Sentences with phrase «rewarding student achievement»

This cache is used for rewarding student achievement and some was used to fund the startup of Wonderful Opportunities 4 U @ Everett event.

To accomplish these goals, the Council formed three separate subcommittees: (1) an Equitable Funding Structure; (2) Rewarding Student Achievement and Outcomes, and (3) Creating a Student - Centered Funding System.

Acknowledge and reward student achievement gains, not just absolute levels of academic achievement.

Not exact matches

Until now, most New York City teachers have been rewarded based on seniority or quantity of graduate education; neither has been shown to improve student achievement.

In addition, Borough President Katz will recognize the nine Queens high schools that were recently designated as «Reward Schools» by the New York State Commissioner of Education for having made the most significant progress or have the highest achievement in the state with no significant gaps in student achievement.

Achievement Rewards for College Scientists helps give WSU a competitive edge in recruiting top graduate students in science, technology, engineering and math (STEM) fields.

Some of these states have been rewarded with record high graduation rates and an uptick in student achievement, with major gains among students who have traditionally been furthest behind, including students with disabilities.

The first to examine the effects of financial incentives among urban public school students, it found that rewards can produce excellent results in closing the achievement gap — if they are tied to specific steps the students take rather than to grades or test results.

If a student ended up achieving in the end, he or she should be rewarded for that achievement, not penalized for a failure during practice.

Using an online platform to provide a «one stop shop» for updates, academic achievement as well as a reward scheme is a great way to strengthen communication between the school, student and parents.

Cheerleader and Punk Rocker Reward Students for Making the Grade This year was our schools fourth consecutive year of achieving an A grade on our state achievement tests.

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

Classroom applications of this theory focus on systems that reward students for various behaviors or incremental achievements.

For one thing, consistent with the legislation enacted in 2006, school administrators — particularly principals and superintendents — should also be rewarded for effectiveness in raising student achievement.

«I like to reward students with certificates and trophies that recognize academic achievement,» said Donnette McNeill - Waters, principal at Bennion Elementary School in Taylorsville, Utah.

If the current law's minimum competency standard produces gains among students near the proficiency threshold but disadvantages others, the rules of the accountability system need to be modified, perhaps to reward improvements across the entire achievement distribution.

Teachers should be rewarded for producing useful student outcomes, most notably, student learning gains, measured by value - added standards (i.e., improvement) rather than by levels of achievement at the end of a course.

To the extent that the most important staffing decisions involve sanctioning incompetent teachers and rewarding the very best teachers, a principal - based assessment system may affect achievement as positively as a merit - pay system based solely on student test results.

3) Rewards for both teachers and administrators based on their success in improving student achievement.

To achieve these objectives, KIPP schools leverage strong student - behavior policies with rewards and sanctions; contracts between students, parents, and teachers; longer school days and school on Saturdays; substantial autonomy for principals; and close monitoring of school performance in terms of student achievement and college readiness.

The costs of extra planning time are offset, however, by significant rewards, as evidenced by students» successes and their improved confidence and attitudes, as well as their achievement on standardized tests.

The discipline of market economics supposedly will force for - profit schools to streamline their bureaucracies, retain and reward highly talented administrators and teachers, and raise student achievement on a variety of measures.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

This pay structure seeks to enhance the professional expertise of teachers by rewarding them for meeting certain professional standards — with the expectation that meeting such standards will boost student achievement.

While student achievement results have not been linked to rewards or sanctions for schools until recently, the results of the exams have been distributed to parents annually for at least the past decade, years before implementation of the No Child Left Behind law.

School - based reward programs that offer students such incentives as cash, free MP3 players, or other gifts appear to produce improved reading achievement across grade levels, preliminary findings from an ongoing research project suggest.

If we want local leaders to make decisions on the basis of evidence — and be rewarded for it — we need to provide them with evidence denominated in their local currency — their own students» achievement.

The students and teachers then decide on 12 rewards for their achievements.

Overall, our results suggest that Tennessee's Career Ladder Evaluation System was at least partially successful at rewarding teachers who were relatively effective at promoting student achievement.

Doing this the way we do in many places now, however — treating one test as a comprehensive indicator of student achievement, pretending that scores taken by themselves are a trustworthy indicator of school quality, and rewarding and punishing teachers and students for scores — is just too simple.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

The bar should be set high, with greater flexibility rewarded only to states that implement bold reforms that improve the quality of education and student achievement.

We should explicitly, rather than implicitly, value and reward our expert teachers, and we should do so regularly, not just on Open Day, as effective teaching is the best route to improved student achievement and greater economic prosperity.

On the student side, schools in cities like New York, Chicago, and Washington, D.C., are experimenting with financial rewards, including cash payouts to students who make good grades or show other achievement.

«Their reward in the end was improved student achievement and community pride in their literacy program.»

Our schools in the United States operate primarily as meritocracies: Grades are earned, students are tracked into achievement groups, and awards and rewards are provided for those who perform satisfactorily.

Student effort, progress and achievements are recorded, recognised and rewarded in the classroom, by their teacher and peers, families and community.

School - Wide Rewards Improve Behavior, Boost Achievement Many schools use rewards as one part of their school - wide effort to boost student achievement and test Rewards Improve Behavior, Boost Achievement Many schools use rewards as one part of their school - wide effort to boost student achievement and tAchievement Many schools use rewards as one part of their school - wide effort to boost student achievement and test rewards as one part of their school - wide effort to boost student achievement and tachievement and test scores.

The 13 - year - old prize, Reed said, was designed to reward and encourage success in raising student achievement: «We've seen some of that, but not enough and not fast enough.»

Given that the federal role in education has rewarded a lot of cronies and entrenched a lot of anti-freedom bureaucrats but produced no student achievement gains, and can constitutionally exist only because the feds bribe states with their own money, it's about time someone with power and cojones took a stand.

A successful school - accountability system contains three basic elements: It gauges education quality and progress by measuring data that accurately reflect student achievement; it disseminates the results to parents and the public in a simple and transparent manner; and it rewards and incentivizes success and provides interventions to support low - performing schools and reverse failure.

As long as educators are aware of what the value - added system is supposed to be rewarding, and as long as that system rewards the desired outcomes more than it erroneously rewards something else, the system will help to elicit more of the desired outcomes — namely, improvements in student achievement.

Customization to the «just above» level — with the occasional stretch challenge to keep things interesting and help students feel a true sense of achievement and progress (rewarded with a healthy dose of dopamine upon solving the problem)-- for each student is naturally achieved in a competency - based education system powered by digital learning.

The cry is for good teachers to be rewarded and bad teachers to be tossed out of classrooms, based on student achievement assessed by scores on standardized tests.

Merit programs use animations to highlight student achievement and provide age - appropriate rewards.

Using a variety of student achievement metrics, successful teachers across the state were rewarded.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

Growing concerns over the inadequate achievement of U.S. students have led to proposals to reward good teachers and penalize (or fire) bad ones.

Students, parents, teachers, and staff create and reinforce a culture of achievement and support through a range of formal and informal rewards and consequences for academic performance and behavior.