Sentences with phrase «one's current accountability system»

How do the findings above inform the design of current accountability systems?

Current accountability systems rely predominantly on the «percent of children reaching proficiency,» which educational measurement experts call a «status» measure.

And critics say the accreditation process lacks the transparency that current accountability systems provide.

Second, many current accountability systems hold individual educators accountable for outcomes, which is in direct tension with a focus on collective responsibility for performance.

Officials at teacher preparation programs say they are eager for guidance, and they point to flaws in the state's current accountability system for teaching programs, which looks at factors like admissions requirements and class offerings before approving programs.

Value - added measures have caught the interest of policymakers because, unlike many of the uses of test scores in current accountability systems, it purports to «level the playing field» so that value - added measures of teachers» effectiveness do not depend on characteristics of the students.

And it would be most unfortunate if attempts to improve teacher accountability exacerbated one of the most criticized aspects of current accountability systems, namely the overreliance on standardized tests.

The report offers a number of recommendations to state policy makers, who have the opportunity to dramatically upgrade their current accountability systems.

The NRC report's main reference to this feature of current accountability systems is that consideration of subgroup performance has added analytical difficulties because of the smaller samples.

This might be the hardest part to transform since our current accountability systems rely heavily on assessment — mainly because it's the easiest to quantify.

There is broad agreement that states» current accountability systems are overly dependent on standardized tests that do not (and can not) capture all the skills that students need to acquire, and that have sometimes encouraged teachers to engage in harmful curriculum narrowing and «test prep.»

With better measures of academic growth and a little extra money, states could attract providers to underserved populations, rather than discouraging them as a result of the requirements of current accountability systems.

We draw upon our experience with our home state of Ohio and its current accountability system, which currently generates separate school grades for proficiency and for growth.

In many of our current accountability systems, we focus much more on levels of achievement (Advanced, Proficient, Basic, or Minimal) than we do on the progression of learning students make from the beginning of the year until the end.

In many of our current accountability systems, we focus much more on levels of achievement (Advanced, Proficient, Basic, or Minimal) than we do on the progression of

, commissioned by the NUT showed how the current accountability system is having a disproportionately negative impact on disadvantaged pupils.

One of the implicit assumptions of the current accountability system is that, when it comes to the measured outcomes, it is not possible for all schools to excel.

Clearly this definition is much broader than the academic focus of our current accountability system.

The database would build on the current accountability system that the Texas Higher Education Coordinating Board implemented this past year.

Do our current accountability systems guided by the uneven application of No Child Left Behind regulations encourage and reward the teaching of discourse?

** «All kids are not going to college» — Obviously correct, but we have been moving to multiple pathways for postsecondary readiness for years and this culminated with House Bill 3 in 2009, which created the current accountability system.

Unless we address some of the worst aspects of the current accountability system, including acceptance of the inherent limitations of data, even the most sensible assessment arrangements will become skewed.

Yet our knowledge of the effects of school climate on learning has not been translated into our current accountability systems.

In the end, the current accountability system for Priority schools is fair.

Nick Brook, the NAHT's deputy general secretary, claimed there is a consensus that the current accountability system is not «quite working the way it should», and said the commission wanted to address the current «vacuum» of «credible alternatives».

Critics of the current accountability system warn that schools are judged too heavily on their key stage 2 results.

The U.S. Chamber of Commerce Foundation's primers include individual state by state accountability system fact sheets, which detail each state's current accountability system, what could change under ESSA, and what to be asking state leaders.

The current accountability system, which was enacted in 2013, continues the tradition of using EOG scores in grades 3 - 8, and End of Course tests in high school, but ESSA will require more when regulations are released later this school year.

«The current accountability system has led districts to fixate on testing and sanctions, has squeezed out vital parts of the curriculum that are not subjected to testing, and has sacrificed much - needed learning time,» AFT President Randi Weingarten said.

In March, the district rejected the second parent trigger and said the school didn't qualify for one, and that no district school qualified under the state parent trigger law because the state has no current accountability system since the Academic Performance Index was canceled in 2013.