Sentences with phrase «strong measures of school quality»

But if we're unable to develop strong measures of school quality that can be used remotely, the logical conclusion to be drawn is not that we ought to rely on them anyway.

Not exact matches

To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.

They also measure high on innovation meaning they have a diverse array of school models, and on quality meaning their charter schools are showing strong academic gains.

Given the strong influence of out - of - school factors on student achievement, any quality measure based on the level of student performance at a single point in time will be heavily influenced by characteristics of a school's student body.

The Century Foundation Report, Louisville, Kentucky: A Reflection on School Integration, recognized that the city's «adoption of stronger socioeconomic measures, as well as its regional approach to desegregation, careful timing, and continued emphasis on school quality represent critical lessons that could be adopted by other regions and school districts willing to put in the work.&School Integration, recognized that the city's «adoption of stronger socioeconomic measures, as well as its regional approach to desegregation, careful timing, and continued emphasis on school quality represent critical lessons that could be adopted by other regions and school districts willing to put in the work.&school quality represent critical lessons that could be adopted by other regions and school districts willing to put in the work.&school districts willing to put in the work.»

The report acknowledges areas for growth and highlights the school's many strengths, including: (1) A strong and democratic school culture; (2) The rigor and quality of student learning; (3) Progress on student outcome measures; and (4) Advancements in engaged scholarship.

Thus, our finding of the absence of a strong relationship between the indirect measure of teacher capacity that we used and student achievement may simply reflect the low quality of typical professional development inputs available to teachers in schools.

Research, in fact, consistently finds a strong correlation between measures of principal quality and school characteristics — especially student performance levels and the percentage of the school population living in poverty enrolled in the school.

Where there was a different informant (the child's parent) for two outcome measures (behavioural and emotional difficulties, poor school adjustment), the finding of an association with father - child relationship quality appears stronger.