Sentences with phrase «testing policy if»

Not exact matches

Grindr later proceeded to publish a full statement, which included a defense that users are given the «option to post information about themselves including HIV status and last test date, and we make it clear in our privacy policy that if you choose to include this information in your profile, the information will also become public.»

During my testing period, I mentioned how it would be helpful if my assistant worked earlier in the day, starting at 9AM; the company changed its policies.

Why, in circumstances where Canada's security, policies and companies are already as fully protected as they can be, do we maintain a net - benefit test that does not show a bottom - line impact on Canada, imposes an unnecessary burden on investors and gives Canada a dubious (if generally undeserved) international reputation?

But if the assumption is wrong, if tax exemption is not a subsidy or a form of federal financial assistance, then the tests applied to charitable trusts are not appropriate to tax exemption, and exempt entities need not be required to render what the legislature or IRS considers public benefit or to conform to what they construe to be public policy.

I lean liberal, but I am very willing to listen to what you have to say if I see that you make your decisions and policy in the real world based upon tested observations in the real world.

One of the trickiest areas of negotiating a leaguewide random drug - testing policy is how — or if — to deal with steroids.

If an LEA adopts a policy permitting random drug testing of students in voluntary extracurricular activities, it must notify the parents and guardians that the student may be subjected to random drug testing prior to a student participating in an extracurricular activity, with the parent or guardian providing written consent.

Are parents ok buying directly online if we offer cool policies like lifetime warranties on the wheels and $ 10 return shipping if you only test your stroller inside?

If a policy met that test, and if she thought it could be done politically, she would support her ministers and put her authority behind the ideIf a policy met that test, and if she thought it could be done politically, she would support her ministers and put her authority behind the ideif she thought it could be done politically, she would support her ministers and put her authority behind the idea.

And that «what Mr Clegg fears is that if the party isn't grown - up enough about producing sensible policies, it will fail the most important test of all — the general election.

But if you are serious about making people believe that you can fix things and offer solutions and not platitudes, you need to do deep, critical thinking; you need to reach out to those pesky experts that know stuff and can help; and stress test the policy so you know you won't dissolve in to a shambles on the third question of any interview.

«Lord Ashcroft sets out four tests that policies should pass if the Conservatives are to be electorally successful Main Tory grassroots see blue collar message as more important to Tory fortunes than Europe, crime or immigration»

At the very least we should be looking to test the support and commitment of councillors (and MPs) given the opportunity to support a platform if robust left policies.

Cuomo took an aggressive position during his budget and policy address Wednesday, threatening to withhold a significant funding increase for schools if lawmakers don't approve his controversial reform proposals, such as an amendment to the state's teacher - evaluation system that would increase the ratings» reliance on standardized testing.

If a policy has a greater impact on racial minority groups, it must pass a stricter «compelling interest» test.

The new research finding has important policy implications, according to Dr Santella: «If rapid HIV testing was widely available in dental settings it could help to reduce the spread of the virus by informing people who aren't aware that they are HIV - positive.

The researchers wanted to test the prediction that if individuals with lower - pitched voices are better leaders, then they also should be more persuasive when making policy appeals.

But analysts, authorizers, regulators, and other policy makers also make mistakes, especially if they rely predominantly on test results that are, at best, weak predictors of later - life success.

Many states need to revamp their policies for including limited - English - proficient students in state tests and accountability systems if they want to continue receiving all of their federal Title I aid, according to the Department of Education.

If we want to change education in the U.S. — more profoundly than we can by reforming curricula or standardized tests or teacher - certification policies — we have to believe, too.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

However, if raising overall test - score performance and addressing the achievement gap are to be the main focus of federal policy, it is foolish to have a panoply of programs that direct state and local officials toward a host of other priorities, distracting them from their core mission.

If the plans are announced before the end of the year, May will likely face a stiff test to pass such a major policy, which will undoubtably have major implications for England's education landscape.

The law allowed for exceptions to the retention policy if a student had limited English proficiency or a severe disability, scored above the 51st percentile on the Stanford - 9 standardized test, had demonstrated proficiency through a performance portfolio, or had already been held back for two years.

If the new standards lead to better tests — something that might come out of the two testing consortia funded by the U.S. Department of Education — we might have the basis for improved school policies.

If even rigorous research fails to show a consistent relationship between test scores and later success, why would we think that regulators and policy makers with less rigorous approaches to test scores could use them to reliably identify school and program quality?

The reality is that these kinds of national results are so far removed from the regulatory minutiae of federal education policy, and the meaning of these test results can be so opaque, that everyone would be well - served if they spent less time claiming this or that test result or graduation rate proved that a grand federal agenda was the right one.

If CSR is introduced in the current policy context of high - stakes testing, together with the inadequate funding highlighted by the Gonski Review, we can expect minimal achievement outcomes.

Similarly, if students complain that there is too much studying - to - the - test in school, we should rethink current testing policies.

If the new standards lead to better tests — something that might come out of the two testing consortia funded by the U.S. Education Department — we might have the basis for improved school policies.

Agreements along the lines of, «We'll give you funding to test this specific policy intervention and if you can prove it worked in three years, we'll give you more,» are standard.

The new policy allows states to average participation rates for a given school over two or three years if that school misses the federal threshold in its most recent testing.

But that affects the validity of my analysis only if the NAEP test accommodation policy for New York City changed over the course of the time period we are discussing.

Parents seem to understand how essential the arts and a broader approach to education are even if this has escaped the highly - credentialed minds of «policy experts» trying to manage schools from afar through test results.

If it hasn't already been done, schools should implement strict password policies and consider trialling «penetration testing» by an external company in order to identify any areas of weakness in the system that could be seen as a «way in» by hackers.

Many policy makers agreed: set higher standards; test to see if students have mastered them; hold back students or prevent them from graduating if they don't pass.

«When exclusion rates are higher, average scores tend to be higher than if more children were tested,» said Larry Feinberg, assistant director for reporting and analysis for the National Assessment Governing Board, an independent body that sets policy for NAEP.

But the charters with the highest test scores are typically known not for innovation, but for «no excuses» discipline policies, where students may be fined or suspended or expelled if they fail to follow the rules of the school with unquestioning obedience, such as not making eye contact with the teacher or slouching or bringing candy to school or being too noisy in gym or the lunchroom.

It will indeed be a cause to cheer if and when policy - makers start to turn their sights away from the zero - sum game of whose schools are outperforming on ELA and Math tests and towards the ends that chartered schools were supposed to lead us in the first place: teacher empowerment, innovation, entrepreneurism and new models of teaching and learning to name just a few.

Once pupils have passed the test score threshold, schools, if oversubscribed, allocate places according to their admissions policies.

The report recommended that: policy makers ensure curriculum and assessments are aligned at state, district and local levels; districts survey teachers on test prep activities and keep those that are highly rated, while dropping those that aren't; districts expand access to technology so students can develop skills before taking tests and teachers can support them; and districts only use interim tests aimed at predicting performance on end - of - the - year tests, if teachers believe they are high - quality.

In his speech he said: «Firing teachers and closing schools if student test scores and graduation rates do not meet a certain bar is not an effective way to raise achievement across a district or a state... Linking student achievement to teacher appraisal, as sensible as it might seem on the surface, is a non-starter... It's a wrong policy [emphasis added]... [and] Its days are numbered.»

If some districts or classrooms administer only the summative assessments while others avail themselves of all the resources in the SBAC toolkit, won't some students have a testing advantage based solely upon local policy decisions, the CORE group excluded?

ESSA gives states more flexibility to decide their own testing policies, including what to do if a school or district falls below 95 percent.

Race to the Top: President Obama's Race to the Top (RttT) initiative helped (and continues to help) to distribute billions of dollars in federal stimulus monies to states, thus far to a total of $ 4.35 billion, if states promise via their legislative policies that they will use students» large - scale standardized test scores for even more consequential purposes than NCLB required prior.

The reason is that even if evidence showed the impact of such policies on observable outcomes, such as student test scores, we know that good teachers produce learning gains in areas that go beyond tested academic subjects.

In a recent interview with Ed Surge, Linda Darling Hammond, founder of the Learning Policy Institute, argued that while strong schools are present in the United States, new state plans under ESSA could «become punitive if they rely on a test - based approach with sanctions» or...

«If uniform national test results exist, publishing these in a locally comparative format appears to be an extremely cost - effective policy for raising attainment and reducing inequalities in attainment.»

Ironically, if it moves away from successful «test and improve» policies, Congress would in fact be creating a system that punishes students.

Right now they are wrong 26 percent of the time,» she said, referring to a 2010 report on value - added measures by Mathematica Policy Research that said there is about a 25 percent chance of an error if three years of test scores are used in the evaluation.