Sentences with phrase «provide measures of school quality»

Here's how the latest push to provide measures of school quality fall short.

Not exact matches

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

Attitudes: support for diversity (racial integration), a perception of inequity (that the public schools provide a lower quality education for low - income and minority kids), support for voluntary prayer in the schools, support for greater parent influence, desire for smaller schools, belief in what I call the «public school ideology» (which measures a normative attachment to public schooling and its ideals), a belief in markets (that choice and competition are likely to make schools more effective), and a concern that moral values are poorly taught in the public schools.

These «externalities» that make everyone better off provide still another reason for taking measures that will enhance the quality - not just the quantity - of schooling.

Therefore, a single score, taken alone, can not provide a comprehensive measure of the achievement of a student, and it certainly is not sufficient to judge the quality of a school or an educational system.

The framework provides a holistic assessment of school performance based on student growth and achievement in grades 3 — 8; school climate measures, including attendance and re-enrollment; and preschool classroom quality.

More important, however, is the larger implication I take from Mr. Bedrick's thesis: that private school choice advocates in America, Mr. Bedrick among them, have failed to establish a coherent, prevailing belief system about the role of private schools in providing an education of measured quality, at scale, for the nation's most disadvantaged youth.

«The goals and measures of success outlined in our approved state plan shows Hawaii's continued commitment to providing equitable access to quality education, and empowers our educators to innovate and design schools that meet the needs of their communities,» said Hawaii State Department of Education Superintendent Dr. Christina Kishimoto.

This new unit should focus on providing a student experience that excels on measures different from the traditional measures of quality — such as top - notch extracurricular offerings and state - of - the - art facilities — that private schools have historically used.

When finished, the newly developed and validated online tool will measure school leaders» capacity to observe and analyze the quality of classroom instruction, provide feedback to teachers, and plan professional development for teaching staff.

«This measure is a very reasonable and carefully thought - out approach to bringing innovative solutions to our public schools and improving the quality of education we provide to all students in Washington,» Litzow said in a news release.

Much of their attention is focused on which indicators of school quality or student success they will use to provide a more holistic measure of school performance than the test - based measures of the past.

While U.S. Secretary of Education Arne Duncan did his best to spin the administration's efforts as a solution for No Child's supposedly «broken» accountability measures, which he proclaimed, was «misleading» in identifying schools and districts — especially in suburbia — failing to provide high - quality education to poor and minority kids.

Measure and improve the school's climate (quality and character) to provide a safe, equitable and engaging environment for each member of the network to effectively contribute; and

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

At the very least, the concept is an interesting approach to measuring the quality of schools — and could provide the kind of information families need to know what schools look like as well as how well they do in improving student achievement.

The completed online, video - based assessment tool aims to measure how school leaders can observe and notice the quality of classroom instruction, interpret their observations and provide productive feedback to the teacher, and use the observations to plan professional development for the teaching staff.

The accountability system also provides a public record of how each public school is performing — graduation rates, standardized test scores, teacher quality and school safety are all measured and reported each year.

Measuring academic success as students progress from preschool through high school and into college provides important information about the quality of the DPS education system.

In No Small Change: Targeting Money Toward Student Performance, researchers analyze more than 100 variables before they grade states from A to F on four major categories: the rigor and clarity of the state's standards in core subjects; its efforts to improve teacher quality; its school climate as measured by absenteeism, school safety, parental involvement, character education, and other variables; and the extent to which it provides resources equitably.

Our team of experienced reviewers will carefully read each section of your application and provide constructive feedback on the quality of your application as measured against our Quality Standards for Developing Charter Squality of your application as measured against our Quality Standards for Developing Charter SQuality Standards for Developing Charter Schools.

The measure would help states expand access to high - quality charter schools by providing $ 300 million for FY12 and each of the next five years to support states» creation, replication, and expansion of high - quality charter schools through competitive grants.

WHEREAS, the San Diego Unified Vision 2020, long - term strategic plan, Quality Schools in Every Neighborhood, supports and provides for quality teaching, access to broad and challenging curriculum for all students, closing the achievement gap with high expectations for all, and is committed to using multiple formative measures of success that go beyond standardized achievement tesQuality Schools in Every Neighborhood, supports and provides for quality teaching, access to broad and challenging curriculum for all students, closing the achievement gap with high expectations for all, and is committed to using multiple formative measures of success that go beyond standardized achievement tesquality teaching, access to broad and challenging curriculum for all students, closing the achievement gap with high expectations for all, and is committed to using multiple formative measures of success that go beyond standardized achievement tests; and

The report notes that evaluations are most effective when value added scores are combined with other classroom measures, such as observations — which provide opportunities for school leaders and line managers to see teachers in action — and surveys of pupils about the quality of teaching they receive.

After separating out the timing issue, better measures of the quality of instruction provided by districts, schools and teachers can be obtained.

In order to provide teachers feedback on their instructional alignment, we need high quality measures of their instruction throughout the school year.

While I think it's time for other districts and the Colorado Department of Education to learn from Denver's work, we need to have a series of discussions about how to have more school performance data provided to families and how / whether this information is rolled up into a single measure of «school quality.»

Massachusetts aims to strengthen the quality of school leadership across the state by strengthening principals» skills in three areas: observing classroom practice, analyzing measures of student learning and teacher effectiveness, and providing timely and high - impact feedback to their faculty.

Thus, the performance index not only provided an average measure of school quality, but also provided more fine - grained results to guide improvement (Schafer, 2003).