Sentences with phrase «performance as district schools»

Welcoming charter schools to the system while holding them just as accountable for student performance as district schools.

Not exact matches

We don't have nearly enough experience with student performance measures to put as much weight on them as we are doing in the District and several other school districts.

The opt - out effort this year has united different political strains: Republicans and conservatives are skeptical of Common Core as it pertains to a loss of local control for school districts, while the state's teachers union is encouraging the movement as well over concerns of how the results will impact performance evaluations.

Earlier this year, and as part of Race to the Top requirements, the state did direct New York school districts develop their own teacher evaluation systems, known as annual professional performance reviews plan (APPR), lest the districts risk losing additional available state aid.

Earlier this year, the state did mandate that New York school districts develop their own teacher evaluation systems, known as annual professional performance reviews plan (APPR), or risk losing additional state aid.

The education department will also have the powers to create a second test for individual school districts, if teachers at the school don't want to use the existing standardized tests as a measure of their performance.

Teachers in 21 Kentucky schools and five districts are now eligible for cash rewards for improved student performance as a result of corrected scores on the 1996 state assessment.

Cleveland voters last week soundly rejected a levy intended to bolster the school district's finances, a move widely interpreted as a referendum on the performance of its leader, Barbara Byrd - Bennett.

As their older daughter approached school age, the Wheatons realized their zoned school district was not Los Angeles Unified, the nation's second largest, but Inglewood, a district with a history of low performance.

As the leader of the Chicago Public Schools, America's third - largest urban school district, Arne has launched key initiatives all with a singular aim: improving student performance.

But as school districts strive (and struggle) to improve student performance, IB is expanding quickly.

As you've said many times, putting each school on a performance contract and separating school operations from district oversight comes out of CRPE's central thesis.

There, state law allows e-schools that are designated as drop - out prevention and recovery schools and are sponsored by a local school district to avoid some of Ohio's accountability requirements, including mandatory closure for persistent low performance and accountability for the sponsoring district.

Through its Renaissance 2010 program, the city is methodically closing its lowest - performing schools and then reopening them as charters, contract schools, or Performance Schools, which are highly autonomous but run by the dischools and then reopening them as charters, contract schools, or Performance Schools, which are highly autonomous but run by the dischools, or Performance Schools, which are highly autonomous but run by the diSchools, which are highly autonomous but run by the district.

Had every school been measured for growth in student performance, many a suburban district (as well as its board and superintendent) would have been found wanting.

If the superintendents of failing school districts were as adept at fixing schools as they are at making excuses for their poor performance, America would have the best education system in the world.

The cost to states for designing and administering high school exit exams is modest compared with the «rapidly escalating» costs school districts face as they try to raise student performance on the exams, concludes a report released last week.

The papers, slated to be made public early next month, define charter districts as systems of autonomous schools that are given regulatory freedom in exchange for meeting performance standards specified either in contracts or charters.

Districts» prime responsibility should be to establish common standards for student performance and to use these standards as the basis of performance agreements with individual schools.

Adjusting for many other factors that can affect student performance, Chingos compares changes in the rate of gain in student test performance in school districts that were forced to reduce class size with changes in the rate of gain in other districts that could spend the funds as they saw fit.

These obstacles are compounded by the fact that few districts are making it easy for parents to exercise their right to choose or to avail themselves of the related option that offers «supplemental services,» such as after - school tutoring, to students who remain in schools that have failed to improve student performance.

Newark, New Jersey, superintendent Cami Anderson (see «Newark's Superintendent Rolls Up Her Sleeves and Gets to Work,» features, Winter 2013) recalls that when she served as area superintendent for New York City's alternative schools and programs, the district had two «conventional wisdoms» when it came to evaluating guidance counselors and social workers: «The first was you'd be violating student confidentiality if you observed guidance counselors or social workers interacting with kids one - on - one, and the second was, if you weren't licensed as a clinical supervisor, you didn't have the authority to evaluate or document performance for these people.»

As of 2002, a total of 24 states had adopted laws authorizing a state education agency to displace a school board and take over the operation of a school district in cases of protracted problems with academic performance, fiscal mismanagement, or corruption.

Moreover, courts in some states - such as those in New Jersey, West Virginia, and Kentucky - have required those states not only to increase aid to poorer school districts, but also to spell out the content of the education required by the state's constitution, to better monitor local school district performance, and to intervene when local school districts have failed to attain state education goals.

It was pretty radical, by New York standards, ordering school districts to evaluate teachers using student performance data as one of the key measures of teacher competence.

Finally, by focusing on general trends, as opposed to merely year - to - year variations, assessments can more accurately capture the systemic performance of schools, districts, and states in educating their students with disabilities.

Although the law is not slated for reauthorization until 2007, they are hoping for amendments as early as next year, in part to address the large number of schools and districts that may not meet its performance targets.

I've come to view annual testing of kids in reading and math, and the disaggregating and public reporting of their performance at the school (and district) level, as the single best feature of NCLB and the one that most needs preserving.

Her tenure is now viewed almost universally as a costly failure, and as district morale and performance declined, school board politics have descended into tabloid territory.

Second, most school districts ignored these important differences in performance by treating all teachers as interchangeable parts, a phenomenon dubbed the «widget effect» in a timely 2009 report by TNTP (formerly The New Teacher Project).

The recommendations come from the Academic Achievement and Accountability Commission, known as the A + Commission, which has spent a year weighing how to hold the state's public schools and districts more accountable for students» academic performance.

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.

School districts that want to start pay - for - performance programs for school leaders should look beyond high - stakes student tests as the primary measure for awarding bonuses, a position paper released last week by the National Association of Secondary School PrincipalsSchool districts that want to start pay - for - performance programs for school leaders should look beyond high - stakes student tests as the primary measure for awarding bonuses, a position paper released last week by the National Association of Secondary School Principalsschool leaders should look beyond high - stakes student tests as the primary measure for awarding bonuses, a position paper released last week by the National Association of Secondary School PrincipalsSchool Principals says.

As school districts supersized their facilities, academic performance drooped, discipline became more of a problem, and dropout rates increased.

At the same time, many principals» jobs have grown shakier as their continued employment in more districts hinges increasingly on their schools» performance.

Unrealistic and ever - increasing performance targets have forced us to label 63 percent of Title I schools and 47 percent of districts receiving Title I funds as needing improvement, and to apply sanctions that do not necessarily lead to improved learning for the students in those schools.

If CCSS were to enhance public knowledge of the performance of local schools as compared to schools elsewhere in the state and nation, the impact on the school reform debate could be substantial, especially (but not exclusively) in those districts that are ranked below average nationally.

Under a performance - based licensing regime, other providers, such as school districts, states, nonprofit organizations, and for - profit companies, could compete against universities for the opportunity to offer training that would help candidates earn their licenses.

This research does not show that private or charter schools are always more effective than district schools in raising student performance on standardized tests — the indicator that is often put forth as a measure of a school's success.

As a candidate in 2003, he criticized the performance of the schools and pledged to restore more control to local districts.

The state of Colorado has even gone as far as passing legislation that requires the inclusion of multiple student performance measures in teacher evaluations as well as the Unified Improvement Planning process for both schools and districts.

The dramatic variation in student performance across states raises the concern that many children will suffer in coming years as states and districts assume greater responsibility for monitoring and intervening in failing schools.

Nearly two - thirds of the district's schools were identified as «academically unacceptable,» the state's lowest performance category.

The school district had no choice but to let her go as a result of a policy dictating that teachers be laid off based on seniority, not according to performance.

New Orleans provides evidence that charter schools can maintain superior performance even when they are subject to many of the same rules as district schools.

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.

The Department of Education serves as the single repository of education data from school districts, state and community colleges, universities, and independent postsecondary institutions - allowing us to track student performance over time and across varying education sectors.

We work with schools, districts, states, and other education agencies to develop, review, improve, and implement academic and career technical standards, as well as principal and teacher performance standards.

For each high school equivalency program identified as having the lowest percentage of students meeting the high school equivalency performance criteria, the local school district or board of cooperative educational services shall be given the opportunity to present to the commissioner additional information.

[23] The designated ESEA requirements that can be set aside in states that obtain such waivers include some of the most significant outcome accountability requirements, such as the requirement that states set performance standards for schools and LEAs aiming toward a goal of 100 percent student proficiency in reading and mathematics by the end of the 2013 - 14 school year and take a variety of specific actions with respect to all schools and districts that fail to make adequate yearly progress toward this goal.