Sentences with phrase «what measures of achievement»

If you were to design a comparative study of differences in student achievement between school environments that use annual standardized tests and those that do not, what measures of achievement or other outcomes would you examine to reveal differences, and why?

Not exact matches

Perhaps, he suggests, student achievement can be measured by way of comprehensive examinations or by reference to what is expected of the student (130).

Racial intermixtures have produced some very white - skinned Negroes with blue eyes and fair hair, yet the product of such a union remains a Negro.5 Race as the term is commonly used designates very nearly what the Germans call Volk — a group sharing a common cultural tradition, whether of achievement or servitude, with some measure of national, geographical, and biological affinity.

And the only way to survive this, at least with any joy, was to see what Rapp also had to see: that the desire to approach parenting as a race, as a series of achievements measured by the output of one's kid, is a cultural sickness...

Mr. Cuomo kicked off the year with what turned out to be his most significant legislative achievement of the session — a series of measures curbing access to some guns and ammunition.

Kate's friend Lena (Geraldine James) tells her that men are always so obsessed with prestige and legacy, and at the end of their lives liable to be devastated when their personal achievements do not measure up — so it is the woman's job to remind their men that what is important is family, «before they kill themselves with disappointment».

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

Moreover, it is a direct measure of what policymakers want in teacher quality, not a proxy for student achievement fashioned by education's internal stakeholders.

The corporate world provides useful data about simulations designed to change behavior and obtain results (which is exactly what we hope will be learned in many situations but is something that few, if any, of our standardized achievement tests measure).

It is indeed a good thing that we have those other measures because it's true that the Common Core era has failed to deliver on what many of us saw as one of its most valuable and important features: a platinum meter stick to be used to measure, monitor, and compare student achievement, not just between states but also among districts, individual schools, even individual classrooms and children.

Nevertheless, critics continue to question the NBPTS's method and focus for measuring quality teaching and to call instead for what they believe should be simple and direct measures of effects on student achievement.

And yet because achievement - gap mania has distilled «education reform» to measures that raise the test scores of poor and minority students, the solutions to what ails American education more broadly simply aren't being developed — in part because the question is hardly ever asked.

Renzulli: The most important thing we can do to raise expectations is to broaden our concept of «achievement» beyond the rather simplistic notion that it is only what is measured on achievement tests.

What role should the size of a school's achievement gap play, and how should we measure that?

Under the NCLB Extended approach, embraced by many on the education reform / civil rights Left, achievement would continue to be measured by proficiency rates alone (with rising annual goals for what is good enough); growth data would be used sparingly and / or focused on «growth to proficiency»; «other indicators of student success or school quality» would be minimized; and evidence of achievement gaps would sink schools» ratings significantly.

Dr. Marzano will be on hand to discuss next - generation evaluation models, the most up - to - date research on evaluation and value - added measures of student achievement, and what has been learned as states implement federal and local directives to reform K - 12 teaching and learning.

The favorite way of measuring gains, or lack thereof, in student learning is through «value - added» models, which seek to determine what each teacher has added to the educational achievement of each of his or her students.

The most controversial of them include what is known as value - added models1 that use data from standardized tests of students as part of the overall measure of the effect that a teacher has on student achievement.

If passed, this will take what was the state's teacher evaluation system requirement that 20 % of an educator's evaluation be based on «locally selected measures of achievement,» to a system whereas teachers» value - added as based on growth on the state's (Common Core) standardized test scores will be set at 50 %.

But until recently, no statistic has measured what experts have come to agree is the single most important factor in boosting student achievement — the effectiveness of the person standing in front of the classroom.

Since 2003, the state has ranked among the top in performance and in progress on what is known as «The Nation's Report Card,» considered among the most reliable long - term measures of achievement.

What it is: The student growth percentile (SGP) is one of several measures that have caught on with the rise of data - driven school reforms, providing not just a snapshot of student achievement but also a gauge of its progress.

CEPA researchers examines a wide range of issues, including how to best measure student success, what factors predict and promote student success, and how different types of teacher instruction, school programs, and education policies can improve student achievement.

At the very least, the concept is an interesting approach to measuring the quality of schools — and could provide the kind of information families need to know what schools look like as well as how well they do in improving student achievement.

Three years after closures, the public - school students had gained, on average, what equates to 49 extra days of learning in reading — gaining more than a year of achievement growth, as measured by state reading exams.

When asked what should determine teacher pay, 86 percent said a teacher's education and training should be either the most important or an important factor, followed by 77 percent who said their students» achievement and progress on a range of measures including standardized tests, classroom observations and parent feedback; 77 percent said whether the teacher is at a low - performing school where students need the most help; 64 percent who said students» achievement and progress on standardized tests; and 57 percent who said seniority in the number of years of classroom teaching experience.

Even though these tests measure only a limited portion of what we care about in schooling, there is a high level of agreement that reducing achievement gaps between students of different races and economic backgrounds would be a major educational improvement (provided that it was accomplished by raising the performance of the less advantaged).

«With the onset of testing to measure student achievement, many times at the expense of other disciplines, it is amazing what students can achieve when given half a chance,» Eisenhuth says.

In spite of what seems like a fairly good state policy environment, the overall state achievement scores as measured by NAEP illustrate that Colorado scores are flat and in some cases falling.

What it is: The State Department of Education last week posted two - page explainers for its proposed measures for student achievement in teacher evaluations, the «student growth percentile» (SGP) and the «student growth objective» (SGO).

Finally, districts should monitor student achievement, along with scores for teacher observations, to determine whether the use of value - added measures in evaluations is doing what is most important — improving teaching and learning.

Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says is a resource from the Institute of Education Sciences and the Regional Education laboratory that looks at approaches to alternative methods of evaluating student achievement in order to measure teacher performance.

There is demonstrated support for an annual report card on how each school spends local, state and federal funding and what progress it has made on measures of student academic achievement.

For example, the Minnesota system includes multiple ways for students to demonstrate what they know and are able to do, and the MCAs are technically sound measures of student achievement.

(http://www.senatorphilpavlov.com/commentary-how-we-are-reinventing-states-outmoded-education-system/) What Sen. Pavlov fails to mention is that gaining a spot on the state's «achievement gap list» is no measure of any sort of educational or learning issue — its simply an indication that a school's students have not met a predetermined goal, set by the state (not teachers), with respect to standardized test scores in math or reading.

«As a result of the What Matters Most survey, we introduced a number of measures, such as sending out cards and gifts for birthdays, achievements and major milestones.

Most managers don't receive formal training on how to set and measure team goals and are expected to evaluate employee achievement of what are often vague un-measurable goals.

However, there is a lack of consensus and clarity on what outcomes demonstrate achievement of the goal of promoting child well - being, to what extent the child welfare system should be responsible for this goal, and what strategies should be utilized to measure child well - being.79 Given the multiple needs of foster children, it is imperative that the child welfare system move beyond a singular focus on safety and permanency and that it promote the wellbeing of children in custodial care.

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