High - school lottery winners in the high - risk group and all middle - school lottery winners experience modest increases in
standard measures of school quality.
Not exact matches
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.
The Professional Development Task Force, convened by state
schools Superintendent Delaine Eastin, concluded that many students will not be able to
measure up to new academic
standards if the state doesn't focus more on the
quality of the teaching corps.
What evolved was a measurement framework that based its assessment
of school quality on students» performance on only a single assessment (an invalid
standard for
measuring student progress) and mandated a series
of wide - ranging sanctions that did not prove to significantly improve student or
school performance.
These include: · Use
of instructional programs and curricula that support state and district
standards and
of high
quality testing systems that accurately
measure achievement
of the
standards through a variety
of measurement techniques · Professional development to prepare all teachers to teach to the
standards · Commitment to providing remedial help to children who need it and sufficient resources for
schools to meet the
standards · Better communication to
school staff, students, parents and the community about the content, purposes and consequences
of standards · Alignment
of standards, assessment and curricula, coupled with appropriate incentives for students and
schools that meet the
standards In the unlikely event that all
of these efforts, including a change in
school leadership, fail over a 3 - year period to «turn the
school around,» drastic action is required.
In No Small Change: Targeting Money Toward Student Performance, researchers analyze more than 100 variables before they grade states from A to F on four major categories: the rigor and clarity
of the state's
standards in core subjects; its efforts to improve teacher
quality; its
school climate as
measured by absenteeism,
school safety, parental involvement, character education, and other variables; and the extent to which it provides resources equitably.
The panelists — including Arkansas's Fort Smith Public
Schools Superintendent Benny Goodman and the National Center for Learning Disabilities's Laura Kaloi — also advocated for using multiple assessment measures to judge school quality, adding more flexibility for improving low - performing schools, maintaining a focus on holding schools accountable for the performance of student subgroups, tracking student growth, and ensuring states set high sta
Schools Superintendent Benny Goodman and the National Center for Learning Disabilities's Laura Kaloi — also advocated for using multiple assessment
measures to judge
school quality, adding more flexibility for improving low - performing
schools, maintaining a focus on holding schools accountable for the performance of student subgroups, tracking student growth, and ensuring states set high sta
schools, maintaining a focus on holding
schools accountable for the performance of student subgroups, tracking student growth, and ensuring states set high sta
schools accountable for the performance
of student subgroups, tracking student growth, and ensuring states set high
standards.
Obama has joined the three presidents preceding him in favoring a far different policy
of school improvement than that epitomized by Title I. Instead
of additional dollars for extra services for children, the creation
of academic
standards and tests to
measure achievement is seen as the way to increase the
quality of American
schools, especially that
of schools with concentrations
of low - income children.
The 2016 edition
of Education Week's
Quality Counts report — Called to Account: New Directions in
School Accountability - released January 2016 - examined the role the most recent state and federal strategies have in helping
schools meet academic
standards as well as role these strategies have in implementing accountability
measures: