Sentences with phrase «over school accountability»

Like all states, Maryland has been working to create a plan for complying with the new federal Every Student Succeeds Act, which gives states renewed authority over school accountability while requiring standardized testing and interventions in low - performing schools.

ESSA continues many of the assessment provisions of the No Child Left Behind Act, but allows states to exercise considerably more choice and control over their school accountability systems.

The proposed revision would give states more control over school accountability.

WASHINGTON — The Senate sent to President Obama an education bill that would return to the states significant control over school accountability and testing.

Not exact matches

Now, with Congress preparing for the reauthorization of the school lunch program, the specter of accountability is looming large over the debate.

The Chicago Teachers Union has never gotten over its resentment for Duncan, who served as Chicago superintendent of schools from 2001 to 2009 and implemented many of the same accountability measures that Bush and Obama embraced.

Focusing on a notion of accountability which is broader than just league tables and published measurement scores, the Big Education Inquiry argued for greater local control over schools and education and a democratic input into local school systems.

The state is still required to use state test scores in school accountability — a requirement that will be carried over under the new law, the official said.

Yes, I am willing to talk tactics of how we do this (I would start with restoring LA oversight and local democratic accountability over all state funded schools), but until we get to grips with the disaster of academisation we don't deserve to be taken seriously on anything else.

«Unlike maintained schools, academies have substantial discretion over the ways in which governance is undertaken and some schools and multi-academy trusts have used this freedom to establish opaque and ambiguous governance structures that undermine effective internal school accountability.

Collaboration with parents is vital to improving struggling schools, promoting educational equity, addressing the over emphasis on high - stakes testing, and increasing charter school accountability.»

The Miami - Dade County, Fla., school board has refused to renew the contract of the district's first inspector general, citing concerns over his accountability and productivity.

But perhaps most substantially, there is a growing awareness in the world of education reform that the big battles over getting new teacher - evaluation laws passed or school accountability systems implemented are not the end of the story («The Teacher Evaluation Revamp, In Hindsight,» features, Spring 2017).

One disappointing element of the task force's report vis - á - vis accountability is its weak endorsement of the No Child Left Behind Act - such as its dissatisfaction over the act's «relatively slow timelines,» Washington's «scant leverage over states and districts,» and the «few real consequences on educators whose schools fail.»

State policymakers who wish to switch over to portability should think carefully not only about reporting requirements and accountability for private schools under portability, but also about the details of the fiscal transition, such as hold harmless rates, that could allow high poverty public schools now served with Title I time to adjust.

In cases of depute over payment between the school and the parent, alternate payment methods can not only provide proof of payment, but a sense of accountability.

The review is an important part of the Government's efforts to provide greater independent oversight over Commonwealth school funding and deliver increased transparency and accountability to the system, Mr Birmingham said.

Accountability, assurance and safety Over and above specialist products aimed directly at schools, technology that we take for granted such as the internet — and increasingly — mobile banking have great potential for use in schools.

It's looking extremely likely that by January, states will find themselves with a whole lot more discretion over their accountability systems, interventions in low - performing schools, teacher evaluations, and much else.

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.

And it's why many of us have supported «top down» accountability efforts over the past twenty years — to put pressure on school systems to put the needs of kids first and to make the tough decisions they might otherwise avoid.

One interpretation of the emphasis on developing the common core curriculum is that these debates provide a convenient diversion from potentially more intractable fights over bigger reform ideas like using improved teacher evaluations for personnel decisions, expanded school choice, or enhanced accountability systems.

Mike and my friend Jason Bedrick, a policy analyst at the Cato Institute, have been exchanging friendly fire over school choice and accountability.

School choice supporters are split over the program's strict accountability provisions, however, which some say represent over-regulation by the state but which others claim are on par with the expectations for traditional public and charter schools.

But other, less - heralded attributes helped just as much, including provisions in the state's 1995 legislation that greatly expanded Vallas's power over teachers and schools; school construction and other appealing initiatives undertaken in part to soften the accountability focus; and characteristics in Vallas that aren't necessarily the trademark of the latest fashion, the big - city superintendent who rides in from another walk of life.

A unitary accountability system enables the state to fairly and transparently monitor program compliance and inform the public about performance; make difficult decisions about withholding funds, intervening with local boards, and taking over schools and districts; and uniformly and thoroughly administer federal programs.

Under the changes being proposed to the state's A + school accountability program, Florida's annual school - by - school letter grades would be based on longitudinal data — that is, looking at how students» test scores increase or decline as they proceed through school over several years.

Arne Duncan has also espoused the wisdom of looking at progress over time, yet his ESEA waiver rules require state accountability systems to take proficiency rates into account — those are expected to be the drivers in identifying «focus» and «priority» schools.

Yes, not all that long ago AFT advocated for an ESEA that «judges school effectiveness — the only valid and fair basis for accountability — by measuring the progress that schools achieve with the same students over time.»

A study of Title I accountability shows that as of 2004, only 1 of 12 states with Title I schools identified for restructuring reopened a school as a public charter: 1 turned over operations to the state, 2 states replaced school staff, and 8 took no action.

While working in schools in the United States and abroad, with few or abundant financial resources, with little or significant accountability, I puzzled over these same questions: How can educators support the literacy development of students, particularly those who tend to struggle in their school contexts?

The two most important changes in American education policy over the past several decades have been the expansion of school choice and changes to school accountability.

DeVos has a long history of supporting the kinds of accountability and school - choice policies that a broad swath of the education - reform community has championed over the last two decades.

Arlene Ackerman, who became superintendent in 2008 but would be forced out in 2011, emphasized two factors that she thought might win over legislators who were demanding greater school choice and more accountability from traditional schools.

According to Duncan, «Over 40 states are developing next - generation accountability and support systems,» guided by the CSSOs, and «many states are moving forward with reforms in teacher and principal evaluation and support, turning around low - performing schools, and expanding access to high - quality schools.»

By giving these schools true control over their programs, staff, and curricula, and by opening them to all families, authors of the charter school law resurrected the true American vision of public schooling: equal access to great instruction and accountability for results.

Longtime Chicago mayor Richard M. Daley had won control over the school system in 1995 and generally received accolades for rising scores on state tests; hard - charging superintendents, including Paul Vallas and Arne Duncan; tough accountability measures such as reduced social promotion; and a slew of new schools and shiny buildings.

The debate over school integration now requires discussion of school accountability, parental choice, and measures designed to enhance the quality of the teacher workforce.

On the «managing by results» side, there has been the big battle over the use of test data for accountability purposes (CompStat for schools), culminating in the fight over value - added measurement of teacher performance.

That's not surprising; these accountability systems, like No Child Left Behind (NCLB) in 2002, pushed schools to get more students over a low performance bar.

Over the past several decades, we have eroded student accountability, assigning it as a matter of public policy to schools and teachers.

The era of high standards and accountability for schools, teachers, and those who train them — an era that never entirely gained traction in New York — was over.

The issue features a debate between Spellings and Josh Starr, superintendent of schools in Montgomery County, Md., over whether states should take a three - year break from accountability testing.

Over the past decade, Florida has introduced a comprehensive program of school reform that has five main points: school accountability, literacy enhancement, student accountability, teacher quality, and school choice.

Perhaps it is time for central government to yield some of the control over standards and accountability that it has amassed in the last 30 years in exchange for the opportunity for districts and schools to innovate around what students are taught and how the actors in the system are held accountable.

The report presents key reforms, principles, and practices at 15 diverse public high schools in six states that improved over the past decade and achieved outstanding gains on state accountability exams.

The Achievement Gap Initiative (AGI) at Harvard University released today a new report, How High Schools Become Exemplary, exploring 15 public high schools that made outstanding gains on state accountability exams over the past Schools Become Exemplary, exploring 15 public high schools that made outstanding gains on state accountability exams over the past schools that made outstanding gains on state accountability exams over the past decade.

Just weeks before states release their lists of schools that have not met «adequate yearly progress» targets under the main federal K - 12 law, many states are still negotiating with federal officials over changes to their accountability plans designed to reduce those numbers.

Over the past 20 years, the accountability movement's reliance on data to quantify student learning has transformed pedagogical practice and opened up educational practice to show the public how well students are achieving — or not achieving — in their public schools.

A specific debate rages over what forms of government accountability to impose on private schools participating in choice programs, which already are accountable to parents, who can vote for or against them with their feet.