Sentences with phrase «school accountability policies in»

The sole authorizer has put several school accountability policies in place through regulation.

A handful of states, such as Texas and North Carolina, began implementing «consequential» school accountability policies in the early 1990s.

Not exact matches

Additional Accountability Requirements: School Nutrition Policy, revised in 2005, requires «each school conduct evaluations [of the school health environment] using a nationally recognized, validated survey to identify strengths and weaknesses and prioritize changes as an action plan for improving student hSchool Nutrition Policy, revised in 2005, requires «each school conduct evaluations [of the school health environment] using a nationally recognized, validated survey to identify strengths and weaknesses and prioritize changes as an action plan for improving student hschool conduct evaluations [of the school health environment] using a nationally recognized, validated survey to identify strengths and weaknesses and prioritize changes as an action plan for improving student hschool health environment] using a nationally recognized, validated survey to identify strengths and weaknesses and prioritize changes as an action plan for improving student health.

Additional accountability requirements: N.J.S.A. 18A: 33 - 15 to 18 (2007) requires new school districts participating in any of the federally funded Child Nutrition Programs to submit their local policies to the state Department of Agriculture for a compliance check with the state's NJ School Nutrition / Wellness Policy (2005), which contains policy content requirements that go beyond Sectioschool districts participating in any of the federally funded Child Nutrition Programs to submit their local policies to the state Department of Agriculture for a compliance check with the state's NJ School Nutrition / Wellness Policy (2005), which contains policy content requirements that go beyond SectioSchool Nutrition / Wellness Policy (2005), which contains policy content requirements that go beyond SectioPolicy (2005), which contains policy content requirements that go beyond Sectiopolicy content requirements that go beyond Section 204.

Additional Accountability Requirements: Statute Title 70, Section 24 - 100b (2005) requires each school district to report to the state Department of Education on the district's wellness policy, goals, guidelines, and progress in implementing the policy and attaining the goals.

The Chairman of the Public Interest Accountability Committee (PIAC), Joseph Winful, has expressed doubts about the capacity of the Heritage Fund in its present stage, to meet the needs of the Free Senior High School policy.

In 2013, Deming was named a William T. Grant Scholar for his project, The Long - Run Influence of School Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparatioIn 2013, Deming was named a William T. Grant Scholar for his project, The Long - Run Influence of School Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparSchool Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement collegAccountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparschool accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement collegaccountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement collegaccountability impacts outcomes, and how test - based accountability in high school can complement collegaccountability in high school can complement college preparatioin high school can complement college preparschool can complement college preparation.

«Accountability for student performance is one of the two or three - if not the most - prominent issues in policy at the state and local levels right now,» says Richard F. Elmore, a professor at Harvard University's Graduate School of Education (Quality Counts, 1999)

But «just right» policies — strong accountability, lots of operational autonomy, fair funding, no micromanaging — tend to be embraced by charter school realists in the center of the political spectrum.

The intuition behind this approach is that NCLB represented less of a «treatment» in states that had already adopted NCLB - like school - accountability policies prior to 2002.

Paul Peterson interviews Robert Shapiro, an expert on public opinion, about how the partisan divide in education policy is shifting, as issues of school quality and accountability have produced «conflicted liberals,» at the same time that the presidential election is creating «conflicted conservatives.»

Report cards track and compare state education policies and outcomes in six areas: chance - for - success; K — 12 achievement; standards, assessments, and accountability; transitions and alignment; the teaching profession; and school finance.

It also appeals to the yearning of some GOP lawmakers and libertarian policy wonks to get Uncle Sam completely out of the school - accountability business (though they'll gag on Rothstein's demand for buckets more in federal dollars for those unaccountable schools and sundry other services to kids).

We address this issue by comparing trends in student achievement across states that had varying degrees of prior experience with state school - accountability policies similar to those brought about by NCLB.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

This strategy relies on the assertion that pre-NCLB school - accountability policies were comparable to NCLB — that is, that the two types of accountability regimes are similar in the most relevant respects.

The two most important changes in American education policy over the past several decades have been the expansion of school choice and changes to school accountability.

In his work on accountability policy, HGSE Professor Richard Elmore has found this development of internal accountability to be a critical component of improving schools.

One of the most significant changes in educational policy of the past two decades is the movement toward test - based accountability in the schools.

In 2013, he was named a William T. Grant Scholar, a prestigious five - year award for early career researchers for his proposed project, The Long - Run Influence of School Accountability: Impacts, Mechanisms and Policy Implications.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

A few major areas I hope will receive attention during reauthorization are college / workplace readiness, including the promotion of more rigorous standards; greater accountability at the secondary level; more sophisticated policy and greater accountability for improving teacher effectiveness, particularly at the late elementary and secondary levels; a broadening of attention to math and science as well as to history; and refinements in AYP to focus greater attention and improvement on the persistently failing schools by offering real choices to parents of students stuck in such schools.

As we continue to study choice - based policies in K — 12 education, one challenge we must confront is the push - pull created by high - stakes accountability measures designed to assess schools, students, and educators, based solely on test scores — an area where choice proponents and opponents often find common ground.

Responding to the need to look beyond test scores to measure school quality, an increasing number of school districts are striving to incorporate socio - emotional learning measures in their accountability policies.

In a similar vein, Jennifer Vranek and her colleagues at Education First write, «Past accountability systems were the darlings of policy makers, think tanks, foundations, editorial boards, and advocates; they rarely had the support of educators, school communities, and the public writ large.

Moreover, the cross-school differences in the relative success of advantaged and disadvantaged students argue for enacting school accountability policies that shine the light on the success of specific populations, rather than concentrating solely on overall schoolwide performance levels or gains.

I am an education policy researcher who's taken a few detours into policy jobs — once in the Office of Data and Accountability of DC Public Schools, and once as the Deputy of Educator Preparation for the State of Delaware under its Race - to - the - Top efforts.

This study examined Career Academies in the early 1990s, before many of the occupations common today even existed and prior to the introduction of policies with important implications for secondary schools (e.g., school accountability).

Designing an effective charter school policy therefore requires attention to details about accountability and other features, such as whether enrollment in charters is unified with traditional public school enrollment processes and whether charter schools provide transportation for students.

With these strengths and challenges in mind, the OECD sets out an ambitious reform agenda covering three key areas: promoting equity; building capacity for teaching and learning; and policy steering, accountability and school improvement.

Several of the most significant features of recent education policy debate in the United States are simply not found in any of these countries — for example, charter schools, pathways into teaching that allow candidates with only several weeks of training to assume full responsibility for a classroom, teacher evaluation systems based on student test scores, and school accountability systems based on the premise that schools with low average test scores are failures, irrespective of the compositions of their student populations.

Although it's not possible to attribute these declines to any specific education policy, it's also hard to conclude that incentive schemes and new school accountability arrangements in these countries have had a positive impact on student performance.

The Commission will examine factors in raising student achievement from prekindergarten through high school including: state accountability and curriculum requirements; model programs to improve student achievement beginning in early learning programs and continuing throughout high school; strategies for every student to achieve at grade level such as intervention and support systems; and policies to improve student attendance and retention.

This study examines the major shift in California and across the nation in school accountability policy.

All states need to develop accountability systems that deal thoughtfully and usefully with test results, that deploy educational resources so as to aid teaching and learning, and that involve families in educational policy and in schools.

Members of the National Advisory Board work with NACSA to advance excellence and accountability in the charter school sector through effective charter school policy and thoughtful charter authorizing practices.

But we believe in private school choice, too — indeed, we believe in every kind of school choice that works for kids — and have previously mapped the touchy territory of accountability for «voucher schools» and advised policy makers on how to deal with these challenging trade - offs and balancing acts.

We chose to label the years that four key accountability policies went into effect, in order to look for a possible relationship between alternative school enrollment the implementation of policies that would penalize schools for poor performance.

In Smith's model, as it was refined over time, curriculum standards serve as the fulcrum for educational reform implemented based on state decisions; state policy elites aim to create excellence in the classroom using an array of policy levers and knobs — all aligned back to the standards — including testing, textbook adoption, teacher preparation, teacher certification and evaluation, teacher training, goals and timetables for school test score improvement, and state accountability based on those goals and timetableIn Smith's model, as it was refined over time, curriculum standards serve as the fulcrum for educational reform implemented based on state decisions; state policy elites aim to create excellence in the classroom using an array of policy levers and knobs — all aligned back to the standards — including testing, textbook adoption, teacher preparation, teacher certification and evaluation, teacher training, goals and timetables for school test score improvement, and state accountability based on those goals and timetablein the classroom using an array of policy levers and knobs — all aligned back to the standards — including testing, textbook adoption, teacher preparation, teacher certification and evaluation, teacher training, goals and timetables for school test score improvement, and state accountability based on those goals and timetables.

Given the vastness of the terrain, the course will be grounded in three education policy / reform initiatives that have gained considerable currency over the past decade: (1) Standards and Accountability (2) Teacher Quality & (3) School Choice - Vouchers and Charter Schools

Frequent topics include school improvement, leadership, standards, accountability, the achievement gap, classroom practice, professional development, teacher education, research, technology and innovations in teaching and learning, state and federal policy, and education and the global economy.

The study, by Policy Analysis for California Education (PACE), examines the potential effects of using single measures in California's CORE districts, where multiple measures of school performance are included in annual accountability reports.

«We also find that «F» - graded schools engaged in systematically different changes in instructional policies and practices as a consequence of school accountability pressure, and that these policy changes may explain a significant share of the test score improvements (in some subject areas) associated with «F» - grade receipt.»

In both reading and mathematics, low - and moderate - achieving schools made overall gains greater than those of high - achieving schools under the accountability policy.

But none of them hold as much promise for student learning as any one of the many school reforms on the nation's agenda — student and school accountability, school choice, and changes in teacher recruitment, compensation and retention policies.

In light of the news of Tony Bennett's resignation, Fordham asked several top education - policy analysts to explore what the resignation would mean for school accountability going forward.

The foundation is also working much more aggressively to change public policy concerning key elements of the portfolio approach: transparency in school finance, multiple independent school providers, and performance - based accountability.

The second half of the book seeks to apply the theoretical framework to three policy case studies in the areas of school finance, school accountability, and school autonomy and parental choice.

In conducting the study, researchers with RAND convened a panel of experts on school accountability policies, reviewed published research, conducted interviews with educators and reviewed the measures employed in each state that publishes its own school ratings in addition to those required under NCLIn conducting the study, researchers with RAND convened a panel of experts on school accountability policies, reviewed published research, conducted interviews with educators and reviewed the measures employed in each state that publishes its own school ratings in addition to those required under NCLin each state that publishes its own school ratings in addition to those required under NCLin addition to those required under NCLB.

A recent study by co-author Elacqua and his colleagues, for example, found that low - performing schools facing accountability pressures modified their teaching policies and practices in meaningful ways.