Sentences with phrase «state academic assessment»

Inclusion in NAEP of an SD or ELL student is encouraged if that student (a) participated in the regular state academic assessment in the subject being tested, and (b) if that student can participate in NAEP with the accommodations NAEP allows.

At this point, study results show a positive trend from ninth to tenth grade in favor of the treatment group, particularly on measures of student attendance and achievement on state academic assessments.

According to the U.S. Department of Education, the purpose of Title 1 funding, «is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.»

«is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.»

First, Results encourages leadership teams to reflect on their overall student learning results and look beyond the minimum measures of state academic assessments.

The purpose of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach, at a minimum, proficiency on the challenging Common Core State Standards and state academic assessments.

Measures of student achievement can include, but are not limited to, local and state academic assessments, classroom work, student grades, classroom participation, student presentations and performance and student projects and portfolios.

Early study results showed a positive trend from ninth to tenth grade in favor of the treatment group, particularly on measures of student attendance and achievement on state academic assessments.

The Title I funds are used to provide supplemental core academic instruction, instructional support, and parental involvement and engagement to schools to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.

Not exact matches

(For those outside the Lone Star state, STAAR stands for «State of Texas Assessments of Academic Readiness,» our annual public... [Continue reastate, STAAR stands for «State of Texas Assessments of Academic Readiness,» our annual public... [Continue reaState of Texas Assessments of Academic Readiness,» our annual public... [Continue reading]

Cautiously stated, with the usual academic caveats set aside for the quibbler tribe which thrives in universities, the final assessment is that «the heady drumbeat of political and managerial rhetoric surrounding successive makeovers of central government» was — as I've long suspected, but our two respectable academic authors couldn't possibly say — all balls.

All programs reinforce and complement Texas Essential Knowledge and Skills, the State of Texas Assessments of Academic Readiness, and the National Science Education Standards.

Within his current role at ABTU, he oversees and administers annual outcomes assessment studies, state and federal accreditation reporting, as well as satisfactory academic progress monitoring.

They must show, for instance, that as of this school year, they are giving state assessments that are aligned with state academic - content standards and that all students are included in the...

What's important is that students take assessments aligned to their state standards so that parents and teachers received valuable and honest information about their academic performance.»

In choosing this year's «Better Balance,» for example, the editors signaled that something is awry in the existing balance between the «hard» elements of standards - based reform (namely the academic standards, assessments, and interventions that make up a state's accountability system) and such «soft» components as teacher training, instructional materials, and classroom environment.

States are required to put assessment systems in place for Title I — which provides academic help for students from low - income households — for the 2000 - 01 school year.

In all of the core subject areas and at nearly all grade spans, the state has academic standards rated clear and specific by the American Federation of Teachers and assessments aligned to those standards.

Specifically, they agreed to develop academic standards and assessments in every state and to expand the use of information technology as a way to improve student performance and aid in the measurement of student achievement.

The improvement effort began more than 20 years ago when state legislators passed a major reform law that put rigorous academic goals and well - designed assessments front and center.

A state's definition of AYP primarily is based on the state's academic assessments.

The first is NCES, (National Center for Education Statistics) and your state department of education site for academic and assessment information.

Meanwhile, it provides $ 2.5 billion to support professional development that can be used to «improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement.»

(Ed Week) Robert Schwartz shares perspective on how we approach assessment in the United States, thinking of them as academic rather than reflecting on what they have learned by doing.

In New York state, we have moved from an essentially academic approach to a system that we'll put in place in a few years based on performance assessment [including] value - added requirements, as well as the use of video and attached rubrics, that focus on the practice of teaching.

Indiana's academic standards are clear, concise, jargon - free, and generally well - aligned with the state's assessments, an independent review has found.

The new law also requires states to use, as part of their rating systems, an indicator of academic achievement «as measured by proficiency on the annual assessments.»

A Maryland school district's curriculum and classroom assessments represent what teachers need to help students reach ambitious academic goals and succeed on state tests, concludes a report issued by a group pushing for greater student achievement.

Designed to raise student proficiencies so the United States can better compete in a global market, the standards were drafted in 2009 by a group of academics and assessment specialists at the request of the National Governors Association and the Council of Chief State School Officers.

Once the state has decided on its policy position, however, a judicial presence should be maintained to ensure that the chosen policy is fully funded, is implemented in a coherent manner, and results in substantially improved student performance, as measured by validated assessments of academic achievement and of students» ability to function as capable citizens and workers.

Earth Inc. — A Community - Service Lesson Plan A well - planned service - learning project should include stated academic and service goals, strategies for assessment, and opportunities for reflection.

Nebraska's enactment last week of a new plan of statewide academic standards and assessments leaves Iowa as the nation's lone holdout in the movement to embrace at least some variety of uniform state testing.

The new incentive, called the Race to the Top Fund, aims «to reverse the pervasive dumbing - down of academic standards and assessments by states,» the secretary said, and to punish states «that explicitly prohibit linking data on achievement or student growth to principal and teacher evaluations.»

The state earns full credit for policies related to both its academic standards and its assessments.

But the actual establishment of academic standards, the establishment of proficiency cut scores, how states define those things, and the matching of standards with assessments, thats all state business.

The states that made the most progress after allowing for other factors — Maryland, Massachusetts, New Jersey, Kentucky, and Georgia, to name the top five — have taken steps, in various ways, to raise academic standards and back them up with rigorous assessments, implement tough but thoughtful accountability systems, and strengthen human capital practices to attract, develop, and retain educators who can deliver on high standards.

If states will allow schools in the choice sector to use other valid, respected assessments — the kind that make clear to policymakers, parents, and taxpayers whether a school and its pupils are making academic progress from year to year — we won't complain.

But no if this turns out to be its own unrealistically ambitious federal regulatory scheme, no if it amounts to a bunch of plan writing and plan reviewing that yields no real change on the ground, and no if it further complicates what is already a hugely challenging transition in most states to higher academic standards and new forms of assessment.

ESSA requires state accountability systems to include an indicator of academic achievement «as measured by proficiency on the annual assessments.»

The Common Core State Standards did a good job of cumulating to college and (they said) career readiness by the end of high school, but that's only helpful if states use those or equally rigorous academic standards and if the assessments based on such standards are truly aligned with them, have rigorous scoring standards, and set their «cut scores» at levels that denote readiness for college - level work.

Every state in the union is in the process of adopting rigorous academic standards and challenging assessments.

And it provides an antidote to the confusing and often confused landscape of academic standards and assessments assembled by the states.

The proposal being designed by the panel's Republican leaders would share a central feature of the Clinton Administration's Goals 2000 strategy — a requirement that states and school districts adopt challenging academic - performance standards and assessments with which to measure students» progress toward meeting them.

A well - planned service - learning project should include stated academic and service goals, strategies for assessment, and opportunities for reflection.

The timeline shall ensure that not later than 12 years after the end of the 2001 - 2002 school year, all students... will meet or exceed the State's proficient level of academic achievements on the State assessments...»

The plan sets a target of 66 % of working - age New Mexicans earning a college degree or post-secondary credential by the year 2030 — a rigorous goal given the current attainment rate of 45 %.1 The plan also sets a vision for New Mexico to be the fastest growing state in the nation when it comes to student outcomes, with a goal to increase the percentage of students who demonstrate readiness to more than 60 % on the state English language arts (ELA) and math assessments.2 These efforts are significant considering New Mexico's historically lower student academic proficiency rates compared to other states and to national averages3, and demonstrate how leaders are driving a sense of urgency to improve.

«Not only will this format give school systems the flexibility to use an assessment that reflects their curricular program, but also it will reinforce the kinds of content - rich academic instruction Louisiana wants to encourage statewide,» said State Superintendent John White.

The Act (Section 1111 (c)(4)(B)(i)(I)-RRB- requires states to use an indicator of academic achievement that «measures proficiency on the statewide assessments in reading / language arts and mathematics.»

Created by the nation's governors and business leaders, Achieve, Inc., (www.achieve.org) is a bipartisan, non-profit organization that helps states raise academic standards, improve assessments and strengthen accountability to prepare all young people for postsecondary education, work and citizenship.

the State designated performance level on a State elementary assessment in social studies administered prior to the 2010 - 2011 school year; provided that beginning in the 2010 - 2011 school year, at which time a State elementary assessment in social studies shall no longer be administered, a school shall provide academic intervention services when students are determined to be at risk of not achieving State learning standards in social studies pursuant to subparagraph (iii) of this paragraph;