Sentences with phrase «school accountability measures only»

Not exact matches

From 2009 - 2012, schools retested students who initially failed the exams, and then only the higher of the original and retest scores was used in the accountability measure.

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

One of only 16 states to reward high - performing or improving schools, South Carolina also fares well on measures of school accountability.

Yes, not all that long ago AFT advocated for an ESEA that «judges school effectiveness — the only valid and fair basis for accountability — by measuring the progress that schools achieve with the same students over time.»

While this means that some of the students, whose test scores are included in the school's performance measure, may have only been in that school for a relatively short time, it avoids problems associated with excluding the high - mobility students - typically the lowest - performing students - from the district's overall accountability measure.

Standardized high - stakes tests also don't measure school improvement perfectly, and they shouldn't be the only accountability device we use.

In fact, they make it clear that historically the PSSA exams were designed for school level accountability and only later have moved toward measuring individual student mastery of Pennsylvania's academic standards.

Even the most visionary districts can make the mistake of over investing in one metric of success, and educational researcher Michael Fullan says, «In most of the schools and education systems we have observed, the only student learning outcome measures available for accountability purposes are measures of curricular content mastery.»

The Measures of Academic Progress, or MAP test, offers certain advantages over the Wisconsin Knowledge and Concepts Examination, which is the only test that can be used for school accountability purposes.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

He thinks a comparison of graduation rates should only include charter schools rated under standard accountability measures.

Statewide accountability systems will only be statewide if the indicators used to measure school quality are the same (across a grade span) for all schools and districts.

Only there has been little real change — to my knowledge — in the status quo because schools are seemingly still beholden to accountability measures that link to the quantifiable measures of NC levels.

Allows states to establish their own accountability systems that must meet only three requirements: annually measure student achievement, annually assess school performance, and include a school improvement plan that contains interventions for poorly performing Title I schools.

However, they also have minimized it by adopting an accountability system, called «the dashboard,» for schools that makes academic achievement only one of several measures of their competency, and leaves improvement largely in the hands of local school officials.

While many state policymakers are continually drawn to accountability measures that rely on sanctions and rewards, effective school and district leaders know that true accountability can only be attained when teachers have the necessary knowledge and skills to improve student learning.

Such criticisms may have only been bolstered by last week's report from Duke Law School, which cited North Carolina private school accountability measures as «among the weakest in the country» and blasted a lack of verifiable data to back up claims that failing public school students may be rescued by their private school counterSchool, which cited North Carolina private school accountability measures as «among the weakest in the country» and blasted a lack of verifiable data to back up claims that failing public school students may be rescued by their private school counterschool accountability measures as «among the weakest in the country» and blasted a lack of verifiable data to back up claims that failing public school students may be rescued by their private school counterschool students may be rescued by their private school counterschool counterparts.