Sentences with phrase «testing policy choices»

It is an adaptable educational and learning tool for raising awareness about watershed stewardship anywhere in the world; a tool for exploring and testing policy choices; and a tool for evaluating new products and services.

Not exact matches

From being a real working man for higher wages, dropping high stakes testing, fairer tax policy, workers» rights, full clean energy and a fairer political process without candidates being excluded, Hawkins is the only progressive choice on the ballot.

While there has been a clear schism between reform's free market enthusiasts and its social justice wing, there can be little doubt that the movement's center of gravity has shifted sharply to the left, even though political progressives mostly regard the standard reform agenda — choice, charters, testing, anti-union policies — with contempt.

I've written about this at greater length elsewhere (see here and here), but we have eight rigorous studies of school choice programs in which the long - term outcomes of those policies do not align with their short - term achievement test results.

The Effect of Test - Optional Policy on Application Choice.

The unusual districtwide choice plan in Montclair, N.J., has successfully desegregated schools and apparently helped boost student achievement, according to a policy paper by the Educational Testing Service.

The danger with your argument — that we may have no choice but to rely on test scores — is that it rationalizes ignorant actions by policy makers whose knowledge of school or program quality consists almost entirely of test score results.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Two reforms have dominated the education policy debates of the past decade: school choice as epitomized by charter schools, and testing and accountability as symbolized by No Child Left Behind (NCLB).

With a better understanding of why it is so inane — and destructive — to evaluate schools using students» scores on the wrong species of standardized tests, you can persuade anyone who'll listen that policy makers need to make better choices.

As we continue to study choice - based policies in K — 12 education, one challenge we must confront is the push - pull created by high - stakes accountability measures designed to assess schools, students, and educators, based solely on test scores — an area where choice proponents and opponents often find common ground.

Parents, educators, and taxpayers surveyed by the Public Policy Forum in Milwaukee cited a range of guidelines, from reporting test scores and teacher qualifications to oversight by an independent board, they believe are necessary to oversee choice programs involving private schools.

Economic, cultural, and demographic factors are all known to affect those outcomes, as are a panoply of educational policies besides school choice, such as curriculum, testing, staffing, discipline, etc..

Some of these are the same people who have made once - esoteric educational questions — like school discipline, collegiate Title IX policies governing due process, school choice, teacher evaluation, and determination of testing subgroups — into hero's journeys defined by bitter battles between those fighting «for the kids» (their side) and the forces of malice (the other side).

Debates about school choice policies often focus on their impacts on student achievement, typically as measured by standardized tests.

Cushman: Large high schools; schools organized in such a way that teachers must be responsible for more than 80 students; and a policy environment that reduces students to what can be known about them through a single multiple - choice test.

Most importantly, then, test results provide parents and teachers with vital information about student learning, and accountability policies challenge districts and schools to meet individual student needs with effective teachers, strong curricula, choices for families and students, and break - the - mold interventions for failing schools.

Most school choice research, and other education policies for that matter, analyzes test scores as student outcomes.

8:30 AM — 9:15 AM Keynote: Dr. Joshua Starr, CEO, PDK International Understanding Public Attitudes About Schools During this presentation, Dr. Starr will discuss new polling data that shows the public's current attitudes about public education; the overall quality of local schools; curriculum and standards; school funding and taxes; homework and testing policies; school choice; and more.

The policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

by Jack Jennings Jan 23, 2016 accountability, children with disabilities, federal education policy, inner city schools, No Child Left Behind, school choice, school reform, secure and safe, teachers, testing 0 Comments

Unlike multiple - choice tests, these assessments require students to construct answers, produce products, or perform activities; they allow educators to assess student performance meaningfully and foster deeper Read more about Performance Assessments: How State Policy Can Advance Assessments for 21st Century Learning -LSB-...]

Over the past ten years, the policies undergirding the national education reform movement — offering more school choice, weakening teacher union power, and creating new accountability systems (with incentives like pay - for - performance and teacher evaluations based partly on student test scores)-- have taken hold in the nation's capital.

However, where choice and competition are accompanied by other policies such as test - based accountability, the ability of schools to stand out from the pack may be lessened.

Thankfully, research on which policies work in other states show us that educational choice programs supported by ALEC members have a record of success across different measures, from test score increases, to parental satisfaction, to better life outcomes for students.

That is what corporate school reformers have attempted to do — with efforts to expand school choice, elevate the importance of education technology, and use test scores to drive policy as well as the evaluation of students, schools and teachers.

Choice B: Young college grads with degrees in their desired career area — who complete 5 weeks of education training which includes teaching a class 1 hour daily and a small group 1 hour daily, pass the state required tests, continue basic education classes after they begin teaching, are hired with the district paying a minimum of $ 5,000 per teacher to a private organization, are paid salary and benefits negotiated by the district's union, are sought by big corporations, banks, and Wall Street because of their service and skills gained from 2 years of teaching, after 2 years get discounts and benefits from grad schools and employers, after 2 years receive $ 11,000 toward further degrees in education or that initial career choice, and after 2 years are now «experts» in education seeking positions in government to influence education pChoice B: Young college grads with degrees in their desired career area — who complete 5 weeks of education training which includes teaching a class 1 hour daily and a small group 1 hour daily, pass the state required tests, continue basic education classes after they begin teaching, are hired with the district paying a minimum of $ 5,000 per teacher to a private organization, are paid salary and benefits negotiated by the district's union, are sought by big corporations, banks, and Wall Street because of their service and skills gained from 2 years of teaching, after 2 years get discounts and benefits from grad schools and employers, after 2 years receive $ 11,000 toward further degrees in education or that initial career choice, and after 2 years are now «experts» in education seeking positions in government to influence education pchoice, and after 2 years are now «experts» in education seeking positions in government to influence education policy.

Before his work at Trinity, he was a Senior Policy Fellow in K - 12 Education for CT Voices for Children where he published reports on Connecticut's testing system, public school choice, and K - 12 education data and pPolicy Fellow in K - 12 Education for CT Voices for Children where he published reports on Connecticut's testing system, public school choice, and K - 12 education data and policypolicy.

She argues that school reformers assume that schools can do more to address poverty than is realistic, that accountability policies encourage narrowing of the curriculum and teaching to the test, that vouchers have accumulated no significant evidence of effectiveness, that «virtual charter schools» are a ripoff of taxpayers, and that there are more effective policy solutions that are far from test - based accountability and «school choice» policies: social services for poor families, early childhood education, protecting the autonomy of teachers and elected school boards, reducing class sizes, eliminating for - profit companies and chains from operating charter schools, and aggressively fighting racial and socioeconomic segregation in schools.

The public shows far greater tolerance for tests whose scores may yield things we crave — admission to the college of one's choice, for example (SAT, ACT), even advance credit for college work (AP)-- than for the kind whose foremost purpose is to rank schools or teachers and give distant officials data by which to fine - tune their policies.

Now, instead of just mandatory annual testing and punitive measures for struggling schools, cash - strapped states — who had little choice but to pursue the multi-billion-dollar grant money — were made to implement specific federally supported education reforms.19 In the end, despite the Obama administration's efforts to distance itself from NCLB, and the failure of NCLB's testing mandates (in particular the mandated but statistically impossible 100 percent proficiency rates), the act's design provided the policy blueprint that led to RTTT.

The District, which initiated major school reforms in 2007, has served as a test case for often controversial policies — such as expanding school choice, eliminating teacher tenure and tying evaluations to test scores — which have since been adopted by a growing number of states.

In 2010, Diane Ravitch, a renowned education historian and former Assistant Secretary of Education joined the ranks of true educational experts by publishing a book, The Death and Life of the Great American School System, in which she openly admitted she was wrong about key educational policies she once championed, namely standardized testing and school choice.

The release of Diane Ravitch's new book, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education, caused quite a stir in the education community because in it Ravitch does an about - face, criticizing the education policies she had fully supported over the years, including when she served as assistant secretary of education and counselor to Education Secretary Lamar Alexander from 1991 to 1993.

Rather than passing judgment on the chosen testing or prevention policy, understanding the reasons behind the shelter's choices can help veterinarians be good partners with people who adopt from the shelter.

So essentially, I put the arguments of both sides «to the test», and arrived at the conclusion the theory is real, that the models have validity, that there is a need to consider what they mean, and what the tradeoffs are for different policy choices for mitigating it.

A dynamical model of such systems should be capable of testing the effects of various policy choices on the long - term sustainability of the system [215].

Applying for No Medical Exam Term Life Insurance can be a very good choice for people that can take advantage of the speed of issuing the policy with the advantage of not having to take some of the tests that go with the process of a fully underwritten policy.

The choice of test can determine what the policy premiums, cash value, and benefits will be.

Tk Worldwide, Nolensville, TN 5/2011 to Present New Car Sales Manager • Oversee staffing requirements and hire and train new employees • Set sales objectives for each individual sales representative • Provide assistance in carrying out duties so that individual sales objectives are met • Give sales representatives a clear picture of the overall goal of the company and ensure that their individual objectives are in accordance to the big picture • Assist clients in choosing cars of their choice by providing them with information on popular brands • Provide clients with information on car features and accompany them on test drives • Forecast sales and expenses and ensure that profits are maintained accordingly • Develop and implement effective customer relation policies • Interact with vendors to procure new models and makes • Prepare annual budgets for the sales department and ensure that all administrative activities are performed by remaining within the budget • Direct and schedule activities of sales representatives and stand in for absent employees