Sentences with phrase «school quality measures»

States will begin developing criteria for the school quality measures, and ESSA requires state officials to consult with principals and local educators to design the most effective strategies.

NYT: Its interactive data story published by The Upshot used unnecessarily simplistic school quality measures, misleading commute times, and confusing graphics to compare school quality in suburbs where people might want to consider moving.

Klein also reports that a «top staffer overseeing implementation of the Every Student Succeeds Act at the U.S. Department of Education has a message for states and districts as they embrace the law's new school quality measures: Don't forget about reading and math.»

The varied perspectives and in - depth stories we heard about what made schools work affirmed an essential truth shaping MCIEA's school quality measures work: school quality is more complex and human than any test score or algorithm can capture.

Focus groups in each community of students, parents, educators, and community members, along with polling data and research evidence, led to the creation of a School Quality Measures Framework and subsequent online dashboard of the data that the community most wants to know about their schools.

At the school and district levels, the School Quality Measures (SQM) project aims to better model the diverse perspectives and experiences of a range of school stakeholders when assessing school quality.

This is meant to complement, but not replace, other school quality measures that include multiple factors, such as student growth rates.

The level variable is highly correlated with the school quality measure (percent proficient) used in the national analysis, but the correlation between the growth variable and percent proficient is considerably weaker.

As part of its school quality measure, Illinois seeks to include a «fine arts indicator based...

No, the EEI is not a stand - alone or absolute school quality measure.

Not exact matches

The school data used for the ranking by the FT measures such several factors that have little, if anything, to do with the actual quality of the education received by graduates.

It is measured by the quality of godly life a «recovered» and «delivered» person is actually enjoying in sobriety — individually, with his family, with his job, with his business, with his schools and churches, with his community, and in fellowship with his Creator.

The spending measure, which requires legislative approval, also includes $ 1.1 billion in new school spending; $ 2.5 billion for water quality and water and sewer upgrades; expanded child care tax credits; and new powers for Cuomo, a Democrat, to adjust state spending in the face of federal spending cuts.

Among the 92 school - age children aged 9 to 11 in the study, each snack raised their diet quality by 2.31 points, as measured on the Healthy Eating Index, 2005 developed by the U.S. Department of Agriculture.

Researchers from the Perelman School of Medicine at the University of Pennsylvania, in partnership with ORGANIZE — a non-for-profit organization based in New York which leverages health data to end the organ donor shortage by applying smarter technologies, utilizing social media, building more creative partnerships, and advocating for data - driven policies — The Bridgespan Group — a global nonprofit organization that collaborates with mission - driven leaders, organizations, and philanthropists to break cycles of poverty and dramatically improve the quality of life for those in need — and Gift of Life Donor Program — an OPO which serves the eastern half of Pennsylvania, southern New Jersey, and Delaware — evaluated the metrics and criteria used to measure OPOs across the country, and found significant discrepancies in how potential donors are evaluated and identified.

But administrative targets for enrollment rates and overwrought rhetoric from international commissions, as well as more measured alarms about school quality, do not in themselves create the incentive to grow.

We met with three hundred charter leaders around the state to learn more about what could be done, and then built goals and objectives for the California charter schools movement by first providing insurance, cash - flow financing, and other resources to schools willing to focus on academic quality (measured in many different ways).

Even measures of growth in test scores or VAM are not rigorously identified indicators of school or program quality as they do not reveal what the growth would have been in the absence of that school or program.

While opponents of student testing often seem to have the biggest megaphone, polls show an overwhelming majority — 70 percent and up — of parents think tests are a valid measure of their child's achievement level and the quality of schools.

Acknowledging that some of the measures it uses to judge the quality of K12 schools are «inadequate or inappropriate,» the report calls for states to develop new and better instruments.

Their peers» average test scores are about 0.15 standard deviations higher, and the new schools have higher - quality teachers, measured in terms of the fraction of teachers with less than three years» experience, the fraction that are new to the school that year, the percentage of teachers with an advanced degree, and the share of teachers who attended a «highly competitive» college as defined by the Barron's rankings.

These school indicators should also incorporate other measures of key ingredients to long - term success, such as student performance in writing and oral presentations, teaching and curriculum quality, student attitudes and culture, attendance, and school leadership and management.

For the first part of his dissertation, Muralidharan surveyed a representative sample of more than 3,000 public schools across India to measure the quality of public service delivery in education.

Looking across our analyses, we see that under IMPACT, DCPS has dramatically improved the quality of teaching in its schools — likely contributing to its status as the fastest - improving large urban school system in the United States as measured by the National Assessment of Educational Progress.

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.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

But as we turn to new measures of school quality including production of college and career ready students there is new space for advocates to research and promote the benefits of school counselors.

The wrong response to recognizing that test scores fail to capture school quality sufficiently is to increase the set of high - stakes measures we collect.

Many states nonetheless interpret the index as a simple measure of school quality.

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).

Legislators hope the measures will improve teacher quality not just in disadvantaged schools but also throughout the state.

In this study I explore this question using data from the Charlotte - Mecklenburg (North Carolina) school district (CMS) to measure the impact of school quality on arrest and incarceration rates.

High - school lottery winners in the high - risk group and all middle - school lottery winners experience modest increases in standard measures of school quality.

For youth in the high - risk group, the gain as measured by these quality indicators is roughly equivalent to moving from one of the lowest - ranked schools to one around the district average.

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.

Almost none of the participants in our ESSA design competition recommended that states use proficiency rates, reflecting the near - universal consensus that such rates are a bad measure of school quality.

House Democrats gathered on Capitol Hill last week to outline their «Strengthen Our Schools» agenda, with an emphasis on teacher - quality measures, expanded access to preschool, and far higher spending on some federal programs.

«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT achievement in their high school rating systems, and we heartily endorse all of these of these measures, especially those tied to achievement on AP / IB tests, which are precisely the sort of high - quality assessments that critics of dumbed - down standardized tests have long called for.

Such measures are visible in i3, school improvement, and the Obama administration's gainful employment proposal — making it hard for even high - quality for - profits to compete on a level field.

While grades on the Chance - for - Success Index are sometimes interpreted as measures of school quality, researchers from CREDO found that the grades are closely related to measures of family income and the level of education achieved by parents in a state, and do not represent the contribution of a state's schools to the success of its youngsters.

Equally important are school / university partnerships and the coming together of like - minded researchers and classroom teachers who recognize the fertile opportunity to research, measure, and disseminate findings in Mind, Brain, and Education Science to enhance teacher quality, student achievement, and professional satisfaction.

The school boasts a solar electricity system in addition to ample natural light, water - saving features, and indoor air - quality measures.

The quality of our public schools has been measured in innumerable ways, and stakeholders may draw on any number of sources for rankings to support a particular agenda.

In our zeal to measure educational output and teacher quality — to reward those who do it well and punish those who don't measure up — we remain resolutely incurious about what exactly kids do in school all day.

Specifically, her research investigates effective ways to measure bilingualism in schools, the relevance of knowledge on bilingualism and executive functions to language and literacy outcomes, and the relationship between academic outcomes and quality and quantity of bilingual experience.

But if we're unable to develop strong measures of school quality that can be used remotely, the logical conclusion to be drawn is not that we ought to rely on them anyway.

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.

Instead of using reading and math tests as one useful tool, many reformers have made these results the defining measure of school quality.

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.

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.