Not exact matches
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).
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.
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.
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.
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.
It includes
measures of academic achievement and
achievement gaps for school districts and counties, as well as district - level
measures of racial and socioeconomic composition, racial and socioeconomic segregation patterns, and
other features
of the schooling system.
Control - treatment outcome comparisons reveal that students at schools with an arts focus combined with arts integration programming scored higher than
other types
of student cohorts (non arts schools, conventional arts, and
academic magnet schools) on both state
academic achievement scores and arts integration learning
measures.
Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student
achievement.59
Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passag
Of course,
other out -
of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passag
of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some
academics have started trying to directly
measure the impact
of Act 10 on student outcomes by examining how students fared on standardized tests after its passag
of Act 10 on student outcomes by examining how students fared on standardized tests after its passage.
For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent
of the school district's net school spending, the board shall only approve an application for the establishment
of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record
of operating at least 1 school or similar program that demonstrates
academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories
of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient
of similar language proficiency level as
measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams
of the Massachusetts Comprehensive Assessment System for 2
of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk
of dropping out
of school based on predictors determined by the department; (vii) who have dropped out
of school; or (viii)
other at - risk students who should be targeted to eliminate
achievement gaps among different groups
of students.
Although it maintains a federal mandate to
measure and improve student
academic achievement, ESSA codifies the nation's retreat from NCLB by mandating some
of the very policy changes put in place by Georgia and
other states.
The authors find that statewide accountability
measures fall into one
of seven main categories
of indicators:
achievement indicators, such as proficiency in reading and mathematics; student growth indicators in multiple
academic subjects; English language acquisition indicators; early warning indicators, such as chronic absenteeism; persistence indicators, such as graduation rates; college - and career - ready indicators, such as participation in and performance on college entry exams; and
other indicators, such as access to the arts.
First, ESSA requires states to include at least one
measure of school quality or student success, in addition to
other measures, such as
academic achievement on state tests and graduation rates.
Authors from
other countries have reported the highest prevalence
of bullying is among elementary school — aged children.1, 4 The current study examines the prevalence
of bullying involvement among elementary school children and its association with school records
of attendance,
academic achievement test scores, suspension or expulsion, and self - reported
measures of psychosocial adjustment.
Essential life skills serve as a foundation for
academic achievement whether we define it as grade point averages, results from high stakes tests or
other measures of performance.