Sentences with phrase «other academic measures»
States are required to use test scores and other academic measures to rate schools but can also include other components like student surveys.
https://www.nytimes.com/ Not exact matches
Some academics believe that the Great Depression was prolonged because the New Deal measures were so disruptive that banks and other financial firms as well as individual investors, consumers and businessmen were too scared to do anything.
Even though many women, African - Americans and Asians are older than other students, there are no significant differences between them and other groups on various measures of academic performance.
One can think of many other ways in which shame follows from our failure to measure up to familial, societal, academic, ethical, psychological, and perhaps especially, «religious» standards of performance.
Almost all of the schools whose students under perform are students at a «bad» school by the other two measures, and experience minimal or negative academic growth from year to year.
The paper joins other academic research focused on the social cost of carbon, a measure used in climate regulations that estimates the total cost of future damage from additional carbon emissions.
We met with three hundred charter leaders around the state to learn more about what could be done, and then built goals and objectives for the California charter schools movement by first providing insurance, cash - flow financing, and other resources to schools willing to focus on academic quality (measured in many different ways).
Governments in other lands intervene when schools fail to produce acceptable academic outcomes, but the corrective measures are «sector agnostic,» Berner notes.
A new movement is trying to refocus admissions away from purely individual academic achievement and toward something you can't measure with SAT tests or resumes padded with public service points: real concern for others and the common good.
It develops foundational knowledge across all core academic areas and provides admissions officers with an objective measure of what the student has mastered in much the same way that matriculation exams do in other countries.
As a result, in the past decade researchers have grown interested in ways of measuring and comparing the gains in academic achievement that a school or teacher elicits — in other words, a school or teacher's «value added.»
In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).
The four elements posit LD as: 1) heterogeneous; 2) intrinsic or neurobiological; 3) marked by a significant discrepancy between learning potential (measured intelligence) and academic performance (measured skills in reading, writing, mathematics, and oral language); and 4) not caused by cultural, educational, environmental, or economic factors or by other disabilities (such as mental deficiency, visual or hearing impairments, or emotional disturbance).
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.
An inspection involves an assessment of a school's performance on academic and other measured outcomes, followed by an onsite visit to the school, typically lasting one or two days for primary schools.
This is obviously a ripe area for further investigation and analysis, but today it's legitimate to observe, even on the basis of this limited research, that the burden is shifting to the schools and their supporters to measure and make public whatever academic benefit they do bestow on their students versus what similar young people learn in other settings.
Our first approach measures the relationship between student outcomes and one teacher's expectation, controlling for the other teacher's expectation as well as the student's home background, academic ability, and past grades.
Through the SHARE website, you can connect with timely and confidential counseling, explore filing a complaint, contact specially trained 24/7 emergency services, and learn about engaging interim measures — academic, workplace, housing, or other support services — to help you continue to participate in all aspects of the Harvard community.
At least one indicator of school success or student support — such as attendance, school climate, or access to AP or other advanced coursework — must be included in measuring school performance (though academic factors must still make up at least half of all indicators for accountability purposes).
Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators.
Originally enacted by the California Legislature in 1971, the Stull Act requires school districts to evaluate the performance of teachers and other certificated employees using multiple measures of performance, including student progress toward district and state academic content standards, as measured by standardized tests.
New Jersey measures growth for an individual student by comparing the change in his or her achievement on the state standardized assessment from one year to the student's «academic peers» (all other students in the state who had similar historical test results).
They understand and actively work to eliminate gaps in school success between different groups of students, as measured by academic achievement, high school graduation rates, and preparation for college and other postsecondary pursuits.
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).
Every other potential quality metric tested in this survey far surpasses testing as a measure of school quality: having extracurricular activities, art and music classes, advanced academic classes, technology and engineering classes, and efforts to develop students» interpersonal skills.
[ix] In other words, students in some middle schools in which academic performance (as measured by ELA test scores) is high report relatively low social - emotional skills, and vice versa.
CORE selected its measures of social - emotional learning based on evidence from other settings that they were valid predictors of academic success.
Other teacher attributes: Recent studies suggest that measures of teachers» academic skills, such as SAT or ACT scores, tests of verbal ability, or the selectivity of the colleges they attended, may predict their effectiveness more accurately than the characteristics discussed above.
The research, by Brian Kisida and Anna Egalite, relies on Tripod surveys and other data from the Measures of Effective Teaching project to examine the impact of having demographically similar teachers on a wide range of students» academic perceptions and attitudes.
The district's opinion stems from a Federal waiver granted LA Unified and seven other California school districts, allowing them to to create their own metrics for academic performance in the temporary absence of statewide standards — measures used to determine whether a school is failing.
The law requires districts to adopt «multiple objective academic measures,» which could include statewide standardized test results, student portfolios and other placement tests predictive of math readiness, interim assessments and grades.
Obama and the Gates Foundation share some goals that not everyone embraces: paying teachers based on student test scores, among other measures of achievement; charter schools that operate independently of local school boards; and a set of common academic standards adopted by every state.
Assessments of academic, vocational or other formal learning must promote, measure and provide useful feedback on conceptual understanding and the ability to use knowledge and create rather than primarily procedural, factual or surface learning.
I was encouraged this week to learn that ESSA — the new American education law — that replaced NCLB includes language that opens the door beyond academic testing to include «multiple measures of student learning and progress, along with other indicators of student success...» Education Week notes that sprinkled throughout the law are references to an instructional strategy that has enormous potential for reaching learners with diverse needs.
Didactic instruction and testing will crowd out other crucial areas of young children's learning: active, hands - on exploration, and developing social, emotional, problem - solving, and self - regulation skills — all of which are difficult to standardize or measure but are the essential building blocks for academic and social accomplishment and responsible citizenship.
Toch praised the recommendations for «establishing clear standards» for evaluations and using other measures such as «student surveys, teachers» contributions to school culture, and, perhaps, students» academic success.»
L.A. Unified now joins Chicago, New York and many other cities in using testing data as one measure of a teacher's effect on student academic progress.
Parents can ask for the evidence that is being used in support of a retention decision, including examples of their child's academic performance, standardized test results, and other related measures, including the student's history of behavior in class and emotional maturity.
But this does not mean that value - added measures can not be useful for educators and leaders to improve instruction through other means, such as identifying practices that lead to higher academic achievement or targeting professional development toward teachers who need it most.
While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.
«What you're dealing with is actual numbers versus estimates,» said Luci Willits, deputy director of the Smarter Balanced Assessment Consortium, which built a test Wisconsin and 17 other states are using this year to measure how well their students in grades three through eight are meeting the new academic standards the state adopted in 2010.
For instance, university researchers at the Stanford University Graduate School of Education's John W. Gardner Center recently partnered with the California CORE districts — which include the Los Angeles Unified, Oakland Unified, Fresno Unified, Long Beach Unified, Santa Ana Unified, Sanger Unified, Garden Grove Unified, and Sacramento City Unified school districts — to design a new local school accountability system that included measures of students» social - emotional learning, growth mindset, self - efficacy, and school climate.51 Researchers found that these measures were predictive of students» test performance and correlated with other important academic and behavioral outcomes.52
This scenario, one that I've heard echoed among other parents, is what worries me about New York State's plan to measure academic growth of kids with special needs.
The data also suggest that school leaders who involve their teachers in student conduct policy decisions has a greater impact on student academic achievement than many other measures.
The following schools fall below our minimum renewal criteria and perform far below average on several other academic performance measures.
Another sticking point is the requirement from the Obama administration that students» test scores or other measures of academic growth be a «significant factor» in teacher evaluations by 2014.
In addition to measuring academic achievement, ESSA will also require schools to address at least one non-academic «other indicator» beyond traditional measures such as state exam scores or graduation rates.
They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.
Today, the California Charter Schools Association (CCSA) called for the non-renewal of six charter schools across the state that fall below our minimum renewal criteria and perform far below average on several other academic performance measures.
Under the new system, a full 60 percent of principals» evaluations must be based on «subjective» measures, those other than students» academic performance, the same as is required in teachers» evaluations.