Sentences with phrase «performance at every level of schooling»

Not exact matches

All of the players asked about the subject of uniforms and brands had favorite uniforms at the college and local high school level, but every one of them also played down the importance of brand in relation to performance.

Coaching is at the heart of cycling performance at every level from teaching basic bike handling skills in a school or club through to training athletes for the Olympic Games.

Coaching is at the heart of cycling performance at every level from teaching basic bike handling skills in a school or club through to training athletes for the Olympic Games or Tour de France.

On her part, Ms Lankai Quarcoopome, who is an alumnus of the school (AGOSA» 76) and also the Guest Speaker, said she believes that «through quality education, we could make our lives better and also transform our nation and for this reason, we must insist on achieving very high academic and performance standards at all levels in the country.»

Directors of School Standards will be appointed at a local level to monitor performance and intervene in under - performing schools to support them to improve.

«Accountability for student performance is one of the two or three - if not the most - prominent issues in policy at the state and local levels right now,» says Richard F. Elmore, a professor at Harvard University's Graduate School of Education (Quality Counts, 1999)

There is no evidence that high school students who enroll in college - level courses such as Advanced Placement or International Baccalaureate classes improve their academic performance in college unless they take the tests offered at the end of each course, says a study by researchers at the University of California, Berkeley.

We look at level of school (high school, middle school, or elementary school), total enrollment, percentage of the student body that is white, average experience of teachers, and school performance, as measured by the school's academic rank within the state.

Marshalling demographic, financial, political, and school performance data from 1990 to 2004, we took the novel step of assessing patterns in the presence of charter schools and in their enrollments at both the state and local levels.

Third, we develop and evaluate «self - monitoring assessments» (SMAs)-- assessments that incorporate audit components directly into operational assessments and thus can localize inflation at the level of schools — and compare performance on parts of the operational assessment and these audit components.

The researchers compared cohorts of students at the same school in years when the school was at a critical performance level on the math test with years when they were not.

From the early days, I was dismayed that most government agencies saw charter schools more as an escape valve for angry parents and disaffected teachers, not as a way to create better schools by establishing binding performance goals and consequences, placing the locus of authority and accountability at the school level, and pushing schools to be distinctive and purposeful about their instruction.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

Moreover, summative assessment sat at the core of many of the policy reforms that the leaders described: additional accountability levers such as teacher evaluation systems and statewide school report cards draw on data coming out of these summative tests to make determinations and comparisons regarding teacher and school - level performance.

Peer assessment may improve performance for students who receive evaluations and for students as they give evaluations of writing assignments (Karegianes, Pascarella, & Pflaum, 1980) at the elementary school and secondary school levels (Topping, 2009).

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.

It is also useful to have a school - hub dialogue in place, to avoid youngsters (particularly at secondary school level) being placed under too much stress from competing groups, with an unmanageable number of rehearsals, trips, and performances.

It's also part of the National STEM School Education Strategy 2016 - 2026 and comes at a time when Australian student performance in maths is flatlining, a substantial proportion of Australian 15 - year - olds are failing to meet the National Proficient Standard, and Year 12 high - level mathematics participation is declining.

To assess overall performance, we identify the percentage of students in the high school class of 2015 who are performing at proficient and advanced levels of achievement in math.

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.

It would make matters more difficult because the most important flaw of the No Child Left Behind accountability system is its reliance on the level of student achievement at a single point in time as a measure of school performance.

This level of performance at scale will have a deep impact in those communities on the expectations for what schools can accomplish.

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.

The two - step approach is preferable for each of these reasons, but a remaining concern about leveling the playing field across schools is that it will «hide» inferior performance at high - poverty schools.

At Hampton High School, teachers calibrate their assessments against a rigor scale so that the level of performance is also high.

«We've gotten to the point where, in many cases, science isn't even being taught, especially in the elementaryschool and middle school levels, because ofthe pressure to increase performance on subjects thatare tested,» says Shirley Malcolm, director of educationand human resources at the American Associationfor the Advancement of Science.

«so long as (1) a school receives less credit for the performance of a student that is not yet proficient than for the performance of a student at or above the proficient level; and (2) the credit a school receives for the performance of a more advanced student does not fully compensate for the performance of a student who is not yet proficient.»

Identification of, and comprehensive, evidence - based intervention in, the lowest - performing five percent of title I schools, all public high schools with a graduation rate below 67 percent, and public schools in which one or more subgroups of students are performing at a level similar to the performance of the lowest - performing five percent of title I schools and have not improved after receiving targeted interventions for a State - determined number of years; and

«A State must define annual meaningful differentiation in a manner that... [r] esults in a single rating from among at least three distinct rating categories for each school, based on a school's level of performance on each indicator, to describe a school's summative performance....»

the State designated performance level on a State elementary assessment in social studies administered prior to the 2010 - 2011 school year; provided that beginning in the 2010 - 2011 school year, at which time a State elementary assessment in social studies shall no longer be administered, a school shall provide academic intervention services when students are determined to be at risk of not achieving State learning standards in social studies pursuant to subparagraph (iii) of this paragraph;

His comments follow concerns from the Religious Education Council of England and Wales that a removal of short courses from the Department for Education (DfE) performance tables is «having a serious and negative impact on the number of pupils choosing to take religious studies at GCSE level, with an increasing number of schools having no pupils at all taking the subject».

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.

Under current law, a state must determine the average yearly progress (AYP) for all students and subgroups at the school, LEA, and state level; AYP standards mandate specified thresholds of performance with respect to assessments and graduation rates.

More than a decade of research, at Harvard and elsewhere, on accountability, school improvement, and school organization has become «increasingly specific,» he said, «about the conditions that promote high - level learning and performance in educational institutions,» within classrooms and in systems as a whole.

Given the strong influence of out - of - school factors on student achievement, any quality measure based on the level of student performance at a single point in time will be heavily influenced by characteristics of a school's student body.

«These statistics about young adolescents» poor academic performance suggest that many middle - grades schools are failing to enable the majority of their students to achieve at anywhere near adequate levels,» noted the Phi Delta Kappan editors.

• Extension of the school year or school day • Replacement of staff members relevant to the school's low performance • Significant decrease in management authority at the school level • Replacement of the principal • Restructuring the internal organization of the school • Appointment of an outside expert to advise the school • Replacement of all or most of the school staff (which may include the principal) • Reopening the school as a public charter school • Entering into a contract with a private entity to operate the school • Takeover the school by the State

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.

One of Ohio's primary school - quality indicators is its performance index (PI)-- essentially, a weighted proficiency measure that awards more credit when students achieve at higher levels.

We ca n`t say a priori whether shifting the weight of emphasis from informal to formal evidence for decision making will improve schools; it is an empirical question.226 The current emphasis on using student performance data to guide improvement efforts also calls for greater attention by those in schools to measurable patterns of student performance at the school level, or by student sub-groups, in addition to the conventional interest in individual student needs and progress.

Students are expected to achieve a level of academic performance that will enable them to succeed at the nation's best high schools and colleges.

Broad analyses of charter performance have tended to show that they slightly outperform traditional public schools, especially at the middle and high school level, although critics say that could be because their students tend to come from more academically motivated families.

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

Chart comparing the percentage of Virginia public school eighth - grade students achieving at the proficient level or above in mathematics on the National Assessment of Educational Progress with the performance of public school students nationwide.

Chart comparing the percentage of Virginia public school eighth - grade students achieving at the proficient level or above in reading on the National Assessment of Educational Progress with the performance of public school students nationwide.

Ninety - four percent of schools that started in the top quintile of performance remained at that lofty level over time.

In all four cases, this meant that all the teachers in the school regularly (at least three times throughout the year) administered some sort of common classroom - based assessment tool to all students and shared the information about classroom - level performance with the principal and fellow teachers.

Unlike legislation last summer that would have at one point required student test scores be among the performance indicators - Calderon's bill would require governing board of school districts to regularly «evaluate and assess the performance of certificated staff using multiple measures, including a minimum of four rating levels.»

This study found the percentage of students scoring «Proficient or Above» on standardized Language Arts and Mathematics Mississippi Curriculum Tests, Grade 4 Mississippi Writing Assessment Tests, and 5th Grade Mississippi Science Tests was significantly higher at schools participating in the Whole Schools Initiative that had effectively implemented the WSI integration model when compared to student performance statewide and when compared to district level student performance for the school district within which the WSI school was lschools participating in the Whole Schools Initiative that had effectively implemented the WSI integration model when compared to student performance statewide and when compared to district level student performance for the school district within which the WSI school was lSchools Initiative that had effectively implemented the WSI integration model when compared to student performance statewide and when compared to district level student performance for the school district within which the WSI school was located.

The Education Equality Index (EEI) is the first comparative national measure of the performance of students from low - income families at the school - and city - level.