Sentences with phrase «performance of particular student»

The Obama administration's long - anticipated blueprint for overhauling the Bush - era NCLB law seeks to maintain the current statute's focus on disaggregating data and improving the performance of particular student groups, such as students...

Not exact matches

And there is a responsibility on me as a teacher to know those tests and to know the concepts that will be on them and then to design the types of products and performances, the types of projects that will require students to use those particular skills.

In particular, we take advantage of the lottery - based admissions process for charter schools to compare the academic performance of two groups of students: those who wanted to attend a charter school and were randomly admitted and those who wanted to attend but were not admitted and remained in traditional public schools.

In addition to examining the effect of teacher gender on students» test - score performance, I examined teacher perceptions of a student's performance and student perceptions of the subject taught by a particular teacher.

In particular, because schools that serve difficult populations are likely to have higher student / teacher turnover, higher remediation rates, and lower attendance, these measures are likely to be biased if the goal of the system is to gauge school performance fairly.

That comparison makes it possible to tie student performance gains to the effectiveness of a particular teacher.

Again, the reader is reminded that, while correlation is not causation, the introduction of consequential accountability in Texas and then across the nation coincided with impressive spikes in the performance of students in fourth - grade math, and in particular among the students of most concern to NCLB and the accountability movement more generally.

Because the performances of all students would continue to be reported on the current NAPLAN score scale, it would still be possible to calculate year level averages, to show how students perform in relation to their year group, and to identify levels of proficiency that, ideally, all students should reach by particular times in their schooling.

To take an example, imagine that a particular sub-group of students do more poorly than expected (based on their performance on other questions testing the same math skill) on a math item that uses the word «foyer,» while other groups of students do just as well as expected.

Well - functioning school choice requires a federal role in gathering and disseminating high - quality data on school performance; ensures that civil rights laws are enforced; distributes funds based on enrollment of high - need students in particular schools; and supports a growing supply of school options through an expanded, equitably funded charter sector and through the unfettered growth of digital learning via application of the U.S. Constitution's commerce clause.

It should not be particularly surprising that student performance improved more dramatically on a test that was aligned with a particular state's curriculum (the TAAS) than on a more generic test of subject matter (the NAEP).

Our findings come from assessments of performance in math, science, and reading of representative samples in particular political jurisdictions of students who at the time of testing were in 4th or 8th grade or were roughly ages 9 10 or 14 15.

Since important differential effects were identified for only one subgroup, one can not infer that the impact of performance pay on student math learning is concentrated on any particular group of students.

Of particular concern are states such as North Carolina that use scaled scores to measure students» academic growth longitudinally across the entire spectrum of student performancOf particular concern are states such as North Carolina that use scaled scores to measure students» academic growth longitudinally across the entire spectrum of student performancof student performance.

The Greater Manchester Challenges was a three - year initiative to improve the performance of over 1,000 schools, focusing in particular on students from low - income families.

Moreover, there may be other factors, unrelated to class size, that lead to swings in classroom performance, such as a dog barking in the parking lot on the day of the test or special classroom «chemistry» reflecting a good match between a particular classroom of students and a particular teacher.

Average Year 9 reading results for schools in three ICSEA groups (2009 to 2013) Of particular concern is the observation that, since 2000, between - school differences in student performance in PISA have been increasing.

This, in turn, has required better measures of student performance and, in particular, measures that can be compared reliably across classrooms and schools.

Has the national performance of a particular subgroup of the student population improved over time?

In some cases, clear data may suggest a district needs to improve student performance in a particular area, e.g., use of evidence in formulating arguments.

A: SGOs are based on academic performance gains of a teacher's particular students.

When deciding whether to admit a student, colleges more heavily weigh grades over standardized tests like the ACT and SAT, because they show a student's performance over a period of time rather than on a particular day.

For instance: How much should the attainment of a particular performance level (like «proficient» or «college ready») count, versus students» progress over the course of the year?

The report measures a state's performance on the NAEP, specifically the percentage of students who are deemed proficient by these standards, and compares them with the percentage of students who are deemed proficient by each particular state's adopted standards.

Second, student gains were uneven across Teach to One's schools; one school in particular stood out with student - learning gains significantly higher than those posted in other schools, which begs the question of what is causing the performance gains — the Teach to One model or some other factor.

To compare achievement in states with each other and with other countries, we use newly available data for student mathematics and reading performance in U.S. states from the 2011 TIMSS and 2012 PISA, as well as several years of data from the National Assessment of Educational Progress (NAEP).4 In particular, we use information on mathematics and reading performance of 15 - year - olds from the PISA data, information on mathematics performance in 8th grade from the TIMSS data, and information on mathematics and reading performance of students in 4th and 8th grade from the NAEP data.

In higher - performing settings, district leaders understood that the reasons for differences in student performance, or in implementation of district initiatives, were particular to the setting.

Of particular interest is the measure of school and student success which could include school climate and teacher / student engagement in the mix of performance and accountability measureOf particular interest is the measure of school and student success which could include school climate and teacher / student engagement in the mix of performance and accountability measureof school and student success which could include school climate and teacher / student engagement in the mix of performance and accountability measureof performance and accountability measures.

Educational process - product research is generally devoid of persuasive educational theory regarding what constitutes exceptional teacher performance and has failed to validate why a particular set of teaching behaviors influences student outcomes.

But in that particular instance when Mr. Johnson leaned heavily on data to inform his decisions, the performance of students in those classes was «abominable,» he recalled, and the separate classes were scrapped.

Planners can gain additional insights by analyzing the performance of subgroups of students, in particular the learning progress of students of different socioeconomic backgrounds, ability levels, language experiences, ethnicities, races, and genders.

This report shares first - year impacts of a multi-year program from Diplomas Now, paying particular attention to attendance, behavior, and course performance outcomes of students in sixth or ninth grade.

Some experimental studies have found positive effects of specific professional development programs on leadership practice — or an association between particular types of professional development and improved student performance, school climate, teacher collaboration, or principal retention — but there is little expert consensus about the most effective design for professional development programs.

Teachers then follow the five steps to identify standards for which a particular student needs special support, to develop modified standards when necessary, and to assign clear grades on the basis of performance on the modified standards.

The most consistently reported impacts of the evaluation program were related to its goal - setting component and, in particular, the use of student performance data in the goals.

Title I schools face particular challenges that affect academic performance, including high rates of student mobility and large proportions of English language learners.

Teachers can assess student proficiency in a particular skill through direct observation of a performance or by examination of an end product that required use of the skill.

Related, and on this point we agree, «teacher pay incentives is one area that we know a good deal about, based on analysis of actual policy variation, and the results are not terribly promising... experiments generally show performance bonuses, a particular form of pay for performance, have no significant student achievement effects, whether the bonus is rewarded at the individual teacher level» (p. 89).

Similarly, 6th grade mathematics teacher Rebecca Spaeth shifts students from individual desks to groups and back to individual desks on the basis of their performance in particular areas of mathematics.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Such research, in particular, might investigate to what extent teacher arts integration professional development outcomes are statistically linked to student arts learning and to what extent measures of student arts or arts integration learning predict academic performance?

The report's school accountability approach emphasizes two equally important goals for these new systems: 1) ensuring that accountability systems drive toward equal education opportunities by creating a system for identifying and acting on chronic low performance by particular groups of students and 2) ensuring that accountability systems are broadly framed in order to drive toward a comprehensive conception of student and school success and a culture of continuous improvement rather than just shame and punishment.

WILL does rather the opposite, merging all students together in a school — regardless of grade level, or how long a student has been in a particular school or sector, or students» previous academic performance — for a single year and a single average.

In particular, significant labor market premia can be earned in a variety of more technical certificate and Associate (AA) programs, even for those with weak earlier academic performance, but instead many disadvantaged (and other) students choose general humanities programs at the AA (and even the Bachelor's or BA) level with low completion rates and low compensation afterwards.

Value - added models generally use statistical methods to isolate the impact of a factor of interest (like being taught by a particular teacher) on an outcome (like a test score) by mathematically removing the effects of other factors (like student family income or prior performance levels).

Under the Texas accountability system, district accountability ratings are based on a combined consideration of district and particular student group performances on the Texas Assessment of Academic Skills (TAAS), attendance rates and dropout rates.

Using Massachusetts data, the author compares how absences affect the test performance of particular grades within specific schools, and how they affect the test performance of individual students as they progress through different grades.

Evaluating the performance of a group of students (e.g., classroom, grade level) on a test question may provide evidence of the effectiveness of instruction of specific knowledge or of a particular skill.

Goals that are written to measure a student's performance on particular tasks can be measured and recorded by comparing the total number of tasks / probes and the correct number of tasks / probes.

The first graph below, in which each data point relates the average socioeconomic index score for a decile of a particular OECD country's students to that decile's average performance on PISA's math test, depicts this relationship.