Sentences with phrase «performance at district schools»

Not exact matches

Unions at Kaiser Permanente, Harley Davidson (HOG), Southwest Airlines (LUV), ABC School District in Los Angeles and others are building and sustaining partnerships with employers to improve performance, quality and working conditions.

90 % of school districts have been granted waivers from the state education department that put off the new teacher performance standards until at least next March.

Ninety percent of school districts have been granted waivers from the state education department that put off the new teacher performance standards until at least next March.

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.

90 percent of school districts have been granted waivers from the state education department that put off the new teacher performance standards until at least next March.

Last year, at the National Education Summit, governors and business leaders concluded that «efforts to set clear, common... academic standards for students in a given school district or state are necessary to improve student performance.».

This is problematic because many changes in how schools are funded are designed to provide additional resources to districts at risk of low performance.

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 law goes back four decades and says that the board of trustees of each school district shall evaluate teachers, at least in part, by their student's performance on the state's standards - based tests.

This is despite the fact that microlevel data is critical to improving day - to - day student performance, says Beverly Donohue, vice president of policy and research at New Visions for Public Schools, a school support organization responsible for working with 76 of the district's public sSchools, a school support organization responsible for working with 76 of the district's public schoolsschools.

I would, therefore, ask Hanushek and Lindseth to stop tilting at windmills and to join with me in instituting a dialogue in major areas in which we do agree, like the fact that courts can and should hold states and school districts accountable for better performance, and that «school funding policies must recognize the underlying heterogeneity of students and their educational challenges and ensure that all schools have the means to succeed» (Hanushek and Lindseth, Schoolhouses, Courthouses, and Statehouses, page 218).

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.

Voters and parents are expected to make use of these data in choosing school districts or schools, and to hold administrators and school board members accountable for the schools» performance at each election.

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

A small number of CMOs will have grown to serve at least 20,000 students, placing them among the largest 2 percent of school districts nationally in terms of size, while delivering a level of performance that will change the current paradigm of delivering performance at scale.

This analysis makes clear that large differences in the performance of high - SES students and low - SES students in the same schools do exist; that these apparent gaps are not simply reflective of gaps in preparation; and that while the variation across school districts is substantial, the variation within school districts may be even larger (at least among the largest districts in Florida).

The Spring 2014 issue of Education Next includes a study looking at the impact of the Kalamazoo Promise program on the performance of high school students in the district.

I performed the analysis at the level of the individual student (not the class, school, district, or country) because this directly links student performance to the teaching environment.

Curricula, teaching methods, and schedules can all be customized to meet the learning styles and life situations of individual students; education can be freed from the geographic constraints of districts and brick - and - mortar buildings; coursework from the most remedial to the most advanced can be made available to everyone; students can have more interaction with teachers and one another; parents can readily be included in the education process; sophisticated data systems can measure and guide performance; and schools can be operated at lower cost with technology (which is relatively cheap) substituted for labor (which is relatively expensive).

Based at the Center for Education Policy Research at Harvard University, SDP is releasing a set of three Strategic Performance Indicators (SPIs) today that challenge common assumptions about college - going patterns in U.S. school districts and provide deeper insight into the health and performance of schoolPerformance Indicators (SPIs) today that challenge common assumptions about college - going patterns in U.S. school districts and provide deeper insight into the health and performance of schoolperformance of school districts.

Dr. Weast led Montgomery County Public Schools — 16th largest school district in the nation — to achieve both the highest graduation rate among the nation's largest school districts for four consecutive years and the highest academic performance ever in MCPS at a time when the non-English-speaking student population more than doubled and enrollment tipped toward low socioeconomic demographics.

The reading performance of students at the five schools was, on average, 18 percent of a standard deviation below what could have been expected had the schools been under district management, a difference that is statistically significant in three of the six years.

Information about individual performance is aggregated across pupil populations at the classroom (and teacher), school, district, state, and national levels and cumulated over time.

Ms. Boast leads Public Impact's work evaluating educational quality metrics at the school, district and state levels and developing accountability systems to monitor school performance.

In this webinar, you'll hear directly from Jay McPhail, chief technology officer at Fullerton School District, Calif., and Jeremy Cunningham, network and systems engineer at Bryant public schools, Ark., about their recent wired and wireless deployments, and how they ensured high - availability and high - performance for their districts» common - core testing.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

The establishment of annual systematic student testing and data collection systems at the school, district, and state levels has created an opportunity for policymakers to link teacher evaluations and tenure to student performance in a way that was heretofore impossible.

«When you look at the annals of state intervention in local school districts across the country... there's virtually no track record, nor extant examples of states effectively turning around academic performance in local school districts until Lawrence arrived on the scene,» says Paul Reville, a professor of education at Harvard University's Graduate School of Educschool districts across the country... there's virtually no track record, nor extant examples of states effectively turning around academic performance in local school districts until Lawrence arrived on the scene,» says Paul Reville, a professor of education at Harvard University's Graduate School of Educschool districts until Lawrence arrived on the scene,» says Paul Reville, a professor of education at Harvard University's Graduate School of EducSchool of Education.

Since WUHSD became a PLC at Work district in 2003, it has seen solid and sustained growth in student performance across all five schools, even with more than $ 17 million cut from the budget and an increasing number of economically disadvantaged students enrolled.

Martin West, a professor of education at Harvard, states that «weaker scores among voucher recipients may be a result of the fact that public school performance is improving, particularly in the District, where math and reading scores at traditional public and public charter schools have increased quickly over the past decade.»

In the district's accreditation rating, the district met the performance indicators in both academic achievement and academic growth at its elementary and middle schools.

This article by researchers at Stanford's Center for Education Policy Analysis finds that principal turnover in one large urban school district is detrimental to student performance and teacher retention.

In the study, to be published in the Spring 2011 issue of Education Next and available at www.educationnext.org, authors Stuart Buck and Jay P. Greene examined the key characteristics of performance pay plans currently in place in school districts, in light of increased attention given to merit pay in national debate and in the Obama Administration's Race to the Top (RttT) competitive grant program.

In math, charter school entry increases performance among all subgroups of students at district schools except Hispanic students and students classified as LEP, who experience no effects; Asian students only experience a significant positive effect in math in district schools located within a half - mile radius.

First, I investigate the possibility that charters choose where to open based on existing performance trends at district schools, such as opening near a school where performance is on the decline.

My analysis finds no significant changes in school demographics at district schools after charter entry that might explain improved student performance (see Figure 3a).

To help fill this vacuum, CREDO (formerly known as the Center for Research on Education Outcomes), an independent nonpartisan research group at the Hoover Institution of Stanford University, evaluated the performance of TFA teachers relative to both new teachers and all teachers in the Houston Independent School District.

In a typical pay structure for an average school or district, performance is evaluated at the end of the year with an evaluation.

It also focuses on changes in individual student performance rather than on school composition over time, since the performance of each student is «fixed» with his or her original school and compared to his or her original classmates throughout their careers at NYC district schools.

The evidence on these questions available to date comes from small - scale studies of specific school districts, making it difficult to reach general conclusions about the degree to which parents and the public at large are well informed about the performance of local schools.

The number of school districts identified as having some form of merit pay is based upon information provided by the National Center on Performance Incentives (NCPI), which is located at Vanderbilt University's Peabody College and funded by a 5 - year, $ 10 million grant from the U.S. Department of Education's Institute of Education Sciences.

In place of the practices above, states and districts can adopt strategies that foster efficiency at both the school and district level, such as adopting «activity - based cost» (ABC) accounting; empowering principals as school - level CEOs; adopting performance - based dollar distribution formulas and school - level financial budgeting; centralizing health insurance at the state level; and outsourcing operational services where proven to save money.

District leaders developed a set of indicators to track demographic changes and performance, and they used these indicators to designate certain schools as at - risk of declining performance, thus qualifying for additional district support (e.g., staffing, program, fDistrict leaders developed a set of indicators to track demographic changes and performance, and they used these indicators to designate certain schools as at - risk of declining performance, thus qualifying for additional district support (e.g., staffing, program, fdistrict support (e.g., staffing, program, funding).

And while performance at Renewal Schools continues to lag, charter schools serving the same communities are far outperforming traditional district sSchools continues to lag, charter schools serving the same communities are far outperforming traditional district sschools serving the same communities are far outperforming traditional district schoolsschools.

Easily track and evaluate student performance with detailed, up to date reports that indicate where students need to improve, allowing for early remediation and data - driven instruction at the classroom, school and district levels.

On the other end of the spectrum, our sample included districts and schools that were performing at high levels relative to state performance standards.

If superintendents are not 100 percent satisfied with the performance of new K - 12 school leaders in certain key competency areas, the program graduate will be provided with side - by - side coaching and other professional development work at no cost to the district or the graduate.

Dr. Marzano, a nationally known educational researcher and developer of the Marzano Teacher Evaluation Model and the Marzano School Leadership Evaluation Model, discusses how districts may use teacher evaluation models as primarily either measurement systems — which provide a static picture of a teacher's performance at a given point; or as growth systems — which track improvements in teacher pedagogy over time.

At a minimum, they used this sort of data in compliance with policy requirements for reporting student test results and for allocating students and district resources to categorically prescribed programs, such as Title I. Less frequently, school and district personnel used background information for help in interpreting student and school performance data.

The Student Performance and Efficiency Commission will look at local school district operations including the potential for shared resources, administrative costs and variations for student performance anPerformance and Efficiency Commission will look at local school district operations including the potential for shared resources, administrative costs and variations for student performance anperformance and spending.