Sentences with phrase «proficiency as measured»

The long - standing K — 12 academic standards developed by individual states have come under increasing scrutiny and criticism because of the standards» varying quality and the resulting wide disparities in student proficiency as measured under No Child Left Behind and highlighted by National Assessment of Educational Progress scores.

Should classroom teachers devote their energies to making sure all students acquire academic vocabulary and demonstrate proficiency as measured in standards - based assessments?

However, newly released PARCC and Smarter Balanced scores (like NAEP scores before them) confirm that many middle and high school students — especially black and Latino students — are still struggling to attain mathematical proficiency as measured by standardized assessments.

- The percentage of EL pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT) or any subsequent assessment of English proficiency, as certified by the SBE.

Among all district students in grades 3 - 5, reading proficiency as measured by the standard Measures of Academic Progress (MAP) exam was up 9 percentage points over four years to 45 percent, including a 3 percentage - point increase over the past two years.

NAEP: 29 % on level Source: Florida 8th Grade Proficiency as measured by Florida State Tests and NAEP for SY 2008 - 09.

Students pass a course as soon as they can demonstrate proficiency as measured by rigorous testing requirements delivered via an advanced assessment system.

The linguist turned gamer (who bears a passing resemblance to Sci Fi author Isaac Asimov) believes that the full integration of gaming technology into our educational program will end the need for tests — replaced by levels of proficiency as measured while playing the physics or history «game.»

Not exact matches

Using the Canadian Work, Stress, and Health Study (CANWSH), a national sample of Canadian workers, the researchers measured proficiency, or mastery, by asking study participants how much they agree or disagree with statements such as: «You have little control over the things that happen to you» and «You often feel helpless in dealing with problems of life.»

Whichever lift your choose to use, you can use your 1 rep max lift to measure your progress accurately as you develop proficiency with that lift.

And the evidence on the importance of teacher academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as measured by SAT or licensure test scores, or the competitiveness of the college from which teachers graduate.

What students are expected to know in order to reach proficiency levels on exams in some states may be as much as four grade levels below the standards set in other states, according to a study by the American Institutes for Research that uses international testing data to gauge states against a common measuring stick.

Academic proficiency, academic growth (measured by a value table, as well as by double - counting a student who achieved proficiency after falling short the previous year); English - language proficiency; graduation rates.

Under the NCLB - era accountability regimes in many states, practically every school serving lots of low - income students was eventually designated as failing («needs improvement») because the dominant measures of school performance at the time — especially proficiency and graduation rates — are strongly correlated with prior achievement and student demographics.

We also strongly urge states not to use «growth to proficiency» measures, as these encourage schools to ignore the needs of their high - achievers (and are poor indicators of school quality).

Perhaps there are some «wrong» answers (such as relying exclusively on proficiency rates in reading and math to judge school quality, or measuring school spending and other inputs and calling it accountability) but mostly there are a whole bunch of right and partially - right answers, depending on policymakers» goals and states» idiosyncrasies.

In contrast, Polikoff's public comment on draft ESSA accountability rules drew heavily on a large empirical literature as it argued against a federal mandate for states to use proficiency rates as measures of school performance.

Kamras: A quality teacher, in my view, is someone who: 1) knows his / her subject matter with great proficiency; 2) has the demonstrated capacity — as measured by quantifiable student achievement — to share that knowledge with children; 3) holds all children, regardless of background, to the highest of standards of excellence; 4) leads by taking full responsibility for his / her students» achievement; and 5) inspires students to pursue dreams they never imagined.

It's time that policy caught up to common sense and put proficiency - rates - as - school - measures out of their misery once and for all.

Of the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school year.

Indeed, the very notion of bilingualism is changing; language mastery is no longer seen as an either / or proposition, even though most schools still measure English proficiency as a binary «pass or fail» marker.

The new law also requires states to use, as part of their rating systems, an indicator of academic achievement «as measured by proficiency on the annual assessments.»

At best, they track aggregate measures such as overall proficiency and graduation rates, which can hide the consequences for the specific schools, or grades or subjects actually affected by their initiatives.

ESSA also requires state accountability systems to measure «progress in achieving English language proficiency, as defined by the State.»

States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of cohort graduation rates.

ESSA requires state accountability systems to include an indicator of academic achievement «as measured by proficiency on the annual assessments.»

In this report, we use 2007 test - score information to evaluate the rigor of each state's proficiency standards against the National Assessment of Educational Progress (NAEP), an achievement measure that is recognized nationally and has international credibility as well.

One indicator of progress in reducing Australia's long tail of underachievement would be a reduction in the percentage of 15 - year - olds not meeting the OECD's baseline proficiency levels as measured by PISA.

With this year's IDEA determinations, the Department used multiple outcome measures that include students with disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each state.

Specifically, we've called for giving teachers tools to use assessments to inform instruction, minimizing test prep (which research suggests does not necessarily lead to increased test scores), focusing on student growth rather than absolute proficiency, and using test scores as only one measure among many in high - stakes decisions.

The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1) academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.

(aa) academic achievement, as measured by proficiency on the annual assessments required under subsection (b)(2)(B)(v)(I);»

Explicitly endorsing or encouraging states to use one of the two above - mentioned approaches as an alternative to proficiency rates as the primary measure of school performance.

Under either of these definitions, an aggregate performance measure such as the two options described above would clearly qualify as involving a measure of proficiency.

We measured actual school quality as the percentage of students in a school who achieved «proficiency» in math and reading on the state's accountability exams (taking the average proficiency rate across the two subjects).

Adding to their misery, urban schools received even worse ratings on a couple of Ohio's other proficiency - based measures, such as its indicators met and annual measureable objectives components.

In addition to student proficiency and growth as measured by state tests, the inputs into CORE's School Quality Improvement Index (SQII) include such indicators as suspension and expulsion rates, chronic absenteeism, and school culture and climate surveys administered to students, teachers, and parents.

While both EdTrust and the Foundation for Excellence in Education recommend growth - to - proficiency measures, again, these are perhaps acceptable for individual students, but as measures of school performance there is no question these are not growth measures that approximate schools» impacts.

Our results indicate that citizens» perceptions of the quality of their local schools do in fact reflect the schools» performance as measured by student proficiency rates in core academic subjects.

No Child Left Behind (NCLB) is among the most lamented education policies in recent memory, and few of NCLB's provisions received as much scorn as its singular focus on grade - level proficiency as the sole measure of school performance.

In the two previous years, 46 and 39 percent of urban schools were rated D or F. To be sure, fewer high - poverty schools will flunk under value - added as under a proficiency measure.

Summative assessments were defined as assessments such as state - or district - wide standardized tests that measure grade - level proficiency, and end - of - year subject or course exams.

Do you think we should use standards of proficiency or standards of growth to measure student achievement, especially in relation to English classes which aren't as straight - forwardly graded as math classes and why?

Also, education leaders point out, another important benefit of charter schools is better student behavior and character education that can not be measured in the same way as academic proficiency.

Of course, we can not deem one over the other, for both proficiency and growth are required, but I've not yet considered growth as a measure to build teacher expertise and confidence.

When used as assessments, performance tasks enable teachers to gauge student understanding and proficiency with complex processes (e.g., research, problem solving, and writing), not just measure discrete knowledge.

From the embarrassment of approving abysmally low — and Plessy v. Ferguson - like — proficiency targets (including that for Virginia, which had only required districts to ensure that 57 percent of black students and 65 percent of Latino peers were proficient in math by 2016 - 2017), to complaints from House Education and the Workforce Committee Ranking Minority Member George Miller and civil rights - based reformers about how the administration allowed states such as South Dakota to count General Education Development certificates in their graduation rate calculations (and minimize graduation rates as a factor in accountability measures), the administration finds itself contending with complaints from civil rights - based reformers as well as from centrist Democrats finally acknowledging the high cost of their push for revamping No Child at any cost.

In the realm of standards alignment, the performance outcome objective is generally described as demonstration of «proficiency» on the established standards as measured by the state test

How its used to grade schools: In its new School Performance Reports, the state is now using the SGP as a measure for student achievement in a school as a whole, in addition to the standard proficiency rates that have been publicized for more a decade.

LEXINGTON, KY — The Prichard Committee for Academic Excellence applauds the commitment of the Kentucky Board of Education in setting ambitious goals for students to reach academic proficiency and beyond as measured by the state's new accountability model.