Sentences with phrase «toward standards and accountability»

Not exact matches

The move toward federally imposed accountability standards is necessary to ensure that federal funds are enhancing educational opportunity, especially for poor and minority students.

Using volunteers and mentors are one strategy that can go a long way toward helping meet accountability standards...

The most recent revision, completed in the fall of 2000, was promoted by NCATE as having aligned its standards with the broader movement toward accountability and outcome standards.

To date, we can count a multitude of policy wins — better data, stronger accountability systems, and a move toward more rigorous academic standards — along with a universal acceptance that we must aim to close gaps in achievement and opportunity.

At another level, you have an alliance between some of those who have historically always opposed testing and accountability, who see with the onset of these standards and the assessments associated with them an opportunity to beat back a movement in education toward accountability that they never supported in the first place.

Dean Lagemann's talk, «Toward a More Adequate Science of Education,» focused specifically on creating new standards of accountability for education research, new infrastructure for research, and new programs of research training — as a means of linking theory and practice in powerful ways.

The nationwide push toward greater school accountability and common standards has generated a chorus of calls for raising the level of academic rigor in U.S. schools.

For the past three decades, public school accountability had generally been heading in one direction: toward common standards, standardized tests, and a bigger role for the federal government in shaping how states gauge student performance and improve schools.

Has the school resisted the current push to place standards - based accountability testing toward the center of teaching and learning and evaluation of its teachers?

[23] The designated ESEA requirements that can be set aside in states that obtain such waivers include some of the most significant outcome accountability requirements, such as the requirement that states set performance standards for schools and LEAs aiming toward a goal of 100 percent student proficiency in reading and mathematics by the end of the 2013 - 14 school year and take a variety of specific actions with respect to all schools and districts that fail to make adequate yearly progress toward this goal.

They found that active efforts «by district - level administrators to mediate sense - making affected teachers «attitudes toward accountability policies and standards - driven reform» (2005, p. 177).

In combination, these initiatives have progressively increased the demands on teachers and their students and have laid the groundwork for what was to come next - an unprecedented federal intervention on state level education policy - making that directs all states toward a single goal (i.e., 100 % of students reaching «proficiency») via a single system of implementation (i.e., standards - based assessment and accountability).

In fact, they make it clear that historically the PSSA exams were designed for school level accountability and only later have moved toward measuring individual student mastery of Pennsylvania's academic standards.

With the pendulum poised to shift away from a narrow focus on high - stakes accountability and rigid standards toward a more balanced «systems» approach to increasing student achievement, school leaders have an unprecedented opportunity to become what education theorist and author Michael Fullan terms «motion leaders.»

«It's good news for our nation's 90,000 local school board members, and an historic step toward reversing years of undue burden under the No Child Left Behind Act and restoring responsibility for school accountability and academic standards back to states and local school districts,» stated Thomas J. Gentzel, Executive Director, NSBA, in a press release issued today.

When Texas put into place the most rigorous education accountability system in the country in 2009, we thought we were at the culmination of a journey of over 20 years toward a Texas high school diploma that truly represents post-secondary readiness, but somehow we lost our courage and the pushback to that enhanced rigor has been relentless, resulting in a lowering of expectations and a gutting of the standards.

The increasing use of state - mandated public high school exit exams is one manifestation of the current movement in U.S. public schooling toward more explicit standards of instruction and accountability.

What is at stake is no less than the future direction of standards and accountability based reform and the continuing progress that Texas has made over the past 20 years in advancing toward the expectation of postsecondary readiness for our children.

Because ESSA reins in the federal government's influence over local decisions about academic standards and accountability, states and districts will have more power to decide how best to gauge student progress toward becoming well - rounded.

Building on those foundations, the bipartisan support and ultimate passage of NCLB heralded an even greater continuation of focus on setting expectations and obligations high — with requirements that, among other things, required disaggregation of data in the reporting and accountability for school, school system and state performance toward high standards (set state - by - state), and transparency in reporting of those results.

I have written similar pieces before, but this one is more focused on standards than accountability, and it is also more oriented toward diagnosing the problems of standards than it is pointing out the successes (of which I think there are many — see here for a three - year - old - but - still - quite - accurate summary).

In fact, the entire movement toward standards - and - accountability - based reform over the past twenty years confronted its most significant opposition when it began to extend accountability for student achievement to the educators and their preparation programs, primarily the traditional colleges of education.

To those of us in the reform movement, this is particularly disappointing, because we fear that there will be a correlation between these results and the recent trend toward the weakening of the state's commitment to leadership in standards and accountability - based reform.

Since ESSA's passage, states have been working to create new «accountability plans» that detail how states will identify and support struggling schools and districts, and help students make progress toward demanding learning standards.