Sentences with phrase «stakes accountability on»

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

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

What are the distributional impacts of high - stakes accountability on long - run outcomes?

Not exact matches

Commenting on the statement by the Secretary of State for Education setting out proposals to reform the system of primary assessment, Chris Keates, General Secretary of the NASUWT - The Teachers» Union, said: «It is important to recognise, and as the NASUWT has stated consistently, that many of the concerns expressed about statutory primary assessment are the direct result of their use in the current high stakes school accountability regime.

Collaboration with parents is vital to improving struggling schools, promoting educational equity, addressing the over emphasis on high - stakes testing, and increasing charter school accountability.»

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 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 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 preparation.

Scores on high - stakes tests rose rapidly in states that were early adopters of school accountability, and Texas was no exception.

When the MEAP high - school exam was a no - stakes test, students had no reason to try their best on the primary indicator of performance in the state's high - school accountability system.

As noted above, one of the benefits of the analysis presented here is that it relies on student performance on NAEP, which should be relatively immune from such test - score «inflation» since it is not used as a high - stakes test under NCLB or any other accountability system.

Dan Koretz, Reporters Roundtable on High Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.&Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.&stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.»

Scores on the Report Card can be gamed, which is why the tool is not suitable for high - stakes accountability.

He is currently directing studies that will explore new methods for evaluating gains in scores on high - stakes tests and evaluate the use of value - added models in educational accountability systems.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

High - stakes accountability with annual tests that are not tied to course content (which reading tests are not) amounted to a tax on good things and a subsidy for bad practice: curriculum narrowing, test preparation, and more time spent on a «skills and strategies» approach to learning that doesn't serve children well.

If it can not be proved that those gains are due to improved school accountability, it is heartening to know that Margaret Raymond and Eric Hanushek found, in more precise estimates of accountability impacts, somewhat larger gains on the NAEP in those states that were the first to put accountability systems into place (see «High - Stakes Research,» features, Summer 2003).

In today's environment of high - stakes accountability and limited resources, urban educators must be able to address urgent challenges on multiple fronts.

On top of the daily challenges of education, which include standards - based reform, pressing state and federal mandates, and high stakes accountability, the Meridian educators were facing a year of unfamiliarity in leadership considering a newly - hired superintendent and an administration that is approximately one - third new.

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.

Jennings also appears unaware that there are rigorous studies on the effects of NCLB and other high - stakes accountability systems, such as those by Thomas Dee and Brian Jacob (see «Evaluating NCLB,» research, Summer 2010) and those published by Stanford University researchers Eric Hanushek and Margaret Raymond in 2005, and Martin Carnoy and Susanna Loeb in 2002.

After contributing an essay to the blueprint, Lightman said: «For too long the way children are assessed has been dominated by the demands placed on schools by performance tables and a culture of high - stakes accountability.

For challenges like large class sizes, high - stakes testing, and intense focus on teacher and administrative accountability, increasing success by all students means we must engage them into the learning dialog.

De Blasio and his schools chancellor Carmen Farina (right) have weakened accountability frameworks as part of a plan to «lower the stakes on testing.»

Because accountability depends greatly on the proper use of high - quality assessment, you should also visit The Case against High - Stakes Testing and The Case for Authentic Assessment.

He has authored numerous, highly cited studies on the effects of class size reduction, high stakes accountability, the assessment of teacher quality, and other education related topics.

One study suggests that the inappropriate reliance on high - stakes testing likely exacerbates the consistent problem of the exclusion of low achieving and special education students from state assessments used for school and district accountability.

He was lead author on a study of the implications of behavioral science research for accountability in schools, describing the ways that accountability can be broadened beyond high - stakes testing to incorporate professional accountability systems that simultaneously incentivize and support improvement in teaching.

PARCC will also replace the one end - of - year high stakes accountability test with a series of assessments throughout the year that will be averaged into one score for accountability purposes, reducing the weight given to a single test administered on a single day, and providing valuable information to students and teachers throughout the year.

To explore this possibility, we draw on a unique survey of Florida school principals conducted in 2003 — 04 to document responses to the state's high - stakes accountability system.

One of the more interesting questions the CCSR asked was, Did high - stakes accountability cause the teachers, parents, and students of the Chicago Public Schools (CPS) to change their behavior in ways that would lead to higher achievement, or does the evidence suggest that the CPS's initiatives resulted in simply more focus on testing?

Although time spent on test preparation increased substantially after the institution of high - stakes accountability, it declined in subsequent years.

The main topics covered were: 1) the respondent «s perceptions of the major state - level policy initiatives of importance over the last few years (allowing the respondent to determine the starting year / policy); 2) specific policy initiatives in two arenas: accountability and promoting school leadership; 3) a discussion of the policy initiators and actors, and their stakes and stands on major policy initiatives; and 4) their comments about the way in which groups and individuals work together or separately to exercise influence over educational policy.

But the accountability movement, with its focus on high - stakes tests, sidelined the growing emphasis on developing PLPs.

In addition, abundant research has been conducted to examine the impact that movements toward standardization, accountability, and high - stakes assessment systems have had on teachers» practices, beliefs, attitudes, and overall effectiveness (e.g., Hamilton & Stecher, 2004; National Board on Educational Testing and Public Policy, 2003; Parke, Lane, & Stone, 2006).

• Negative consequences are exacerbated when high - stakes such as school accountability or student graduation are solely based on the results of those tests.

«However, the report fails to grasp that the real reason for the loss of these activities is the high stakes accountability based on pupils» outcomes in tests and examinations which is narrowing the curriculum and the opportunities available to children and young people, and which teachers and school leaders have long been warning is a serious problem.

Last year, Vicki Phillips, Executive Director for the Gates Foundation, cautioned districts to move slowly in the rollout of an accountability system based on Common Core Systems and advised a two year moratorium before using the system for high stakes outcomes.

The hope of ESSA is that it will offer a rebalancing for our nation's accountability principles by moving away from a fixation on high - stakes tests and sanctions.

Rather, Sanders and his associates at SAS Institute Inc. greatly influenced our nation in terms of the last decade of our nation's educational policies, as largely bent on high - stakes teacher accountability for educational reform.

We currently have a high stakes accountability system, in which poor results have a huge impact on schools, headteachers, teachers and ultimately the students.

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».

With the pendulum poised to shift away from a narrow focus on high - stakes accountability and rigid standards toward a more balanced «systems» approach to increasing student achievement, school leaders have an unprecedented opportunity to become what education theorist and author Michael Fullan terms «motion leaders.»

In this age of federal mandates for high - stakes assessment and accountability, educators need easily accessed data that will help them predict if all students are on - track to meet grade level expectations.

With high - stakes accountability and the ever - increasing demands placed on school leaders, the job of the principal has become more difficult than it's ever been.

For the past year in almost every available venue, opponents of high stakes standardized assessments of public school student achievement have been droning on about the perceived oppression of the Texas public school accountability system, which has been rated by national education organizations as having produced the best high school graduation standard in the country when fully implemented.

Test - based accountability policies have also led educators to focus on students who have a reasonable chance, with additional support, of passing high - stakes tests, to the detriment of those students at the greatest risk of dropping out (Booher - Jennings 2005).

First, U.S. high - stakes accountability systems, which often draw on narrow metrics and unstable test score data, push administrators to control everything in their school buildings — including teachers.

He also blames the high - stakes «accountability framework» for mainstream schools, which makes them consider some kids more «risky» to keep on roll than others.

This ensures that high - stakes accountability is based on accurate information — more important to them than adhering to data submission deadlines.

Education experts blamed the trend on the effect of «high stakes, short - term, data - driven accountability».

«The push in the United States has been so deeply around accountability based on high - stakes assessments that educators have become more and more fearful that the kind of going deeper [learning emphasized by «deeper learning»] has not been celebrated and prioritized,» said Berger.