Sentences with phrase «used as an accountability measure»

Over the several decades that standardized test results have been used as an accountability measure, few have questioned the assumption that these tests provide evidence that actually reflects school quality and that can promote school improvement.

If assessments are going to be used as accountability measures, reliability (the degree to which a test can be depended on to produce consistent results repeatedly), and validity (the extent to which a test accurately measures the result that it is intended to measure), become critically important.

Not exact matches

In contrast, Polikoff's public comment on draft ESSA accountability rules drew heavily on a large empirical literature as it argued against a federal mandate for states to use proficiency rates as measures of school performance.

In «Graduation Rates Are Insufficient As An Accountability Measure,» Chad Aldeman looks at some problems with using highs school graduation rates for accountability purposes and presents data showing the large variation in college - going rates at schools with the same graAccountability Measure,» Chad Aldeman looks at some problems with using highs school graduation rates for accountability purposes and presents data showing the large variation in college - going rates at schools with the same graaccountability purposes and presents data showing the large variation in college - going rates at schools with the same graduation rates.

States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of cohort graduation rates.

Colorado has implemented 15 Quality Standards for Online Programs which are used as a measure of accountability.

The measure is conceptually similar to the growth measures currently used in some state accountability systems, such as student growth percentiles.

Together, these two changes — measuring performance levels using a performance index with as many categories as possible and weighting growth more heavily than status — will go a considerable way toward improving the design of accountability policy and reducing unintended consequences.

However, the problem with NCLB as it is currently enacted is not the accountability requirements but the measure used to assess accountability, high - stakes testing.

We analyzed the data in the context of seven additional measures related to principals «assessments of the districts «focus on accountability — through such items, e.g., as Our district has explicit targets beyond NCLB targets, and The district uses student achievement data to determine PD needs and resources.

Data collection by School Nurses may be used by their districts for accountability measures, such as the chronic absenteeism rates required in the Every Student Succeeds Act and Ohio's school quality indicator.

Assessment information used in accountability must focus on those areas deemed most important, not only those areas that are easiest to measure with inexpensive tools, such as standardized tests, though such tools have a place in the accountability process.

Districts should be key drivers within comprehensive accountability systems by supporting continuous improvement, tracking additional measures of school quality and student success, using these measures to inform local decisions about resources and supports, and serving as laboratories of innovation for the state;

School performance measures are used just as much by officials to monitor standards and ultimately Progress 8 is an accountability measure.

KNOWLEDGE BRIEF 15 by Stephen Raudenbush Student scores on standardized tests are used as measures for teacher accountability, but, arguably, helping children score well on an achievement test is of little value in itself.

For example, while we have ample evidence of unintended consequences of test - based accountability — as well as evidence of some potential benefits — we know less about the consequences of using value - added measures to encourage educators to improve.

Accountability Measure Examples (PDF) are possible metrics spanning a range of domains such as academic learning, social - emotional learning, school culture and climate, and access and opportunity that could be used in accountabAccountability Measure Examples (PDF) are possible metrics spanning a range of domains such as academic learning, social - emotional learning, school culture and climate, and access and opportunity that could be used in accountabilityaccountability systems.

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these skills and competencies — and if so, whether we should use those results to gauge school quality.

Accountability should be enforced where the necessary resources are provided and the tools used to measure success or failure are well developed, appropriate to the task, and used to inform instructional decisions.School Choice School choice is appropriate within the public school system as long as equal opportunity and access are ensured without discrimination on the basis of race, gender, socioeconomic status, or disability.

A host of factors — lack of accountability for school performance, staffing practices that strip school systems of incentives to take teacher evaluation seriously, teacher union ambivalence, and public education's practice of using teacher credentials as a proxy for teacher quality — have produced superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students» learning.

Yet, questions remain about what measures are reliable and valid for use as accountability metrics and how to best incorporate them into accountability systems.

When such assessments are used for accountability purposes they need to be validated as appropriately measuring the knowledge and skills they intend to measure and verified as being evaluated in non-biased, consistent ways.

State departments of education play an important role in defining expectations for students; how those expectations are measured; and how information is used to identify, intervene, and support schools and districts as part of a coherent and «reciprocal» system of accountability.

The tests would not be used as a school accountability measure.

Considering all this, some experts have gone so far as to say that regardless of what ends up happening in the judicial system, the political momentum for using test - based accountability measures is all but over.

Schools are measured as successes and failures using distant measurements that are absent any locally understood input, and then they are threatened until those measures rise — or the school is closed and frequently turned over to a private operator with absolutely no accountability to local democratic institutions.

By allowing states to develop their own accountability systems that can use other approaches for measuring outcomes such as college completion rates.

Many principals mentioned they use value - added measures to place teachers in tested subjects and with students in grade levels that «count» for accountability purpose... some principals [also used] VAM [output] to move ineffective teachers to untested grades, such as K - 2 in elementary schools and 12th grade in high schools» (p. 100).

Little mention is made of our reality here, however, given the real and deleterious effects we witness, for example, as current teacher educators when we work with potential / future teachers who almost daily express serious concerns about joining a profession now with very little autonomy, not much respect, and a stark increase in draconian accountability measures that will be used to hold them accountable for that which they do, or do not do well.

Policies that use standardized test scores as the most important accountability measure for schools, teachers or students, and / or expand the use of standardized testing in our schools.

Even as educators are integrating these more rigorous standards into their instruction, student and school performance continue to be judged using No Child Left Behind's (NCLB) outdated testing regimen and accountability measures.

Summative assessment at the district / classroom level is an accountability measure that is generally used as part of the grading process.

During the past 20 years, there has been a steady increase in the use of standardized tests as accountability measures (Linn, 2000; Madaus & Tan, 1993).

Although just one component of the greater accountability system, school classification systems are a top priority for states.1 As states design these systems, much of their attention is focused on which indicators of school quality or student success they will use for a more holistic measure of school performance.2 According to ESSA, these new indicators may measure one or more of the following: 3

«Multimetric accountability systems should use formative assessments, evidence of student learning, and progress toward personal growth objectives to measure student and teacher success rather than rely on standardized test scores as the primary reference point.»

As an accountability measure, schools should undertake regular audits of course enrollments that analyze disparities in enrollment numbers among racial subgroups and that critically examine the criteria being used by teachers and counselors to determine student readiness for advanced coursework.

As just posted on Diane Ravitch's blog, Randi Weingarten, the current president of the American Federation of Teachers (AFT), has (finally) expressed her full opposition against using value - added models (VAMs), the statistical measures of utmost interest on this blog, for teacher evaluation, accountability, and merit pay purposes.

Using student - level data from Florida State the authors measure the degree to which schools and teachers were «surprised» by the change in Florida's school grading system (A + Plan for Education) in the summer of 2002 — what they refer to as an «accountability shock.»

The current NCLB accountability system, at least as regards achievement, uses multiple measures in a conjunctive way.

Extreme caution should be given to using this for any accountability measures such as Attainment 8, Progress 8 and the coasting measures.»

But another purpose that states built toward was that if they wanted to use PARCC as part of an accountability system, would it be a reliable measure.

Transitioning to renewable energy, capitalizing on new financial mechanisms such as green bonds and overhauling metrics used to measure the impact of businesses on society are all potential opportunities for savvy companies to get ahead of institutional investors, regulators and shareholders demanding more accountability.

The juxtaposition between the heightened accountability measures and the inability to confirm their efficacy highlights the immense challenge Facebook and other social media networks face as they seek to prevent foreign nationals from using their platforms to meddle in American politics.

Drawing on promising examples from several states, as well as from New York City and Alberta, Canada, the authors offer alternative approaches to developing, presenting, and using a multiple - measure accountability system.

Modelled after the Family Bridges program in Texas, this form of «reconciliation therapy» differs from traditional therapy by offering a directive intervention, founded on accountability and with measured milestones and practical suggestions, using a psycho - educational approach as opposed to therapy.