Sentences with phrase «stakes accountability measures»

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.

It's very controversial in many states, especially when it's used in high stakes accountability measures.

Not exact matches

In the meantime, policymakers should resist proposals to incorporate survey - based measures of non-cognitive skills into high - stakes accountability systems.

EW: What dies the NEA recommend, instead of high - stakes testing, to measure student progress and show more accountability?

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

I am not suggesting that the Hitt and Trivitt measure can be used in an accountability system, since it is certain not to work once high stakes are attached.

My own research has suggested the potential importance of reference bias due to differences in school climate, leading me to caution in this series against proposals to incorporate survey - based measures of non-cognitive skills into high - stakes accountability systems.

However, the problem with NCLB as it is currently enacted is not the accountability requirements but the measure used to assess accountability, high - stakes testing.

While ESSA required states to add in a couple of additional outcome measures of students and schools, the overwhelming weight of accountability is still upon a single standardized test by which to make important and often high - stakes judgments about students, schools, and districts.

The pendulum swing toward, and now away, from high - stakes test accountability in measuring educational progress «taught us all that balance is important.

NUT general secretary Christine Blower said her union has «long argued that league tables, high - stakes testing and other accountability measures have a negative effect on children and young people».

Obama's «Race to the Top» policy — the brainchild of Secretary of Education Arne Duncan, the former «CEO» of Chicago Public Schools — further codifies high - stakes testing by allocating scarce federal resources to those states most aggressively implementing these so - called accountability measures.

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these skills and competencies — and if so, whether we should use those results to gauge school quality.

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these competencies.

In addition, since these assessments are self - report surveys, there is also the issue of response bias — meaning a student's tendency to give answers that they believe are socially acceptable or to consistently answer «yes» or «no» regardless of the question asked.48 Since self - report measures tend to be weak in reliability and validity, state and local policymakers should refrain from including measures of learning mindsets and skills in high - stakes accountability systems.

Putting high stakes accountability on measuring SEL skills could lead to corruption that distorts or hides the outcomes meant to be monitored.

These advocates eschew fixes that divert public money to the private education sector, and oppose high - stakes testing in favor of multiple assessments to measure accountability and success.

Both versions that have passed in their respective chambers allow for states to end current accountability measures enforced by high - stakes testing if they develop their own alternatives.

Now we know for sure that student grades are being changed by teachers, often under pressure from principals, after CPS turned grades into high - stakes measures for selective enrollment high school applications and for high school «on - track» accountability measures.

Historically, tests have been designed to measure skills efficiently, but in the face of high - stakes accountability systems, many teachers have begun teaching to tests.

My top priorities during the most recent iteration of the bill have been: • Reducing the high - stakes nature of standardized tests by basing accountability on multiple measures of a school's effectiveness.

When using tests, and especially subjective indicators to measure «teacher performance,» one must exercise caution to ensure that those being measured do not engage in manipulation and inflation techniques known to effectively increase the scores derived and valued, particularly within such high - stakes accountability systems.

We also feel strongly that parents should have the right to have their children opt out of high - stakes testing — and that any accountability system should include multiple measures of success, including parent and teacher surveys.

Replace the current national accountability scheme based on high stakes tests with state - led accountability systems, returning responsibility for measuring student and school performance to states and school districts.

«But I'm just not sure that these measures are fine tuned enough to make high stakes accountability decisions with.»

In addition to their role in comprehensive accountability, districts can innovate locally to inform statewide school classification systems by developing and testing measures in the absence of high - stakes.

She's worried that grit is being overemphasized: In a recent paper, she argued that grit measures aren't ready to be incorporated into high stakes accountability systems.

We hope the national spotlight on Chicago's schools refocuses the nation's attention on building connections between schools, parents and communities, backing research - based reforms and beginning the important pushback on damaging practices such as high - stakes testing, school closings, and flawed teacher accountability measures.

And, more importantly, do they still hold a stake in the accountability measures under the Every Student Succeeds Act (ESSA) and meet the requirements for Evidence of Effectiveness?

However, it will come as no surprise that despite growing nationwide resistance, the federal government has reaffirmed its commitment to annual high - stakes standardized testing and accountability measures, and to linking those scores to school funding.

The Impact of Accountability Measures on Children and Young People, by Prof Merryn Hutchings of London Metropolitan University, says pupils» emotional health and wellbeing is suffering because of «high - stakes testing».

While advocates of high - stakes testing and increased standardization often point to accountability measures as an effective response to the deficit model, we suggest precisely the reverse.

Putting high stakes accountability on measuring SEL skills could lead to corruption that distorts or hides the outcomes meant to be monitored.