Sentences with phrase «other measures of achievement»

Having a high - stakes test does not mean that a state can expect its students to do well on other measures of achievement.

As such, they can be adapted for a variety of grades and subjects, and they can incorporate district - wide assessments, end - of - course exams, or other measures of achievement, such as student performances for subjects, including art and music.

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.

Not exact matches

Going forward, our early achievement in building a reporting infrastructure will make it possible for the partners to continue to track and measure their spend with women - owned businesses and other underutilized groups of suppliers.

After all, when we offer a person (in reality) demotion to the level of the lowest, no measure of achievement, and approval only from the poor — all for the sake of life - giving community to others ---- we are making the same offer a Certain Man made to all of us 2,000 years ago.

Among the large number of available studies measuring developmental achievements in relation to diet, no suggestions are ever made of any intellectual or other neurological detriments associated with absence of formula supplements or human milk fortifiers, even when there is slower premature infant growth.

Whereas, New York State is a leading voice for women's equality and has raised that voice in action through such significant achievements as passage of the historic «Women's Equality Agenda» in 2015 - eight laws that advance women's equality in New York State by helping to achieve pay equity, strengthen human trafficking laws and protections for domestic violence victims, and ending pregnancy discrimination in all workplaces; other measures further safeguard and promote women's interests and help improve their status in settings where they live and work; and

This is a «substantial achievement» noted NAO head Sir John Bourn, who says Britain is ahead of other countries in measuring and understanding benefit fraud as a result.

Rather than outline performance measures and other achievements — which we are eager to do at any time — please let me share just a few of these testimonials from real people whose lives are better because Erie County funds a Library System that makes a genuine difference to them and to their families:

«If we're saying that the only thing that's a valid measure of student achievement is a test score, versus all the other work they do, it's going to be a sad day for the students of New York state,» Mulgrew said.

Among other achievements, his group has used the response of electrons to measure the electric field of a laser's ultrashort pulses and display the waveform, much like displaying a radio - frequency wave on an oscilloscope.

The one - rep max is the ultimate measure of strength and a symbol of success and achievement, so it's no wonder we judge ourselves and others by it.

Measures of school performance based on carefully constructed comparisons of student achievement growth, and other important outcomes, such as high - school graduation and college enrollment rates, require student - level data that are not publicly available.

School Wastage Study - National Absenteeism in Armenia «The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resources.

We can't fix the limits of math and reading achievement tests by adding mandatory «grit» surveys or other measures.

He adds that the OECD's programs have a key role to play «in the achievement of — and measuring progress towards — SDG 4 and its targets, as well as other education - related SDG targets.»

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.»

Diane Ravitch's The Death and Life of the Great American School System, Linda Darling - Hammond's The Flat World and Education, Richard Rothstein's Class and Schools, Daniel Koretz's Measuring Up, Tony Wagner's The Global Achievement Gap, and Deborah Meier's In Schools We Trust, among many others, are notable for their opposition to incentive - based reforms.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

Instead, the measure is likely comparing that student to others in his «norm group» — students with like characteristics such as level of achievement, age, and so forth.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

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).

and (ii) twenty percent shall be based on other locally selected measures of student achievement.

The fundamental challenge to measuring the impact of school leaders is separating their contributions from the many other factors that drive student achievement.

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

The foundations and donors supporting the education reform movement do have one enormous advantage over their philanthropic counterparts in the arts, health, the environment, human services, and any number of other fields, namely, the presence of measures of student achievement that allow real comparisons of school performance.

Extra gains associated with long - term attendance in small classes (in the early grades) appeared not only for tests of measured achievement, but also for other measures of success in education;

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

Secretary Bell had responded with the famous «Wall Chart» of the mid-80's, but its comparisons were based on SAT scores and other measures that were neither representative nor helpful for gauging achievement in the elementary and middle grades.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

In 2016, the LTT NAEP could have provided another authoritative measure of national achievement, at a time when Common Core and other education reforms are changing U.S. schooling.

On the other, there are some who argue that standardized assessments provide the only measure of teacher effectiveness and student achievement.

The fact that grit or other character skills may not be strongly predictive of achievement test results is not surprising if these non-cog measures capture something that is important independently of cognitive ability.

I'm going to focus on the final two posts, in which Greene argues that student achievement tests are poor proxies for school quality and that they're not correlated with other measures of quality.

It's true that Eisenberg failed to find a correlation between teachers» GPAs and their students» achievement, but GPA is considered a fairly crude measure of a teacher's subject - matter knowledge; teachers presumably take courses in college other than those in their subject area, courses that might drag their GPAs down.

Proponents of vouchers and other measures that expand access to private schooling often claim that competition from privately operated schools will spur student achievement — and, perhaps, lower costs — in public schools.

It is indeed a good thing that we have those other measures because it's true that the Common Core era has failed to deliver on what many of us saw as one of its most valuable and important features: a platinum meter stick to be used to measure, monitor, and compare student achievement, not just between states but also among districts, individual schools, even individual classrooms and children.

The quality of the teachers in our schools is paramount: no other measured aspect of schools is nearly as important in determining student achievement.

Student achievement remains a far more robust measure of teacher quality than many others available.

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.

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

While this is a reasonable approach, given the high percentages of students from low - income families in CEP schools, such a policy tends to conflict with the heavy emphasis placed by the ESEA on measuring achievement gaps between students from low - income families and other students in establishing performance consequences for schools.

By combining teacher - student links with the ability to measure achievement gains using common assessments, we could be generating lower - cost, faster - turnaround evaluations of curricula and other educational interventions.

The failure of any other variable to add much to the achievement prediction simply shows that good reading habits are much more important to achievement than family income and other measures of social class.

Vermont is the only state with a system of measuring student achievement that is good enough to be copied by others, a testing watchdog group has concluded.

Under the NCLB Extended approach, embraced by many on the education reform / civil rights Left, achievement would continue to be measured by proficiency rates alone (with rising annual goals for what is good enough); growth data would be used sparingly and / or focused on «growth to proficiency»; «other indicators of student success or school quality» would be minimized; and evidence of achievement gaps would sink schools» ratings significantly.

In a briefing paper prepared for the National Academy of Education (NAE) and the American Educational Research Association, Linda Darling - Hammond and three other distinguished authors reached the following conclusion: «With respect to value - added measures of student achievement tied to individual teachers, current research suggests that high - stakes, individual - level decisions, as well as comparisons across highly dissimilar schools or student populations should be avoided.»