Sentences with phrase «student outcomes measures»

There's no limit to the number of student outcomes measures around.

The key phrase here is «student outcome measures.»

States should use a variety of student outcome measures to determine which schools should be subject to intervention.

It is worth noting that student outcomes measured by the NAEP scores are quite favorable for Minnesota.

As Hough noted in 1991, their popularity was «linked to programmatic characteristics... not to student outcome measures.»

The new Council for the Accreditation of Educator Preparation (CAEP) just endorsed the use of student outcome measures to judge preparation programs.

A new study commissioned by the Association for Equity in Funding (AEF) finds disparities in school funding among school districts with vastly different student demographics have negative effects on student outcome measures such as scores on school and district report cards.

This framework assesses a multi-year view of a school's performance using multiple student outcome measures.

Most articles illustrate the trials and tribulations of practitioners» and scholars» attempts, highlighting a host of reasons for their exclusion: established school cultures that misunderstand the purpose and process of youth - adult leadership practices, relentless focus on achieving student outcomes measured almost singularly by high - stakes literacy and numeracy exams, and budgets and school schedules that defund and devalue youth leadership activity.

Ideally, indicators used for classification purposes would have a moderate to strong relationship with key student outcome measures, particularly long - term outcome measures such as college completion rates.

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.

Not exact matches

The properly measured economic return to community college has to take into account the counterfactual outcomes that entrants would face in the absence of community college, rather than compare community college entrants to students who enter university programs after high school.

Main Outcomes and Measures Nutritional quality was assessed by calculating monthly mean adequacy ratio and energy density of the foods selected by students each day.

Local school districts and their unions may negotiate a second measure of student learning that would lead to other scoring outcomes.

In one of the experiments conducted with university students in the US, the researchers measured how often participants cheated in reporting the outcome of a die roll; in the other experiment with adults in India, they measured participants» willingness to use unethical negotiation strategies.

The dataset included measures of students» academic competence, specifically test scores in math and reading, as well as psychosocial outcomes.

, our evaluation partner in measuring social - emotional learning and youth development outcomes in our students.

Those surveys were designed to measure five types of outcomes: 1) whether the school tour helped create cultural consumers (students who want to return to museums and engage in other cultural activities), 2) whether the school tour helped create cultural producers (students who want to make art), 3) whether the school tour increased student knowledge about art and history, 4) whether the school tour improved student critical thinking about works of art, and 5) whether the school tour altered student values, like empathy and tolerance.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aoutcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

If the goal is to ensure that students are truly college and career ready and that gaps in opportunities and outcomes are closed, these measures should include:

Additional research that validates these measures of teacher effectiveness on non-tested outcomes would have important implications not only for teacher recruitment, assessment, and placement, but also for improving overall life trajectories of students.

This is important because it will tie measured increases in student progress on non-tested outcomes to actual behaviors that are of interest to school officials and policy makers.

We have shown that, despite their limitations, aggregate measures of non-cognitive skills based on student self - reports provide useful information about students» development, as both levels and year - to - year changes in students» self - ratings are associated with changes in related academic and behavioral outcomes.

The strategies must focus on and be measured against student outcomes and encourage «self - regulation» among teachers who need to embrace the experience as independent learners and sustain the techniques.

Drawing on the same data, we will examine whether self - reported measures of students» non-tested outcomes predict related school behaviors (e.g., absences, suspensions, on - time grade progression, GPA) in subsequent years.

Arne Duncan, the new U.S. secretary of education, got this right in Chicago when he made «student connection» one of four outcomes that need to be measured in his school improvement plan efforts alongside student outcomes, academic progress, and school characteristics.

«Some chains continue to achieve impressive outcomes for their disadvantaged students against a range of measures, demonstrating the transformational impact on life chances that can be made.

Measures of school performance based on carefully constructed comparisons of student achievement growth, and other important outcomes, such as high - school graduation and college enrollment rates, require student - level data that are not publicly available.

School Wastage Study - National Absenteeism in Armenia «The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resources.

As education is a public good and requires public funding, proposed structures should be measured by the incentives they will create for schools, districts, and teachers to produce great student outcomes at reasonable expense.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

If you are using personalised learning strategies, how are you measuring their impact on student outcomes?

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

In response to the criticism that teacher impacts on student test scores are inconsistent over time, the authors show that «although VA measures fluctuate across years, they are sufficiently stable» that selecting teachers even based on a few years of data would have substantial impacts on student outcomes, such as earnings.

But according to Raymond and her colleagues, the Chance - for - Success Index does not accurately measure the school system's contributions to outcomes for students.

What ideal combination of outcome and process measures should we use to ensure that students have a great virtual learning experience and public funds are well spent?

Separate from either inputs or outcomes, process measures illuminate information that students and families care about and serve as a connection between outcomes and the things that providers do to reach those outcomes.

For New Orleans, the news on average student outcomes is quite positive by just about any measure.

Teachers should be rewarded for producing useful student outcomes, most notably, student learning gains, measured by value - added standards (i.e., improvement) rather than by levels of achievement at the end of a course.

We will measure additional outcome measures of interest, including indicators of student behavior and transferability of empathy to other situations, both before and after the intervention, which will improve the precision of our estimates.

I infer the priorities of administrators and teachers from educational outcomes, as measured by student performance on the state's math test.

Although there is no evidence that schools in the study sample targeted resources to particular students, they may have allocated resources toward outcomes measured by the accountability system.

Unfortunately, state tests do not measure every outcome parents and taxpayers (and students) expect from schools, and cost is a factor in determining what gets measured.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

Important work by Stanford University researcher Raj Chetty and his colleagues finds that value - added measures of teacher quality predict students» outcomes long into the future.

These findings also illustrate vividly the problem introduced by the Coleman analytical approach: finding that measured teacher differences have limited ability to explain variations in student achievement is very different from concluding that schools and teachers can not powerfully affect student outcomes.

There is a strong desire to expand beyond just academic indicators — including a measure of growth is very important — but including things that are not direct learning outcomes and focus more on environment and other input measures blurs the vision on what we want students to know and be able to do.

Despite persuasive evidence suggesting that a high - quality curriculum is a more cost - effective means of improving student outcomes than many more - popular ed - reform measures, such as merit pay for teachers or reducing class size, states have largely ignored curriculum reform.

For all indicators in their accountability system, state leaders should ask, «what do these components measure and how will they improve student outcomes?»

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.