Sentences with phrase «various measures of achievement»

Some advocates also stressed that charter - school students were outperforming traditional public - school students on various measures of achievement, a tactic used in Florida as well.

Numerous evaluations of KIPP schools have found that students show larger - than - expected gains on various measures of achievement.

Not exact matches

The study assessed performance on standardized achievement tests as well as measures of various character strengths.

to consider should be the following: 1) the achievement of full employment or reduction in the unemployment rate; 2) increase the income distribution measured by the Gini index; 3) reduction of the levels of crime in society; 4) increase in service levels of education, health, housing and transport to the population; 5) increase of the investment in infrastructure, education, health, housing and sanitation; 6) increase in the HDI - Human Development Index, used by the United Nations, which takes into account GDP per capita, the longevity of people and their education (measured by illiteracy rate and the enrollment rates at various levels of education); and 7) increase of GNH (Gross National Happiness) indicator, which analyzes 73 variables that contribute most to the goal of achieving the well - being and satisfaction with life (See GNH posted in website

Can we be confident that the various elements of practice measured by TES are the reasons that students assigned to highly rated teachers make larger achievement gains?

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

We focused on research that examines how the various attributes of teachers affect student achievement, counting as legitimate evidence only those studies that used this measure of teachers» effectiveness.

Since ESSA requires the use of proficiency rates, one design objective is a combination of measures on academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.

According to the Executive Order, its recommendations were to include measures of student achievement (representing at least 50 % of the evaluation); demonstrated practices of effective teachers and leaders; and weights for the various components.

They also embrace standardized testing as a way to measure student achievement, and both call for all states to participate in the National Assessment of Educational Progress (NAEP), called «the nation's report card,» which tests students in grades four, eight, and twelve in various subject areas.

While the short and long term measures of this leadership work must include various measures of student achievement, we need to identify other metrics that measure the extent to which teaching practice is improving every week — not every couple of months or every year.

Overall, we find that neither reform had appreciable impacts on various measures of school staffing, student composition, or academic achievement.

The letter grade is based 80 percent on the school's achievement score (which uses various data including student performance on end - of - grade and end - of - course standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performing.

So while high school graduation rates provide comparable measures of the degree to which students in various states are achieving state standards, the standards themselves are not comparable and may not be indicative of a high level of achievement.