Sentences with phrase «post-nclb measures of student achievement»

Regents Chancellor Betty Rosa says the board wants to make certain the tests continue to provide a valid measure of student achievement.

Union - appointed experts reviewed exam items released last year and concluded that the great majority were valid measures of student achievement and age - appropriate for those tested.

«If we're saying that the only thing that's a valid measure of student achievement is a test score, versus all the other work they do, it's going to be a sad day for the students of New York state,» Mulgrew said.

The results of this analysis suggest that the FCAT results are valid measures of student achievement.

Plopped between two public housing projects in one of the roughest and poorest neighborhoods in Austin, Texas, the school scraped bottom on virtually every measure of student achievement.

Once again, we found no evidence that the bonus program led to changes in this measure of student achievement.

Their multi-level analysis of repeated measures of student achievement showed that, in most cases, the students achieved as might have been expected, and that in only a few cases was there improvement that might be attributable to the professional development program.

Nevertheless, there is still a story to be told, and the essential part of it is that the program that education reformers have tried to promote now for decades — introduce more choices of schools for students, enable competition among schools, open up paths for preparing teachers and administrators outside schools of education, improve measures of student achievement and teacher competence, enable administrators to act on the basis of such measures, and limit the power of teachers unions — has been advanced under the Obama administration, in the judgment of authors Maranto and McShane.

And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

and (ii) twenty percent shall be based on other locally selected measures of student achievement.

But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some measures of student achievement, including, where available, scores from standardized tests.

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

The foundations and donors supporting the education reform movement do have one enormous advantage over their philanthropic counterparts in the arts, health, the environment, human services, and any number of other fields, namely, the presence of measures of student achievement that allow real comparisons of school performance.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

According to the National Council on Teacher Quality (NCTQ), the number of states requiring objective measures of student achievement to be included in teacher evaluations nearly tripled from 2009 to 2015, from 15 to 43 states nationwide (see Figure 1).

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

At the same time, demand for good charter schools has swelled, as the best of them have notched remarkable success on measures of student achievement.

Instead of using standardized measures of student achievement, advocates sometimes design their own assessments in order to prove certification's value.

These characteristics include, in addition to a variety of measures of student achievement as of 1996, the percentages of students in the school that are eligible for free school meals, those who are nonwhite, and those with special educational needs; the pupil - teacher ratio and the number of students enrolled; whether the school is all girls, all boys, a religious school, or in London; and several measures of the qualifications of the teaching staff.

[xi] Teacher associations, for their part, continue to push back against teacher evaluation systems that focus on objective measures of student achievement and provide any meaningful differentiation between teachers.

Lousiana, once near the bottom nationwide on measures of student achievement, is now leading the way after adopting high - quality and coherent ELA...

In addition, the principal must demonstrate that she and her staff are conducting high quality observations that fairly and accurately reflect teaching performance and that teachers are using high quality measures of student achievement in the form of SGOs.

The requirement that measures of student achievement factor significantly in teacher and administrator evaluations has been a source of contention.

The registration of a registered nonpublic school may be placed under registration review when its students score below the following criteria on the measures of student achievement specified below:

Ensuring Fairer and Better Tests Under Title I - A The first proposed regulation focuses on ensuring states continue to administer tests that are fair measures of student achievement for all students, with particular focus on ensuring states appropriately capture and measure the progress of English Learners and students with disabilities.

The major message from national measures of student achievement is that the United States has much work to do.

According to the Executive Order, its recommendations were to include measures of student achievement (representing at least 50 % of the evaluation); demonstrated practices of effective teachers and leaders; and weights for the various components.

Dr. Marzano will be on hand to discuss next - generation evaluation models, the most up - to - date research on evaluation and value - added measures of student achievement, and what has been learned as states implement federal and local directives to reform K - 12 teaching and learning.

In a briefing paper prepared for the National Academy of Education (NAE) and the American Educational Research Association, Linda Darling - Hammond and three other distinguished authors reached the following conclusion: «With respect to value - added measures of student achievement tied to individual teachers, current research suggests that high - stakes, individual - level decisions, as well as comparisons across highly dissimilar schools or student populations should be avoided.»

Established in the 2009 - 10 school year, D.C.'s IMPACT evaluation system relies on a complex mix of factors to score each teacher, including both multiple observations and measures of student achievement.

Data from college admissions tests can provide a valuable measure of student achievement, but the non-representativeness of test - takers is an important concern.

Marsh had proposed to make measures of student achievement growth during the school year account for up to 25 percent of a teacher's yearly evaluation.

Raymond came to Sacramento from Charlotte - Mecklenburg Schools in North Carolina, a high - achieving district, where he was chief accountability officer in charge of data, innovation, school performance reviews and measures of student achievement.

These assessments include SOL tests and other measures of student achievement, including alternative assessments taken by certain students with disabilities and children with limited English proficiency.

The quantitative analysis focused on responses to principal and teacher surveys and on our measures of student achievement in literacy and mathematics.

United Teachers Los Angeles accused Deasy of breaking a binding agreement by requiring that «data - driven» measures of student achievement be given a «weight limited to 30 percent» of a teacher's final evaluation.

Analysis of these rich curriculum data, along with our more curriculum - sensitive measures of student achievement, revealed that the mathematics content teachers covered in their classrooms was significantly related to their students» performance even when researchers adjusted this relationship for student background factors (ethnicity, parent education level, socioeconomic status, and so on).

Instructors receive a clear and current measure of student achievement.

To the extent that the state exam is a valid and reliable measure of student achievement, improved test scores indicate improved achievement; the two possible school responses appear one and the same.

There is good evidence that California's standardized tests are a poor measure of student achievement.

While the short and long term measures of this leadership work must include various measures of student achievement, we need to identify other metrics that measure the extent to which teaching practice is improving every week — not every couple of months or every year.

When asked about the problems associated with standardized testing — cheating, overtesting, blunt measures of student achievement — U.S. Secretary of Education Arne Duncan often points to a duo of «next - generation assessments» funded by federal money.

This study found that students whose teachers crafted high quality SLOs outperformed their peers and showed significantly greater gain on two independent measures of student achievement at all three school levels during all years under study.

The meaning of this term is never explained, and the most likely way to meet the vague requirement was to assign large or significant weight — 50 percent in some cases — to measures of student achievement growth, such as value - added.

Standardized test results have been the defining measure of student achievement and school quality under the No Child Left Behind Act.

You write, «I respectfully disagree with your suggestion that the closest thing states have to an objective measure of student achievement [value - added growth scores based on standardized tests] should not be part of the equation.»

Note: This graph shows schools that have made progress on two separate measures of student achievement: proficiency and growth.

«I have a pen in my pocket at all times to sign a tentative agreement with UTLA that would comply with the Stull Act and use measures of student achievement as a factor in evaluating teachers,» said Deasy.

He suggests there that the SBAC will be a good measure of student achievement — but fails to mention that there will be no results this year for anyone to see and no feedback, nothing.