Not exact matches
The design of this study made it possible to examine 1) the extent to which benefits of breastfeeding on cognitive ability and achievement were evident throughout middle childhood, adolescence, and into young adulthood; and 2) the extent to which breastfeeding was related to a range of indices of
academic achievement that included performance on standardized tests,
teacher ratings of
academic achievement, and levels of success in examinations on leaving school.
Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and
academic outcomes including measures of child intelligence quotient;
teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass
rates in school leaving examinations; and leaving school without qualifications.
These effects are 1) pervasive, being reflected in a range of measures including standardized tests,
teacher ratings, and
academic outcomes in high school; and 2) relatively long - lived, extending throughout childhood into young adulthood.»
It came after a cascade of dissent from parents and
teachers, steadily growing since tests aligned with the Common Core
academic standards were introduced into classrooms in the 2012 - 13 school year and since the state toughened its evaluation laws, with an increasing amount of educators» job
ratings linked to student performance on exams.
The law, which bases as much as 50 percent of
teachers» job
ratings on student test scores, was strengthened during a time when more rigorous standardized exams, based on the national Common Core
academic standards, were being introduced into classrooms.
Children who started school a year later did not perform better in
teacher ratings of their
academic attainment than children who had started at an age appropriate time.
Using methodology developed with Ed School Lecturer Terrence Tivnan, he compared the «
academic rating» that admissions officers assign to applicants (a combination of grades, test scores,
teacher recommendations, etc.) with their actual
academic performance once they enrolled at Middlebury.
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.
President Barack Obama has often noted in speeches the enthusiasm of Korean parents for their children's education, the high quality of Korean
teachers, the number of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international
academic - achievement tests, and low
rates of school dropouts and juvenile delinquency.
So, we didn't use the NAPLAN data, but the
academic rating scales that the
teachers use to
rate the children are very strongly related to NAPLAN data, so they seem to be measuring the same sort of things.
These results suggest either that the
academic considerations parents value are better captured by principal
ratings or that parents have difficulty observing how much value a
teacher adds to reading and math test scores.
Teachers who were given a rating of «satisfactory» in the prior academic year were 22.1 percentage points more likely to be dismissed than teachers in the same school who were given the highest rating, «superior
Teachers who were given a
rating of «satisfactory» in the prior
academic year were 22.1 percentage points more likely to be dismissed than
teachers in the same school who were given the highest rating, «superior
teachers in the same school who were given the highest
rating, «superior.»
But if school leaders adopt blended learning merely to increase out - of - district enrollments, increase course offerings, boost credit completion
rates, lower staffing costs, or decrease the demands placed on
teachers, then blended - learning technologies will become increasingly cheap, convenient, engaging, and easy to use without necessarily improving students»
academic or life outcomes.
The article continued, «Rigorous testing that decides whether students graduate,
teachers win bonuses, and schools are shuttered... does little to improve achievement and may actually worsen
academic performance and dropout
rates, according to the largest study ever on the issue.»
Yet, in education it is the norm to ask
teachers to both coach their students and
rate their students»
academic achievements.
When we looked at retention
rates by district in Colorado, we found even larger gaps than in North Carolina, and
academic work from John Papay, Andrew Bacher - Hicks, Lindsay Page, and William Marinell found similarly large disparities when they looked at longitudinal
teacher retention
rates in 16 large school districts spread across seven states.
In previous research using the 2003 principal survey data (see «When Principals
Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic p
Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective
teachers in their schools, as measured by their students» academic p
teachers in their schools, as measured by their students»
academic progress.
Its
academic standards for all four core subject areas at every grade span have been
rated as clear, specific, and grounded in content by the American Federation of
Teachers.
But Oregon receives high marks for its
academic standards, which the American Federation of
Teachers rated clear, specific, and grounded in content in all of the four core subjects and at nearly every grade span.
(Colorado's new evaluation system also calls for half of a
teacher's
rating to be based on student
academic growth, but the state is still finalizing this process.)
Under this new system,
teachers are evaluated on student
academic growth and classroom practice and receive a
rating of Highly Effective, Effective, Needs Improvement (called «Developing» if they are in their first three years of teaching), or Unsatisfactory.
In addition to submitting the Advanced
Academic Programs Level IV Referral Form, parents or guardians should also supply if available the Gifted Behaviors Rating Scale with Commentary completed by the previous year's teacher (s), report cards for at least 1 1/2 years including teacher comments (if not included in the student's academic file already received by the local FCPS school), and achievement test
Academic Programs Level IV Referral Form, parents or guardians should also supply if available the Gifted Behaviors
Rating Scale with Commentary completed by the previous year's
teacher (s), report cards for at least 1 1/2 years including
teacher comments (if not included in the student's
academic file already received by the local FCPS school), and achievement test
academic file already received by the local FCPS school), and achievement test results.
A
teacher whose students show bottom - tier
academic growth could be
rated no higher than 3 and is most likely to be
rated a 2.
Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large
Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning
Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth,
Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great
Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State
Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for
Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered
Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering
Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great
Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use
Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
Beyond information on
academic achievement, states should collect and make publicly available information on graduation
rates, student turnover,
teacher turnover,
teacher quality, school size, program offerings, and school safety.
Variation at the state - level — involving tuition
rates, state scholarships, and licensure requirements, among other things — makes it important for school counselors,
teachers, and other
academic advisors to be aware of the opportunities and restrictions available to DACA - enrolled young people in their localities.
Research shows that implementing SWPBIS results in a significant drop in discipline referrals and suspensions, as well as increased
academic achievement, lower dropout
rates, higher
teacher retention, and improved school culture.11
The bill specifically prevents the federal government from requiring that states evaluate
teachers at all, much less use test scores to
rate them, and says the education secretary can not dictate any specific
academic standards to states.
Delaware's
teacher - effectiveness plan includes a new law that allows
teachers with tenure to be removed from their jobs if they are given «ineffective»
ratings for two to three consecutive years, and
teachers can only be given an «effective»
rating after demonstrating adequate growth in their students»
academic achievement.
And, a growing body of empirical research shows that positive school climate improvement efforts increase
academic achievement, reduce bully - victim - bystander behavior as well as student dropout
rates and increase
teacher retention
rates.
What to know: The Mississippi Department of Education's (MDE) plan stands out for aligning its
teacher recruitment and retention efforts with its ambitious goals for increasing student
academic achievement by 2025 and clearly stating its role in supporting districts to address equity concerns.10 The MDE recognizes that in order to reach its stated goals — which include a proposed graduation
rate of 90 percent for all students by 2025 — they must also support districts in recruiting and retaining
teachers of color who are prepared to improve student outcomes.
by Jack Jennings Apr 5, 2015
academic standards, accountability, Common State Standards, education research, federal education policy, federal funding, graduation
rate, NAEP, No Child Left Behind, private schools / vouchers, Race to the Top, school reform,
teacher evaluations, testing 0 Comments
Each of the applications will be subject to peer review in the context of five priority areas: supporting effective
teachers and principals; promoting science, technology, engineering and mathematics education; supporting the implementation of high
academic content standards and high - quality assessments; turning around low - performing schools; and improving graduation
rates in rural schools.
This report focused on the inability of existing evaluation tools to distinguish between different levels of educator performance, finding, among other things, that nearly all
teachers were
rated as «good» or «great,» even in schools where students failed to meet basic
academic standards.
by Jack Jennings Apr 4, 2015
academic standards, accountability, Common State Standards, education research, federal education policy, federal funding, graduation
rate, NAEP, No Child Left Behind, private schools / vouchers, Race to the Top, school reform,
teacher evaluations,
teacher performance,
teachers, testing 0 Comments
A recent report from the Learning Policy Institute, a research and policy organization in Palo Alto, cites studies that found «that
teachers of color boost the
academic performance of students of color,» on measures such as improved reading and math scores, graduation
rates and greater aspirations to attend college.
The New York City Department of Education's stunning announcement that it intends to release
teacher ratings based on student test scores and
academic achievement is the latest example of a growing national movement to fix our country's broken public education system...
Approving R - 55 will give Washington parents,
teachers, and communities another tool to help them increase
academic achievement for their kids and help solve the unacceptable dropout
rate in our state.
Teachers» attrition
rate is similar to that of police officers, far higher than lawyers, engineers, architects, pharmacists, and
academics.
The Inner - City Arts Professional Development Institute provides educators — classroom
teachers, administrators, university students, and teaching artists — the tools to build bridges between the arts and
academic subjects, improving student literacy and overall
academic achievement, and raising
teacher retention
rates.
For example, instead of
rating a lesson plan on the development of student knowledge,
teachers might
rate the lesson plan on the development and use of student background knowledge and
academic vocabulary related to the unit of study.
Part of Cuomo's frustration is that 95.6 percent of
teachers in New York were
rated «effective» or «highly effective» during the 2013 - 14
academic year despite less than 40 percent of grade 3 - 8 students being assessed «proficient» on their standardized tests the same year.
Henry specifically cited the achievement school district (ASD) model that Tennessee is using, which allows private charter school operators to take over public schools, fire the
teachers and principals, and use their own school management approaches to try to bring students»
academic proficiency
rates up into the top quartile of the state's public schools.
A new report out today finds a 50 percent better
academic growth
rate at nearly 500 California schools, and all of it is the result of successful union - led reforms put in place as the result of a lawsuit by the California
Teachers Association against Gov. Arnold Schwarzenegger.
Mary Bousted, general secretary of the Association of
Teachers and Lecturers, said Ofsted needed to» address its apparent failure to spot the decline in
academic performance in schools that have previously been
rated good or outstanding».
Findings in the existing literature of effects of school size show small schools advantage on curricular diversity,
academic achievement, daily attendance
rates,
teacher and student morale, student and parent participation, etc..
During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on
academic outcomes (higher grade - point averages and achievement test scores),
teacher ratings of behavior (better
academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).
Schools that have lower suspension
rates and, in turn, higher
academic rates, share common characteristics, including positive
teacher - student relationships, high expectations of students, and well organized routines.
Holtz said low
academic proficiency
rates in areas of poverty continue to fester because of a state bureaucracy that bogs down
teachers and a status quo mentality at DPI.
And some point out the school's
academics, considering its low - income population and relatively high
teacher turnover
rate — about 16 percent, compared to the state
rate of 13.8 percent — suggests the school is a model of stability in troubled times for such schools.