Sentences with phrase «stakes accountability system»

He said: «All children and young people are entitled to receive a broad and balanced curriculum, but we currently have an out - of - control, high - stakes accountability system that narrows the curriculum by ranking schools in league tables according to test and examination results.

However, nothing will change until Government listens to teachers and school leaders and ends the high - stakes accountability system.»

Manipulating metrics whether sub-conciously or deliberately has been a feature of our high stakes accountability system.

Far too little is still being done, however, to reform the high stakes accountability system that is the root cause of excessive workload.

The SATs are not about teaching and learning, yet in too many schools the curriculum is distorted to serve the high stakes accountability system first and children's own development second.

Much dissatisfaction has been voiced over the high stakes accountability system of NCLB.

The high - stakes accountability system is no excuse.

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

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.

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

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.

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.

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.

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.

«Attempting to equate test results in a high - stake accountability system with serious sanctions is a dubious idea at best.

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.

Publishers be aware: The availability of many product options, high stakes accountability systems and tight budgets have forced educators to become increasingly critical consumers of instructional materials.

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.

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.

This is especially important when observational (and value - added) data are to be used for high - stakes accountability systems in that the data yielded via really both measurement systems may be less likely to reflect «true» teaching effectiveness due to «true» bias.

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.

The Fordham Institute's new report, High Stakes for High Achievers: State Accountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serveAccountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serveaccountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve all students.

But support for standards and accountability systems should not be equated with support for high - stakes tests.

But nationally, there's a strong split between those who see their actions as an aberration and those who would convict right alongside them the accountability systems that have attached increasingly high stakes to standardized tests in recent decades.

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.

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.

It means giving teachers and students a focus to their school mission and a personal stake in the school, and creating a system that ensures accountability for results.

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).

If one wants to assess the effect of high - stakes testing, the obvious comparison is between states that adopted accountability systems and those that did not.

«The Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middlAccountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middlaccountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middle school math.

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.

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.

As the first large urban school district to introduce a comprehensive accountability system, Chicago provides an exceptional case study of the effects of high - stakes testing - a reform strategy that will become omnipresent as the No Child Left Behind Act is implemented nationwide.

States that are reluctant to implement a high - stakes high school graduation test might want to look at the old Regents end - of - course exam system as a possible model for a moderate - stakes student accountability system.

We need an undertaking that the government will change the destructive high stakes accountability regime that blights our system.

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).

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 Liberal Democrats have pledged to scrap Ofsted and school league tables, in favour of a less «high - stakes» school accountability system that assesses teacher and pupil wellbeing.

The party announced yesterday that it would scrap Ofsted and school league tables in favour of a less «high - stakes» school accountability system if it wins power.

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.»

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.

Testing: Continued justification of the Florida Standards Assessment, high stakes and push - back against altering the flawed Florida A-F accountability system.

The Brookline Educators Association (BEA) supports high standards and accountability but opposes the use of a single high - stakes test to make life altering decisions about students, teachers, schools or school systems.

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.

Beginning almost immediately, this accountability system, which had been rated by national organizations as the best in the country, came under relentless attack by a firestorm of misguided opposition to standardized and so - called «high stakes» testing that by the end of the legislative session in 2013 had virtually gutted the system.

Over the past three legislative sessions, the Texas public education accountability system, once rated by national organizations as the best in the country, has come under relentless attack by a firestorm of misguided opposition to standardized and so - called «high stakes» testing, so that by the end of the 2013 session, the system had essentially been gutted.

In one of its last reports, the outgoing committee of cross-party MPs argues the close link between SATs outcomes and school accountability creates a high - stakes system that negatively impacts pupils» learning.

She and others also talked about the larger cultural change in testing that's coming at the same time as other shifts in school funding and accountability, including a new high - stakes teacher evaluation system that will be in place next year.