of US states suggests that a 10 % decrease in alcohol consumption is associated with a 0.4 % increase in per capita income growth · Lower alcohol consumption could also reduce the economic costs of impaired workplace productivity, alcohol - related sickness, unemployment and premature death, which are estimated to cost the UK # 8 - 11 billion a year The analysis comes at a timely moment, with health groups urging the Chancellor to raise alcohol duty in next month's Budget.

... Our analysis thus documents a key benefit of high - skilled immigration in the US, which relies on innovation for growth and helps to explain the vociferous complaints by US academic departments about visa restrictions on foreign graduate students.

The author focuses her attention and dismay on the relentless growth in the commercialization of education and scholarship within universities, the resultant diminishment of the intellectual commons, and the elimination or blurring of the boundaries that separate the distinct values and virtues of academic life from those of the commercial sector.

This all keeps me quite busy already, but in addition to that I am involved in a European Union project Accentus is managing, a best - practice programme on Business Innovation and Growth from Exploitation of Academic Research (BIGEAR).

In this month's issue you'll find articles on the National Research Mentoring Network; the upcoming 2018 NPA Annual Conference; the increase in self care and social media events during NPAW 2017; postdoctoral positions as a «core part of academic career growth»; immigration policies; and understanding burnout in part two of a two - part series.

In the 2007 - 2008 academic year, for instance, awards supported research on topics such as the imaging of brain regions involved in the learning of words, the relation between memory and the growth of brain cells in adulthood, the neural activity behind birdsongs and the processing of sensory data in the brains of infants at risk for autism.

Founded on the principles of inclusion, integration, integrity, respect, academic freedom, self - responsibility and innovation, the Boucher Institute would educate a different kind of physician; one who commits to the ongoing practice of self - reflection and personal growth, who has a passionate belief in the efficacy of Naturopathic Medicine and a commitment to leading our world toward sustainable health.

The court emphasized that an IEP is not a one - size - fits - all document and that instruction should be «specifically designed to meet a child's unique needs with an individualized education plan,» based on close consideration of a child's present level of achievement, the nature of the disability, and his or her potential for academic and functional growth.

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.

At the same time, we can't allow for definitions of academic growth and achievement to focus too narrowly on exams (the approach embodied by NCLB).

For example, Ohio adjusts value - added calculations for high mobility, and Arizona calculates the percentage of students enrolled for a full academic year and weighs measures of test score levels and growth differently based on student mobility and length of enrollment.

The alternative is a growing feeling of frustration and helplessness about our impact on learners» academic growth when we focus on data that may not provide an accurate view of those learners.

There is a strong desire to expand beyond just academic indicators — including a measure of growth is very important — but including things that are not direct learning outcomes and focus more on environment and other input measures blurs the vision on what we want students to know and be able to do.

Readily available data on the share of students receiving federal aid only goes back to the 1992 — 1993 academic year, but the growth in aid dependence is also clear: In 1992 — 93, 45 percent of full - time, full - year undergraduates used some form of federal aid.

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.»

(Colorado's new evaluation system also calls for half of a teacher's rating to be based on student academic growth, but the state is still finalizing this process.)

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.

Under this new system, teachers are evaluated on student academic growth and classroom practice and receive a rating of Highly Effective, Effective, Needs Improvement (called «Developing» if they are in their first three years of teaching), or Unsatisfactory.

We also know that the current state of poverty and dysfunction that communities find themselves in adversely impacts on young people's academic growth.

Other students reflect more expansively on a year of major academic growth or the accomplishment of earning an award in sports.

But Summit has reported first - year results for SLP partner schools: Growth on the Northwest Evaluation Association's Measures of Academic Progress (NWEA MAP) exceeded national averages in reading and, very slightly, in math.

In October 2012, it adopted a new Academic Performance Framework that subjects each of its schools to an annual review based primarily on student achievement levels and growth and clarifies that charters may be revoked well before the 15 - year contract expires.

Alongside growth mindset and self - control, grit is on a short list of not - strictly - academic skills, habits and qualities that researchers have deemed essential.

This article aims to explore the unique impacts of homelessness — above and beyond poverty — on students» academic growth.

What are your thoughts on advocating for using nationally normalized assessments (e.g. NWEA MAP) for each student as a baseline for their education growth during the course of an academic year and aggregating education growth on a school, district, student sub-group, etc. basis as a review body saw fit?

The independent study conducted by SRI, Evaluation of Rocketship Education's Use of DreamBox Learning Online Mathematics Program, was commissioned by Rocketship to measure the impact of online math learning on its students» academic growth in Learning Lab, a key component of the Rocketship Hybrid School Model.

The focus of education must be on academic learning and growth as opposed to an isolated performance on a single assessment.

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.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

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.

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

The nature of language growth is such that in earlier grades, scores will likely fluctuate (especially in high - poverty schools) as academic domains that have been taught may or may not appear on any particular reading test.

The Every Student Succeeds Act (ESSA) takes a more comprehensive approach to assessing school quality than the No Child Left Behind Act (NCLB), moving beyond NCLB's focus on annual test performance to also consider factors like student academic growth, graduation rates, and rates of proficiency for English language learners.

Decisions about licensure, and presumably tenure, would be based on — and here's where things get tricky — «observations of candidates» performance in real - time classroom settings and demonstrated effectiveness in supporting students» academic growth.»

For example, instead of averaging or differently weighting scores on academic performance and academic growth, a state could decide to identify for CSI only schools that have low academic outcomes and are not demonstrating growth.

Principal - evaluation systems must be «based in significant part on evidence of improved student academic achievement and growth and student outcomes, including the English language proficiency of English language learner students, and evidence of providing strong instructional leadership and support to teachers and other staff.»

Students who fell below the typical growth level for math or reading on the Measures of Academic Progress (MAP)

When district leaders empower and support principals and school administrators to focus on student academic growth, and all central office departments share that vision, the quality of achievement for students, teachers, schools, and communities improves.

The schools in the Imagine family share a common culture based on Shared Values (Integrity, Justice and Fun) and Six Measures of Excellence — Academic Growth, Parent Choice, Shared Values, Character Development, School Development, and Economic Sustainability.

Renaissance Charter School at Poinciana is hosting an NWEA Challenge for students to demonstrate academic progress and growth on the assessment in the areas of...

Acknowledgments Preface T he concept is simple and attractive: Evaluate teachers on the basis of how much academic growth their students experience over the course of the school year.

Nonetheless, absent a more perfect method for identifying teacher excellence (e.g., teacher effectiveness indices as measured by teachers» effects on student academic growth), the research team chose to accept the risk of equating national teacher awards with teacher excellence.

Kids growth in academic achievement can vary dramatically from one year to the next depending on health, home life, etc., regardless of the teaching.

There seems to be some consensus that teacher effectiveness centers on student growth — the amount of social, emotional and academic progress a student makes over the course of a year.