Sentences with phrase «standards and accountability at»

Laura Jimenez is the director of standards and accountability at the Center for American Progress.

Scott Sargrad, director for standards and accountability at the Center for American Progress, wrote in U.S. News & World Report that a divide is emerging between proponents of using of summative ratings for schools and proponents of implementing data dashboards.

Not exact matches

The immediate and huge success of the club created a responsibility to evolve the program to teach and promote the game and skills at international standards, while continuing to help the kids learn real core values about both rugby and life, such a respect, honor, discipline, integrity, teamwork and accountability.

If midwives want to provide services to women at a medically vulnerable time, there must be standards and accountability.

According to her: «Digital technology can, at its best, ensure quality and standards of care are improved and maintained the ability to track, trigger actions and provide accountability empowers midwives and other health workers to lead the way with quality care, adapting to their own situational awareness.

The State and Municipal Facilities Aid slush fund apparently isn't subject to the added disclosure and accountability guidelines applied to standard pork barrel «member items» at the recommendation of then - Attorney General Cuomo in 2008.

Test - based accountability is turning teachers against the Common Core (and presumably against other efforts to raise standards) at the same time as politics is turning the broader public against the Common Core in part by associating it with mindless standardized testing.

For instance, the opportunity gap would force us to look more at how all students should have access to early education versus the achievement gap which has focused more on developing standards, accountability, and evaluation.

In standards and accountability, the American Federation of Teachers has rated Colorado's standards clear, specific, and grounded in content, except for social studies at the elementary and high school levels.

School accountability was thought to require simultaneous centralization and decentralization: the centralization of standards at the state level and the decentralization of operational responsibilities to the district or school level.

Also, if I sit in regularly at school meetings and begin to hear, «testing,» assessment,» «teachers,» «accountability,» and «standards» more than I hear «students, «learning,» «relevance,» and «engaging,» I know this distortion has taken hold.

Standards and Accountability: The state has clear and specific standards in English, mathematics, and science, although the English and math standards are not clear and specific at the high school level.

Julian said: «Having worked at the centre of government, I know that the architects of England's school accountability system are motivated by the best of intentions: to expose serious under - performance and raise standards.

When examined in this light, the impacts of NCLB — which the NRC estimates at a 0.08 standard deviation improvement in average achievement nationwide — are far greater than suggested by the NRC committee, which concludes that test - based accountability under NCLB had minimal impact and probably should be abandoned.

Standards and Accountability: Tennessee has clear and specific standards in English, science, and social studies / history at the elementary and middle school levels, and in mathematics in all grade spans.

They rail against state standards and accountability systems, but offer few practical alternatives for ensuring that all public schools perform at a high level.

(It escapes me why he then urges that states be placed in sole charge of school standards and accountability with no federal involvement at all.)

Standards and Accountability: Colorado has clear and specific standards for English, mathematics, and science in all grade spans, but it has such standards only at the middle school level for social studies / history.

State and federal school accountability programs hold schools to specific standards of academic performance and assume each school is given a fair shake at accomplishing the task of educating its students.

Many of the reforms he championed, namely, more accountability, more focus on standards, and growth in charter schools, are already at various levels of implementation in states and districts across the country.

«Standards in the United States have not been and will not be decoupled from testing, nor from the profit motive that's at least partly driving the creation of standards - based reform and test - based accountability,» says Buttimer.

The release in January of the Teaching Commission's report, «Teaching at Risk: A Call to Action,» presents us with an opportunity to reconsider the importance of teacher quality as a critical variable in the current effort to implement standards - based reform and high - stakes accountability.

A new study of Massachusetts teachers from researchers at the Harvard Graduate School of Education showed that even in a state with a highly developed system of standards and accountability, new teachers were not provided with the curricula they needed to teach to standards.

«We are committed to establishing a worldwide educational system by simultaneously raising the standards of learning, affording greater autonomy at the local school level, and creating increased accountability for student success,» said Lillian Gonzalez, the director of the Department of Defense Education Activity,...

A few major areas I hope will receive attention during reauthorization are college / workplace readiness, including the promotion of more rigorous standards; greater accountability at the secondary level; more sophisticated policy and greater accountability for improving teacher effectiveness, particularly at the late elementary and secondary levels; a broadening of attention to math and science as well as to history; and refinements in AYP to focus greater attention and improvement on the persistently failing schools by offering real choices to parents of students stuck in such schools.

Almost all now have standards for what students should know in core subjects, tests to measure student learning, and at least the beginnings of an accountability system to hold schools responsible for results.»

Standards and Accountability: Virginia has clear and specific standards at the elementary, middle, and high school levels for English, mathematics, and social studies / history.

At some point the prevailing standards and accountability approach to education reform will be replaced with new designs that are more productive, or at least differenAt some point the prevailing standards and accountability approach to education reform will be replaced with new designs that are more productive, or at least differenat least different.

For one, it works: test scores for America's lowest - performing students, including many low - income and minority children, rose significantly, at least in the early grades, after the advent of the standards, testing, and accountability movement.

Standards and Accountability: North Carolina has clear and specific standards at the elementary, middle, and high school levels in all subjects except social studies / history, for which standards are clear and specific in high school only.

At another level, you have an alliance between some of those who have historically always opposed testing and accountability, who see with the onset of these standards and the assessments associated with them an opportunity to beat back a movement in education toward accountability that they never supported in the first place.

Standards and Accountability: Oklahoma has clear and specific standards in English, mathematics, and science at the elementary, middle, and high school levels.

At the same time, he argues that high standards and accountability are no longer enough to address the issues some of our students — too often, students of color and children from low - income families — bring with them to the classroom.»

In addition to providing concrete examples of how the educator preparation program at Tulane has evolved to meet the challenges that new, higher standards bring, they made a strong case for establishing a grace period during which results from the next - generation assessments slated to accompany the Common Core be used only as diagnostic tools, as they are being designed to be, and not for high stakes or accountability.

This paper foreshadows the larger research project we have launched in New York City Schools that examines in depth teacher perceptions of their work environment and how conducive school climate is to learning behaviors (e.g., experimenting with new teaching practices) and, at the same time, to retaining high standards for accountability.

We at the Thomas B. Fordham Institute have a longstanding interest in advancing quality school choices for kids who need them and a parallel interest in boosting educational achievement with the help of rigorous standards, assessments, and accountability systems.

By allowing Catholic schools to receive government funding, a religious - charter policy could honor the traditions of both Catholic education and the chartering movement, allow these schools to carry on their service to the most at - risk urban students, and adhere to state standards, assessments, and accountability frameworks.

The state's highest grade is for the standards and accountability section, where it receives full credit for having clear and specific standards at each grade span in the four core subjects, as determined by the American Federation of Teachers.

By accountability, we mean that every school or education provider - at least every one that accepts public dollars - should subscribe to a coherent set of rigorous, statewide academic standards, statewide assessments of student and school performance, and a statewide system of incentives and interventions tied to results.

The German, British, and French systems, while different in their details, had much in common - strict standards, individual accountability, severe tracking at early ages, and higher education for a small, elite corps.

Though nominally just a commission report, A Nation at Risk (1983) told Americans that we faced a crisis of educational achievement and began to nudge the country through a 90 - degree change of course from the «equity» agenda of the previous quarter - century to the «excellence» obsession of recent decades, complete with academic standards, tests, and results - based accountability systems.

And if you're at all interested in standards, assessments, accountability, and / or the consequences of the federal government's deep engagement in key elements of schooling, I think you'll find this brief very much worth your tiAnd if you're at all interested in standards, assessments, accountability, and / or the consequences of the federal government's deep engagement in key elements of schooling, I think you'll find this brief very much worth your tiand / or the consequences of the federal government's deep engagement in key elements of schooling, I think you'll find this brief very much worth your time.

In Common Core in the Districts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountability.

They have to respond to misguided efforts at accountability, and (Common Core) learning standards forced upon them without curricula designed to enable students to master the standards.

``... Hoosier schools would have to comply with federal accountability standards and would be at risk of losing federal education dollars.

The report examines progress in the performance of students in high - poverty schools, the development of state standards and assessment systems, accountability systems and school improvement efforts, the targeting of Title I funds, Title I services at the school level, support for family involvement, services for students in private schools, and services provided under the Even Start, Migrant Education, and Neglected and Delinquent programs.

However, with so much time and effort undertaken at the state level in the implementation of accountability measures such as Student Learning Objective (SLOs), prescribed teaching standard frameworks or rubrics, and student achievement data, I can not imagine a scenario in which states would abandon their new methods for grading teachers.

Laura Jimenez is the director of standards and accountability for K - 12 Education Policy at the Center for American Progress.

Laura Jimenez is the director of standards and accountability for K - 12 Education at the Center for American Progress.

This is the issue behind the revealing exchange between DeVos and Sen. Tim Kaine (D - VA) at her confirmation hearing in which she refused to say that all schools receiving federal aid should be held to the same accountability standards and IDEA requirements.