Sentences with phrase «such as accountability measures»

This 2008 report by Ann Duffett, Steve Farkas, Andrew J. Rotherham, and Elena Silva and sponsored by Education Sector and the Joyce Foundation analyzes a survey completed by 1,010 teachers about their feelings in regard to various educational reforms such as accountability measures, tenure, differential pay, and workplace environment.

Not exact matches

In terms of quantifying human dignity, I have studied several existing surveys that measure indicators such as human rights, accountability, and justice.

We expect many of the concepts associated with NPM such as active management, public accountability through performance measures, and a strong focus on cost, will remain important for some time to come.

Bloomberg has just three years left on his mayoral term, and the focus is expected to stay on items such as boosting charter schools and working toward accountability measures.

The provisional school results will include performance measures such as the percentage of pupils achieving five or more GCSEs or equivalents at A * to C, the percentage of pupils achieving the English Baccalaureate (EBacc), and the Attainment 8 scores, showing average achievement across eight subjects, including English and maths, for those schools that have opted into the new accountability system a year early.

Perhaps there are some «wrong» answers (such as relying exclusively on proficiency rates in reading and math to judge school quality, or measuring school spending and other inputs and calling it accountability) but mostly there are a whole bunch of right and partially - right answers, depending on policymakers» goals and states» idiosyncrasies.

In this first step, the presenter gives an overview of his or her work, project, or idea and shares some thinking about key design principles, such as why a project has been structured in a certain way, or why an assessment or accountability measure has been included.

Longtime Chicago mayor Richard M. Daley had won control over the school system in 1995 and generally received accolades for rising scores on state tests; hard - charging superintendents, including Paul Vallas and Arne Duncan; tough accountability measures such as reduced social promotion; and a slew of new schools and shiny buildings.

States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of cohort graduation rates.

At least one indicator of school success or student support — such as attendance, school climate, or access to AP or other advanced coursework — must be included in measuring school performance (though academic factors must still make up at least half of all indicators for accountability purposes).

Within a state's accountability plan, «substantial weight» would have to be given to quantitative measures, such as graduation rates and performance on state tests, with much less weight allotted to subjective measures, such as school climate and educator engagement.

Some measures in the bill, such as new transparency requirements on finances and contracting, represent healthy new accountability bringing charters in line with district public schools.

The measure is conceptually similar to the growth measures currently used in some state accountability systems, such as student growth percentiles.

Almost every state is now instituting accountability systems to measure progress in standards - based reform, and almost every such system depends heavily on testing as an indicator of student or school performance.

While elements such as state standards, accountability measures, and value added measures are gaining acceptance, other important components, especially performance - based pay and increased choice options, are opposed by powerful forces — such as the politically connected teachers unions — with vested interests in the current system.

In Florida, charter schools do have to adhere to state accountability measures — such as having all their students take the FCAT and employing state - certified teachers — but are exempt from a majority of the state's school laws.

Instead, teachers are being driven into the ground by problems such as failing accountability measures that do little to improve children's education.

We analyzed the data in the context of seven additional measures related to principals «assessments of the districts «focus on accountability — through such items, e.g., as Our district has explicit targets beyond NCLB targets, and The district uses student achievement data to determine PD needs and resources.

Data collection by School Nurses may be used by their districts for accountability measures, such as the chronic absenteeism rates required in the Every Student Succeeds Act and Ohio's school quality indicator.

Assessment information used in accountability must focus on those areas deemed most important, not only those areas that are easiest to measure with inexpensive tools, such as standardized tests, though such tools have a place in the accountability process.

Accountability Measure Examples (PDF) are possible metrics spanning a range of domains such as academic learning, social - emotional learning, school culture and climate, and access and opportunity that could be used in accountabAccountability Measure Examples (PDF) are possible metrics spanning a range of domains such as academic learning, social - emotional learning, school culture and climate, and access and opportunity that could be used in accountabilityaccountability systems.

During his tenure, he made the MTA the voice of the profession and established the teachers union as a partner in developing and implementing state and federal policy such as teacher - evaluation frameworks, new curriculum standards, district and school accountability measures, while strengthening labor - management collaboration focused on improving student achievement.

While some might see all of this as good news — or rather better news than what we have seen for nearly the last decade during which states, state departments of education, and practitioners have been grappling with and trying to make sense of student growth measures and VAMs — others are still (and likely forever will be) holding onto what now seems to be some of the now unclenched promises attached to such stronger accountability measures.

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.

Government accountability measures such as the EBacc have been criticised for narrowing the curriculum in schools, with many seen to be prioritising more academic subjects at the expenses of creative areas.

A significant policy lever that will drive this work is the Every Student Succeeds Act (ESSA), which requires multiple measures for accountability, including at least one «nonacademic» indicator generally understood to be an SEL measure, such as student engagement, educator engagement, and school climate and safety.

From the embarrassment of approving abysmally low — and Plessy v. Ferguson - like — proficiency targets (including that for Virginia, which had only required districts to ensure that 57 percent of black students and 65 percent of Latino peers were proficient in math by 2016 - 2017), to complaints from House Education and the Workforce Committee Ranking Minority Member George Miller and civil rights - based reformers about how the administration allowed states such as South Dakota to count General Education Development certificates in their graduation rate calculations (and minimize graduation rates as a factor in accountability measures), the administration finds itself contending with complaints from civil rights - based reformers as well as from centrist Democrats finally acknowledging the high cost of their push for revamping No Child at any cost.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve succesAs I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve succesas New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve succesas the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

The resulting indicators range from typical accountability metrics such as student assessment results and graduation rates to less common measures such as student participation in extracurricular activities, school climate survey participation and results, information about expanded learning opportunities, preschool and kindergarten access, and discipline data.

The priorities, which will be core to a new accountability system, include school climate, student engagement, access to courses leading to college and careers and the implementation of new academic standards, such as the Common Core State Standards, as well as measures of student achievement.

He emphasizes that the district's crucial decision to ensure that the accountability measures reflect student outcomes — as opposed to adult measures such as teacher evaluation results — facilitated the community's approval of the system and helped to establish the district as a trusted voice in this work.

As teachers are expected to respond to the Common Core standards while facing expanding instructional accountability measures, providing the time and support necessary to transform their thinking — such as common planning time — can help them make deeply substantial changeAs teachers are expected to respond to the Common Core standards while facing expanding instructional accountability measures, providing the time and support necessary to transform their thinking — such as common planning time — can help them make deeply substantial changeas common planning time — can help them make deeply substantial changes.

As such, NEA urges legislators to address ESEA reauthorization issues by focusing on ensuring equity, updating accountability requirements based on multiple measures that emphasize and support school improvement, and providing sustainable support and technical assistance for priority schools.

The bill arrived in the House containing some rare charter school accountability measures such as preventing operators from profiting off of third party real estate schemes.

Ladner says that if Arizona instituted strict accountability measures such as five - year charters and default closures, some charters that blossomed into top - performing schools might have been arbitrarily closed.

Proponents of such measures suggest that as parents are «the most powerful force on earth» [v], they must be incorporated into our accountability system if education in the U.S. is going to thrive.

As such, the inclusion of Science assessments in accountability measures helps to maintain a holistic balance, improving the overall fidelity of the accountability metric and better equalizing the allocation of resources between the subjects.

When such assessments are used for accountability purposes they need to be validated as appropriately measuring the knowledge and skills they intend to measure and verified as being evaluated in non-biased, consistent ways.

States would also be required to include graduation rates in their accountability systems, as well as one measure of post-secondary education or workforce readiness (such as college enrollment rates, for example), and English proficiency rates for English - language learners.

By allowing states to develop their own accountability systems that can use other approaches for measuring outcomes such as college completion rates.

In years past, K - 12 accountability measures focused on data points such as third - grade reading scores, the number of ninth - graders taking algebra, or setting new records for the most number of AP tests taken and passed.

Later in the year the board will develop a «rubric» for a range of accountability measures — such as attendance rates and how well students are prepared for college — that local districts will be expected to meet.

Many principals mentioned they use value - added measures to place teachers in tested subjects and with students in grade levels that «count» for accountability purpose... some principals [also used] VAM [output] to move ineffective teachers to untested grades, such as K - 2 in elementary schools and 12th grade in high schools» (p. 100).

States will be able to override NCLB requirements such as the mandate for 100 percent proficiency by 2014 and making the measure of «adequate yearly progress» by raw performance instead of growth, instead creating their own accountability systems with higher standards.

From opposing the expansion of high - quality charter schools and other school choice options, to its opposition to Parent Trigger laws and efforts of Parent Power activists in places such as Connecticut and California, to efforts to eviscerate accountability measures that hold districts and school operators to heel for serving Black and Brown children well, even to their historic disdain for Black families and condoning of Jim Crow discrimination against Black teachers, both unions have proven no better than outright White Supremacists when it comes to addressing the legacies of bigotry in which American public education is the nexus.

To support continuous improvement, accountability systems should also include indicators that are appropriate to examine at the district or state level, such as measures of resource equity.

Fourteen states with ESEA flexibility, for example, added measures of persistence to their accountability systems, such as the dropout rate.

Therefore, accountability systems should measure district - level outputs such as equitable distribution of effective teachers and mastery of instructional practice.

As states select indicators for their school classification systems, which are just one part a comprehensive accountability system, they should include measures that are valid, reliable, and drive behavior at the local level, such as rates of chronic absenteeism and measures of college and career readinesAs states select indicators for their school classification systems, which are just one part a comprehensive accountability system, they should include measures that are valid, reliable, and drive behavior at the local level, such as rates of chronic absenteeism and measures of college and career readinesas rates of chronic absenteeism and measures of college and career readiness.

The authors find that statewide accountability measures fall into one of seven main categories of indicators: achievement indicators, such as proficiency in reading and mathematics; student growth indicators in multiple academic subjects; English language acquisition indicators; early warning indicators, such as chronic absenteeism; persistence indicators, such as graduation rates; college - and career - ready indicators, such as participation in and performance on college entry exams; and other indicators, such as access to the arts.