Sentences with phrase «whose teachers rated»

Mothers who smoked during pregnancy had children whose teachers rated them as less task oriented in school and as more emotionally reactive to stresses and provocations in the classroom.

From the initial sorting of all principals whose teachers rated them as either high - or low - scoring, there were five elementary schools and five secondary schools in the top 20 % of all schools whose principals were rated high on Factor 1 and who also had high mathematics achievement.

Principals whose teachers «ratings placed them in the top 20 % on either or both of the two factors were labeled high - scoring principals; principals whose teachers rated them low on either or both of the factors were labeled low - scoring principals.

Principals whose teachers rate them high on Instructional Climate emphasize the value of research - based strategies and are able to apply them in the local setting.

Not exact matches

But the researchers did find two positive associations between working motherhood and well - adjusted children: kids whose mothers worked when they were younger than 3 were later rated as higher - achieving by teachers and had fewer problems with depression and anxiety.

Boys whose fathers engaged in physical play but without excessive direction were rated as more popular by their teachers.48 Effects of fathers may vary across children's ages, with fathers of adolescent sons frequently playing important roles in those son's transitions, as seen among Arnhem land Australian aborigines.49 Among the Aka hunter - gatherers of Central African Republic, males of varying ages report that they predominantly learned subsistence and social behavioural norms from their fathers.50

But we fought to ensure that the new evaluation system includes an appeals process with a fair hearing for teachers whose ratings have nothing to do with their work in the classroom.

In the last days of the 2014 legislative session, Cuomo negotiated with New York State United Teachers for a temporary solution, introduced a program bill creating a «safety net» for educators whose ratings were detrimentally affected by students» low Common Core test scores and advanced the legislation with a «message of necessity,» allowing lawmakers to pass it before gaveling out for the summer.

Teachers rated «ineffective» are dismissed; those whose performance is rated as «minimally effective» have one year to improve; and teachers who are rated «highly effective» receive large bonuses and the potential for substantial increases in bTeachers rated «ineffective» are dismissed; those whose performance is rated as «minimally effective» have one year to improve; and teachers who are rated «highly effective» receive large bonuses and the potential for substantial increases in bteachers who are rated «highly effective» receive large bonuses and the potential for substantial increases in base pay.

This is especially true in schools whose students come from high - poverty households, where teacher turnover rates are especially high and where it is often very difficult to recruit new teachers who are as effective as those who left.

During this same period, the number of public school teachers rose from 2.2 million to more than 3.1 million, several times the rate of increase of the students they serve, whose numbers edged up only slightly, from 44.8 million to 48.4 million.

A number of significant factors are well established: teaching is a high status profession in Finland; all teachers have a Masters degree; education is well funded by the state and free to all; school retention rates are high; and the country whose economic revival was led by companies such as Nokia had become a world leader in high level information technology applications, including in education.

While I have consistently explained that value - added data systems have real limitations, they do provide a systematic way to identify teachers whose students are at least improving in math and reading at better - than - average rates.

Teachers whose students show the greatest annual growth are being retained at a greater rate than HISD teachers Teachers whose students show the greatest annual growth are being retained at a greater rate than HISD teachers teachers overall.

Students whose teachers receive an overall rating one standard deviation above the mean are predicted to score roughly 0.06 standard deviations higher in reading than students whose teacher received an average rating.

College completion rates are systematically higher for students whose teachers had higher expectations for them.

To begin to understand the extent to which teacher expectations matter, we first compare the college completion rates of students whose teachers have lower and higher expectations for their educational attainment.

The answer is yes, as proved by Donelle McInerney, a PE teacher at Newton Moore Senior High School in Bunbury, Western Australia, whose Indigenous Yorgas Sports Academy has increased girls» high school completion rates seven-fold.

Anybody watching the escalating battle across the country over the Common Core State Standards and aligned standardized testing will hardly be surprised by a new national poll which reveals a significant loss of support over the last year — especially among teachers, whose approval rating dropped from 76 percent in 2013 to only 46 percent in 2014.

«Our research design compares outcomes among teachers whose performance in the prior year happened to place them just above or just below the score thresholds that separate IMPACT's rating categories.

A teacher whose students show bottom - tier academic growth could be rated no higher than 3 and is most likely to be rated a 2.

Inversely, only 1 % of the teachers whose reports researchers examined received ratings of «unsatisfactory,» even though teachers» supervisors could identify more teachers whom they deemed ineffective when asked otherwise.

This is especially true in schools whose students come from high - poverty households, where teacher turnover rates are especially high and where it is often very difficult to recruit effective new teachers who are as effective as those who left.

We also compare outcomes among high - performing teachers whose rating placed them near a threshold that implied an unusually large financial incentive.

We present regression - discontinuity (RD) estimates that compare the retention and performance outcomes among low - performing teachers whose ratings placed them near the threshold that implied a strong dismissal threat.

Enriching the literacy environment had one additional surprising impact: Children whose teachers participated in LEEP displayed significant growth in social skillsSee This finding came from teacher ratings using an adaptation of another tool, the Social Skills Rating System (Gresham & Elliott, 1990)..

Evaluations should be based on at least a few years» scores.The district also must find a fair way of evaluating teachers whose students don't take the annual tests and should look at multiple ways of measuring achievement, including student portfolios and graduation rates.

Similarly, teachers who do not receive mentoring and support in their first years leave teaching at much higher rates than those whose school or district provides such support.

Gist, whose reform efforts led to the firings of all teachers and staff at one of the state's worst - performing schools, said test scores in the state need vast improvement, the graduation rate must grow and too few high school graduates — just more than half — are heading directly to college.

The Times reported that students with teachers rated in the top 10 percent for effectiveness had scores averaging 17 percentile points higher in English and 25 points higher in math than students whose teachers were in the bottom 10 percent.

«They have great teachers,» said Iris Alicea, 28, whose son Juan Aguirre, 8, is a third - grader at PS 86, where nearly 54 % of instructors were rated «above average.»

In New York, value - added measures — for those teachers whose students take standardized tests — will only make up 25 percent of their rating.

Teachers whose practice has been rated at the «proficient» (3) or «distinguished» (4) level of performance on the Comprehensive evaluation are moved to a Focused evaluation for the ensuing three years, where they focus on one specific criterion.

Student progress on locally based measures would account for 15 percent of the rating for teachers whose subjects are not covered by statewide tests.

Among them: UnboundEd, a nonprofit created to continue the work of the Engage NY curriculum developers; Open Up Resources, a nonprofit whose K - 5 English Language Arts curriculum and middle - school math curriculum have both received top ratings from EdReports, an evaluator; Great Minds, which makes the highly popular Eureka Math curriculum, and IBM Watson's Teacher Advisor, which offers content recommendations and individualized help with lesson - planning for K - 5 math teachers.

Today, given education's monomaniacal emphasis on basic proficiency rates and closing «achievement gaps,» teachers tend to devote less attention to students whose parents have already equipped them to learn.

The printing rates of their kindergarten children are comparable to the rates of the first - grade students in the original study, whose teachers had NOT been previously monitoring printing rate.

The pilots were also the first test case of the state's use of student test scores as part of the ratings for teachers whose students take the state's language arts and math tests, roughly about a sixth of the total.

Under the Tennessee 5 - point rating system, teachers defined as a 3, or «at expectations,» are those whose students make at least a year's worth of growth on state tests.

Some experts estimate that half of those who start a career in teaching are gone in five years, and those whose Read more about How to Get a First - Rate Teacher in Front of Every Student -LSB-...]

In New York City, some of the teachers whose scores were published last week received ratings based on multiple years of data, according to a 23 - page technical report describing the city's statistical formula.

Those NICHD SECCYD children whose families were always poor scored lower on measures of academic, language, and cognitive performance, and were rated by their teachers as having more adjustment problems than other children throughout the early elementary grades.

Boys whose fathers engaged in physical play but without excessive direction were rated as more popular by their teachers.48 Effects of fathers may vary across children's ages, with fathers of adolescent sons frequently playing important roles in those son's transitions, as seen among Arnhem land Australian aborigines.49 Among the Aka hunter - gatherers of Central African Republic, males of varying ages report that they predominantly learned subsistence and social behavioural norms from their fathers.50

Similarly, Jackson and Schemes11 found that preschool children whose mothers were more warm and supportive and provided cognitive stimulation at home had better language abilities as rated by their school teachers.