Sentences with phrase «tested value approach»

Since 1975, Southeastern Asset Management's investment philosophy has been to consistently employ our time - tested value approach to long - only equity investing based on owning strong businesses with good people at deeply discounted prices.

Not exact matches

We tested the decile approach and the joint approach in Quantitative Value, substituting better performing value metrics and found different resValue, substituting better performing value metrics and found different resvalue metrics and found different results.

«Vitaliy has done the world a significant favor; he shows, in erudite fashion, that value investing (the one tried and tested investment approach) holds in range - bound markets.

My hope is that we will move forward with a more nuanced, inclusive, and humble approach to the Bible, one that leaves room for a diversity of interpretations and applications while preserving the Bible's time - tested value and authority.

This lack of transparency to a consumer seeking out «shade coffee» or coffee that is grown using field - tested approaches to maximizing the value of agroforestry to biodiversity is, in my opinion, an enormous problem.

A second approach would use a synthetic data set that substitutes values for the original data set and then tests to see whether the synthetic data yield results that «are good enough» to satisfy the researcher.

This allows us to test our models independently and combine both approaches to obtain parameter values with unprecedented precision.»

The most sophisticated approach uses a statistical technique known as a value - added model, which attempts to filter out sources of bias in the test - score growth so as to arrive at an estimate of how much each teacher contributed to student learning.

In this light we have come to know the best way to advocate for people is to approach them, learn from them, their cultures, values and their tested practices in order to create platforms where others can borrow, replicate, adapt and transform their own lives for their immediate wellbeing and the wellbeing of mankind.

The results of this approach may also be biased in favor of schools serving more advantaged students if the test - score growth of disadvantaged students differs in ways not captured by the value - added model.

We examine three broad approaches to measuring student test - score growth: aggregated student growth percentiles, a one - step value - added model, and a two - step value - added model.

While this approach contrasts starkly with status quo «principal walk - through» styles of class observation, its use is on the rise in new and proposed evaluation systems in which rigorous classroom observation is often combined with other measures, such as teacher value - added based on student test scores.

The Times used a statistical approach known as value - added analysis, which rates teachers based on their students» progress on standardized tests from year to year.

The Times analysis relied on a statistical approach known as «value - added,» which estimates the effectiveness of teachers by crediting them for the gains students make over their performance in previous years on standardized tests in math and English.

• The annual testing in grades 3 through 8 required by the federal law will make it possible for states and districts to use «value added» approaches to measuring the performance of schools.

Spurred by the administration, school districts around the country have moved to adopt «value added» measures, a statistical approach that relies on standardized test scores to measure student learning.

This approach is different from using value - added measures of standardized tests as a significant component in an evaluation and separates the San Jose system from one favored by reform groups like StudentsFirst.

By contrast, value - added approaches allow for real analyses of all teachers for whom test scores are available.

The researchers, including experts from Stanford University, Dartmouth College, Rand Corp. and the Educational Testing Service, acknowledged limits to the value - added approach: Scores are not available for all teachers, estimates are often volatile from one year to the next and the results don't provide teachers with feedback on how to improve.

As Dropout Nation noted last week in its report on teacher evaluations, even the most - rigorous classroom observation approaches are far less accurate in identifying teacher quality than either value - added analysis of test score data or even student surveys such as the Tripod system used by the Bill & Melinda Gates Foundation as part of its Measures of Effective Teaching project.

Summary: In this article, Angela Duckworth speaks about her research into Grit and other performance values and voices a concern about the prospect of using testing measures to determine how schools approach character and social - emotional learning.

Moreover, even in the cases where tests already exist, such as for teachers of reading and mathematics in grades 3 - 8, value - added approaches raise significant concerns.

Value - added approaches hold great promise, but there is a need to develop better tests (and other thoughtful measures of student learning) and better measures of teacher practice to use along with test scores, so they are not the sole factor used to evaluate teacher effectiveness.

The lesson of the NRC - NAEd report is that even though value - added methodologies offer a number of advantages over other approaches that consider test - score data in a vacuum, policymakers need to move carefully in adopting any approach — value - added or otherwise — in making important decisions about individual teachers.

The study also found that student gains on standardized tests reflected meaningful learning and critical thinking skills, not just test preparation or memorization — a frequent concern of critics of the value - added approach.

Project - based learning's student - focused approach, which values the process of learning for each child rather than simply recording test grades, forces everyone in the building to work more closely together, Philadelphia educators in the project - based learning schools say.

Yi's approach seems to work: She is rated «highly effective» in a value - added analysis by The Times based on her students» standardized test scores in English and math.

Although value - added is one of the more advanced statistical approaches, researchers have raised concerns about its reliability, as well as potential unintended consequences, such as demoralizing teachers and placing greater emphasis on standardized tests.

If you are to give validity to the value - added approach to measuring a teacher's performance, the prerequisite is that the standardized test is a valid measure of a student's learning and knowledge, and that in itself is controversial.

For example, VAMs are useful «for researchers comparing large groups of teachers to investigate the effects of teacher training approaches or educational policies, or simply to investigate the size and importance of long - term teacher effects... [I] t is clear that value - added scores are far superior to unadjusted end - of - year student test scores» (Haertel, 2013, p. 23).

The paper, by Raj Chetty and John N. Friedman of Harvard and Jonah E. Rockoff of Columbia, tracked 2.5 million students over 20 years, and using a value added approach, found that teachers who help students raise their standardized test scores have a lasting positive effect on those students» lives beyond academics, including lower teenage - pregnancy rates, greater college matriculation and higher adult earnings.

Cabot Benjamin Graham Value Investor is suitable for long - term investors seeking to profit based on the time - tested systems developed by Benjamin Graham, whose value investing approach achieved returns of 20 % per year with low risk regardless of the market's ups and dValue Investor is suitable for long - term investors seeking to profit based on the time - tested systems developed by Benjamin Graham, whose value investing approach achieved returns of 20 % per year with low risk regardless of the market's ups and dvalue investing approach achieved returns of 20 % per year with low risk regardless of the market's ups and downs.

In the next few blogs, we will detail our approach to and back - tested results of employing credit spread (value) and volatility as factors in order to systematically construct a portfolio of U.S. investment - grade corporate bonds.

However, unlike the time - tested value investing approach, many of today's investment plans are not worth sticking with.

We tested the decile approach and the joint approach in Quantitative Value, substituting better performing value metrics and found different resValue, substituting better performing value metrics and found different resvalue metrics and found different results.

Southeastern Asset Management has employed a time - tested value investment approach globally since 1975.

it is important to recognize that an inherent difficulty of testing null hypotheses is that one can not confirm (statistically) the hypothesis of no effect.While robustness checks (reported in the appendix), as well as p values that never approach standard levels of statistical significance, provide some confidence that the results do not depend on model specification or overly strict requirements for statistical significance, one can not entirely dismiss the possibility of a Type II error.

In addition to supporting the development of national forest certification systems in several countries, we are working with a variety of partners to pilot test new approaches to group certification for smallholders, support value chain development and provide training to build the required capacity for forest certification to succeed.

One possible approach is to test down from high orders and examine the t - values on coefficients.

To test whether a males» car affected women's likelihood of sharing their digits, the male confederates waited in one of three cars (high, medium, or low value) before getting out and approaching the women.

Fit indices used to evaluate the model included a χ2 goodness - of - fit test (nonsignificant values indicate good fits), the comparative fit index (scores of > 0.95 indicate better fits), the root mean square error of approximation (values of < 0.05 indicate good fits), and the standardized root mean square residual (values of < 0.08 indicate good fits).43, 44 Missing values were imputed through multiple imputation by using functions in the missing data library in S - Plus (Insightful Corp, Seattle, WA).45, 46 The combined data for the cross - lagged / survival model converged more quickly with 15 imputed data sets than did the model that used a likelihood - based approach to missing data.

Indeed by taking the three stands of the approach and applying the recognitions by honoring, installing positive emotion and building «inner wealth» in the form of character strengths and values, we get rule compliance, increased test scores, reduced challenging behavior but above all, we build relationships that percolate positivity.

In the context of a trusting, collaborative, mutually respectful working alliance, therapist - clients can test the value of novel perspectives and creative approaches.

In search of golden rules: Comment on hypothesis - testing approaches to setting cutoff values for fit indexes and danger in overgeneralizing Hu and Bentler's (1999) findings

In search of golden rules: Comment on hypothesis testing approaches to setting cutoff values for fit indices and dangers in overgeneralizing Hu and Bentler's (1999) findings