Sentences with phrase «policies focuses on test»

Not exact matches

Based on the near - term outlook for real rates, as well as uncertainty over Brexit, rising populism in Europe and Trump's trade and foreign policies, Metals Focus analysts see gold testing $ 1,475 an ounce this year.

TOUGH: Well, I think part of it has to do with education policy, that we've been so focused on standardized tests as the measure of whether a school is doing well that we're not giving schools the time and the incentive to work on these other skills.

Education policy should focus on making sure that every student makes great progress, rather than accountability for test scores or teacher performance pay.

«It is increasingly important to look at long - run outcomes of educational policies, including impacts on educational attainment and labor market outcomes, rather than just focus on test scores.

Other sessions focused on electronic health records, reimbursement, education of patients and their care givers, and such ethical, legal, and policy issues as privacy, patients» responsibility for their own health, and direct to consumer testing, among others.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Most of the contributors to the volume have found evidence that policies that focus on high - stakes testing corrupt educational reform and undermine achievement, especially for at - risk students.

Members who write for children came together to critics the «detrimental effects» of the current trend in education policy, as they feel the increasingly restrictive rules and focus on testing will have a negative impact on children's writing ability.

Author Bio: Deming's work is broadly in the economics of education, with a focus on the impact of policies and interventions on outcomes other than test scores.

Koretz focuses his research primarily on educational assessment and testing, particularly when it is used as a tool of education policy.

As a developmental psychologist trained in child development, prevention science, and social policy, Jones» research focuses on social and emotional learning (SEL) in childhood and adolescence and on creating and testing innovative intervention models and strategies designed to foster competencies that help children become successful.

These were: well - being and welfare — insisting upon the adoption of well - being policies in all education settings; empowering and enabling — identifying the balance between empowering and overburdening staff; freedom and flexibility - reversing the trend for testing and increasingly structured curriculum frameworks and trust and train teachers to do their job with a focus on reflective practice; and celebrating success — making sure we all better celebrate the amazing experiences and achievements of teachers to help stem a current tendency for public pessimism.

Koretz's research focuses on educational assessment and policy, particularly high - stakes testing and its effect on schools, as well as the validity of the score gains.

But it is precisely the focus on teacher evaluation — and whether it is connected to student test scores — that is at the center of the most hotly contested education policy debates.

Murray's earlier books — Losing Ground in 1984, on welfare policy, and The Bell Curve (with Richard Herrnstein) in 1994, on the significance of differences in intelligence as measured by intelligence tests — aroused controversy, because, implicitly or explicitly, they focused attention on black Americans, who play a disproportionate role in welfare policy, and as a group score lower than whites on IQ tests.

Deming's research focuses on the economics of education, particularly the impact of education policies on long - term outcomes as opposed to test scores.

And teachers do seem to respond rationally to accountability policies by focusing more on the grades and subjects that are tested.

Together, we created a series of recommendations outlined in a new policy paper, «None of the Above: A New Approach to Testing and Assessment,» focused on four key areas for schools, districts, and state policymakers.

But our policies — especially school - level accountability and test - based teacher evaluations — focus on academic achievement alone.

Fryer, the Henry Lee Professor in the Department of Economics, is a bold researcher who has focused his work on race and education, testing theories and evaluating policies aimed at expanding educational opportunity and improving outcomes for disadvantaged students.

Debates about school choice policies often focus on their impacts on student achievement, typically as measured by standardized tests.

A New York Times article (August 31) reflects on the magnitude of a national testing policy and the unprecedented, sustained focus on education.

Education: Too Much Focus on Testing (Seattle Times) Mentions Daniel Koretz's book, The Testing Charade, which explains why high - stakes policies such as graduation tests lead to score inflation.

In particular, observers have expressed concerns that the lowest - performing schools have responded to the policy by simply focusing on test preparation.

The policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

Measurement - driven reform expanded the role of assessment into the policy arena in two important ways: a) it focused attention on what students should learn (outcomes), and b) it made teaching toward the test a valued instructional strategy.

Arguing that post-recession budget cuts and Bush - era testing policies have prompted schools to cut art (in order to spend more time prepping kids for math and reading tests), they've come up with an idea: convince states to adopt new art standards — à la Common Core — to get schools to focus on art again.

Since the promotion policy was first implemented in 1996 by Paul Vallas, it has focused on test scores on the Iowa test, then the IGAP, ISAT, and SAT 10.

More Than a Score parents give CPS a «D» grade for a promotion policy that continues to focus too much on test scores and ignores the value of report cards.

The Coalition focused its policy papers on four areas: education funding campaign lessons, school finance reform, using measures beyond testing to evaluate schools, and reducing chronic absenteeism.

While the profession may not be in full - blown crisis, teachers report being concerned and frustrated with shifting policies, an outsized focus on testing and a lack of voice in decision - making.

Gordon Lafer, in an in - depth report this year for the Economic Policy Institute (EPI), notes that Rocketship's educational model rests on four strategies: «the replacement of teachers with computers for a significant portion of the day; a reliance on young and inexperienced teachers for the rest of the day; narrowing the curriculum to math and reading with little attention to other subjects; and even within these subjects, a relentless focus on preparing students for standardized tests.»

Test - based accountability policies have also led educators to focus on students who have a reasonable chance, with additional support, of passing high - stakes tests, to the detriment of those students at the greatest risk of dropping out (Booher - Jennings 2005).

«Early years policy must always, without exception, have the needs of the child at its centre - but with baseline tests, this is simply not the case,» said Mr Leitch, who warned that he remained «extremely concerned that the proposed tests focus so heavily on the narrow skills of language, literacy and numeracy».

And Randi Weingarten, president of the American Federation of Teachers, said in her remarks at the DNC (pdf) that Hillary Clinton will «reset education policy to focus on skills like creativity and critical thinking, not more testing.»

Asia Society and America Achieves contracted with Policy Studies Associates (PSA) to examine the instructional practices focusing on deeper learning skills in districts and schools participating in the OECD Test for Schools and PISA.

«If Washington, D.C., went to one extreme,» Barnum writes, «in focusing on test - driven accountability policies, as some argue, California has gone to the other: placing a lengthy pause on school accountability, devolving control to local districts, eliminating certain data systems and declining to tie teacher evaluations to student test scores.»

Since 2015, the National Education Policy Center Schools of Opportunity project has identified and celebrated public high schools that have resisted the test - focused craze of the No Child Left Behind era and — rather than buckling under the pressure to focus solely on student outcomes — have made it a priority also to create strong and equitable opportunities for all students to learn.

Here's the testimony I submitted, which focused on high - stakes testing / retention and inappropriate charter school discipline policies (a la Noble).

While The College Board and its president, David Coleman, the architect of Common Core, is focused on increasing its dwindling market share, many colleges and universities have moved away from reliance on such test scores in their admission policies.

As reported by journalist Jeff Bryant, Long Beach resists reform trends, instead focusing on time - tested educational policies.

Current education policy focuses on a failed strategy of school and district «turnarounds;» characterized by staff shake - ups and pedagogical practices that focus narrowly on raising test scores.

They conclude with policy prescriptions, starting with the need to change from a focus on standardized tests to what is still the «black box» of actual student learning and to changing classroom practices, particularly formative assessment.

Rather than focus on poverty, language barriers, unmet special education needs and inadequate funding of public schools, the charter school proponents and Malloy apologists want students, parents, teachers and the public to believe that a pre-occupation with standardized testing, a focus on math and English, «zero - tolerance» disciplinary policies for students and undermining the teaching profession will force students to «succeed» while solving society's problems.

ASCD's Director of Public Policy, David Griffith, explains that due to an overreliance on standardized testing, schools are seeing an increased «focus on test taking and test preparation» and less emphasis on «actual knowledge and achievement for students.»

If Washington, D.C., went to one extreme, in focusing on test - driven accountability policies, as some argue, California has gone to the other: placing a lengthy pause on school accountability, devolving control to local districts, eliminating certain data systems, and declining to tie teacher evaluations to student test scores.

She focused primarily on public schools and the challenges they face in testing, demographic change, race relations, preparing and evaluating teachers, school discipline, technology and government policy.

Climate change featured prominently in the more philosophically - focused inauguration speech but the State of the Union is a platform to lay out specific policies, making it the first test of Obama's sincerity on climate action.

Regulatory policy that focuses on traces of synthetic chemicals is based on misconceptions about animal cancer tests.

Restating the test from Anns v. Merton London Borough Council, [10] the Supreme Court of Canada in Cooper stated that the analysis must focus, first, on whether the harm that occurred was the reasonably foreseeable consequence of the defendant's act and, second, whether, notwithstanding the proximity of the parties, residual policy considerations outside of the relationship between the parties existed that might negative the imposition of a duty of care.