Instruments used by the U.S. Department of Education and the U.K. Department for education to measure satisfaction with public and private education in their countries.
This document discusses the history and development of accountability measures in public schools in the United States. It outlines how standardized testing began in the 1960s and increased over time, with more tests being required for students to graduate high school. While accountability has forced schools to improve, it has also shifted education to focus more on testing than learning. The standardization movement now aims to further align standards and testing across states.
Indonesia and Thailand has many similarities in the education system; but the learning outcome is much different. The purpose of this study is to measure the affective domain of student in both countries. Comparing the similarity and differences of both countries would figure out the certain education policy for better understanding on education system improvements. This research combines qualitative and quantitative research methods using ex post facto approach. The result shows there was significance different on self-esteem, interest, and belief. Indonesia got higher score than Thailand for self-esteem and interest aspect. On the contrary, Thailand got higher score for belief aspect than Indonesia. Both, Indonesia and Thailand got no significance different for attitude. In total, there is no significance different between both countries on affective characteristics. Three factors considered gave effect to effective characteristics profile in both countries namely learning strategy, ICT use, and teacher and student interaction.
This paper analyzes factors that affect academic proficiency rates in Minnesota public schools. It measures the relationship between four variables - free and reduced lunch rates (FRL), expenditures per student (EXPEND/ENROL), enrollment (ENROL), and reading proficiency (READ) - and math proficiency rates using data from 325 school districts from 2012-2016. The author develops an empirical model and expects FRL and EXPEND/ENROL to have negative relationships with math proficiency, while ENROL may also negatively impact proficiency due to higher student-teacher ratios. The goal is to determine the effect of each variable and which factors positively or negatively influence proficiency.
This document summarizes key issues to consider when using state early care and education workforce registry data to inform training-related questions. Specifically, it discusses three main issues: 1) The training focus variables used across registries may not be standardized or comparable, making aggregate analysis difficult. 2) Registries have different periods of data collection, limiting the years of data available for analysis. 3) Registry participation is voluntary in some states, meaning the available data may not represent the complete workforce. The document concludes that while registry data have potential to provide workforce training insights, additional research is needed on registry data accessibility and usefulness.
REACH is a suite of mobile applications that collects data on (1) the actual time students spend learning in the classroom, (2) the factors that influence children's ability to learn to read, and (3) students' nutritional needs through a proven open source tablet software. The applications are unique because they examine both education and nutrition as they relate to children's learning, building linkages and adding value.
This document summarizes research examining the relationship between student health risks, resilience factors, and academic performance in California schools. The research found:
1) Schools with lower academic performance had larger percentages of students engaging in risky behaviors like substance use, experiencing health risks like lack of exercise, and having low developmental supports.
2) When examining longitudinal data, schools where more students faced health risks and low resilience saw smaller improvements in test scores over time, compared to schools where fewer students faced these challenges.
3) Specifically, schools with high levels of physical inactivity, poor nutrition, substance use, violence and safety issues among students experienced less growth in academic performance, while schools with more caring relationships and high expectations for students
Educating Youth in Short-Term DetentionTanya Paperny
Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. The majority of these confined youth are there for nonviolent offenses, including technical violations, such as failing to complete treatment or violating probation. Even youth awaiting foster care placement can be placed in a detention center. Over the course of a year, we estimate between 90,000 and 170,000 youth spend at least one day in a short-term detention center, and over 40% are detained for more than a month.
While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population.
In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face. They are commonly unenrolled from their home school once they are arrested, and while detained, youth often do not receive coursework aligned with their needs, nor do they receive credit for the work they complete. Moreover, once they’re released, youth face significant challenges reenrolling in school, so even a brief period in confinement can severely disrupt a youth’s education.
This document outlines a plan of action from the Campaign for Standardized Testing Reform to address issues with standardized testing in the United States. The plan proposes reducing the frequency of standardized tests by eliminating graded tests in grades 2-6 and only administering tests in grades 7, 9, and 11. It also aims to improve education by removing teacher evaluations based on student test scores and allowing teachers more freedom in developing curriculum. The campaign seeks to accomplish these goals in order to increase the effectiveness of assessments, lower testing costs, and eliminate negative impacts on teachers.
This document discusses the history and development of accountability measures in public schools in the United States. It outlines how standardized testing began in the 1960s and increased over time, with more tests being required for students to graduate high school. While accountability has forced schools to improve, it has also shifted education to focus more on testing than learning. The standardization movement now aims to further align standards and testing across states.
Indonesia and Thailand has many similarities in the education system; but the learning outcome is much different. The purpose of this study is to measure the affective domain of student in both countries. Comparing the similarity and differences of both countries would figure out the certain education policy for better understanding on education system improvements. This research combines qualitative and quantitative research methods using ex post facto approach. The result shows there was significance different on self-esteem, interest, and belief. Indonesia got higher score than Thailand for self-esteem and interest aspect. On the contrary, Thailand got higher score for belief aspect than Indonesia. Both, Indonesia and Thailand got no significance different for attitude. In total, there is no significance different between both countries on affective characteristics. Three factors considered gave effect to effective characteristics profile in both countries namely learning strategy, ICT use, and teacher and student interaction.
This paper analyzes factors that affect academic proficiency rates in Minnesota public schools. It measures the relationship between four variables - free and reduced lunch rates (FRL), expenditures per student (EXPEND/ENROL), enrollment (ENROL), and reading proficiency (READ) - and math proficiency rates using data from 325 school districts from 2012-2016. The author develops an empirical model and expects FRL and EXPEND/ENROL to have negative relationships with math proficiency, while ENROL may also negatively impact proficiency due to higher student-teacher ratios. The goal is to determine the effect of each variable and which factors positively or negatively influence proficiency.
This document summarizes key issues to consider when using state early care and education workforce registry data to inform training-related questions. Specifically, it discusses three main issues: 1) The training focus variables used across registries may not be standardized or comparable, making aggregate analysis difficult. 2) Registries have different periods of data collection, limiting the years of data available for analysis. 3) Registry participation is voluntary in some states, meaning the available data may not represent the complete workforce. The document concludes that while registry data have potential to provide workforce training insights, additional research is needed on registry data accessibility and usefulness.
REACH is a suite of mobile applications that collects data on (1) the actual time students spend learning in the classroom, (2) the factors that influence children's ability to learn to read, and (3) students' nutritional needs through a proven open source tablet software. The applications are unique because they examine both education and nutrition as they relate to children's learning, building linkages and adding value.
This document summarizes research examining the relationship between student health risks, resilience factors, and academic performance in California schools. The research found:
1) Schools with lower academic performance had larger percentages of students engaging in risky behaviors like substance use, experiencing health risks like lack of exercise, and having low developmental supports.
2) When examining longitudinal data, schools where more students faced health risks and low resilience saw smaller improvements in test scores over time, compared to schools where fewer students faced these challenges.
3) Specifically, schools with high levels of physical inactivity, poor nutrition, substance use, violence and safety issues among students experienced less growth in academic performance, while schools with more caring relationships and high expectations for students
Educating Youth in Short-Term DetentionTanya Paperny
Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. The majority of these confined youth are there for nonviolent offenses, including technical violations, such as failing to complete treatment or violating probation. Even youth awaiting foster care placement can be placed in a detention center. Over the course of a year, we estimate between 90,000 and 170,000 youth spend at least one day in a short-term detention center, and over 40% are detained for more than a month.
While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population.
In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face. They are commonly unenrolled from their home school once they are arrested, and while detained, youth often do not receive coursework aligned with their needs, nor do they receive credit for the work they complete. Moreover, once they’re released, youth face significant challenges reenrolling in school, so even a brief period in confinement can severely disrupt a youth’s education.
This document outlines a plan of action from the Campaign for Standardized Testing Reform to address issues with standardized testing in the United States. The plan proposes reducing the frequency of standardized tests by eliminating graded tests in grades 2-6 and only administering tests in grades 7, 9, and 11. It also aims to improve education by removing teacher evaluations based on student test scores and allowing teachers more freedom in developing curriculum. The campaign seeks to accomplish these goals in order to increase the effectiveness of assessments, lower testing costs, and eliminate negative impacts on teachers.
Florida’s tax-credit scholarship program—a type of private school choice program—serves some of the most disadvantaged students in the state. In an effort to better understand how those families feel about the program and their schools, our researchers surveyed more than 14,000 parents and guardians of Florida children using tax-credit scholarships.
Download the full report at www.edchoice.org/FLParentSurvey.
Educator Autonomy Research Sources and Summariesppageegd
This document provides summaries of various sources related to educational autonomy. It summarizes 20 different documents that discuss topics like teacher-led schools, international education systems like Finland that grant autonomy, and studies on the relationship between autonomy and student performance. The summaries indicate that autonomy works best when paired with accountability, when teachers are developed as professionals and granted decision-making power, and when systems foster collaboration and innovation at the school level. Overall, the document explores perspectives on educational autonomy from research and examples around the world.
1) Finland has consistently ranked highly in international tests of reading, math and science skills since 2000, often ranking first in reading and in the top five in math and science.
2) What makes Finland's schools successful is a focus on high-quality teachers - only about 10% of teaching applicants are accepted to Finland's eight universities that train teachers. Teaching is seen as a prestigious profession.
3) In contrast, the U.S. system places too much emphasis on standardized test scores to evaluate teachers and schools, whereas Finland only gives one national test at the end of secondary school and otherwise trusts schools and teachers.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Testing Students with Disabilities - Part 1Mary Tatum
This presentation summarizes key changes to North Carolina's 2018-2019 guidelines for testing students with disabilities. Some of the main points covered include: allowing certain medical devices like glucose monitors during testing; limiting alternate assessments to 1% of students per subject statewide; requiring English Learners to participate in statewide testing after their first year in US schools; and providing two computer read aloud forms and proctors for accommodated tests. The full publication should be consulted for complete policy details.
The document discusses how Newsome High School created an Instructional Leadership Team (ILT) to help support teachers' use of data-driven instruction and literacy standards. It describes how the ILT collects data from departments to identify areas for improvement. The goal is for teachers to evaluate the assessments they use to identify useful data for monitoring student progress in order to better target instruction. At professional development sessions, teachers will learn how to report the appropriate assessment data from their PLCs to the ILT to facilitate campus-wide improvements in literacy.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Early Learning in the USA and the Economic Crisis EduSkills OECD
The document summarizes Jacqueline Jones' presentation on early learning in the US and the economic crisis at the 7th Meeting of the OECD Network on Early Childhood and Care in Paris. It discusses the goals of improving outcomes for children from birth to 3rd grade. Major public funding streams that support early learning are outlined, as well as interagency collaboration and coordination efforts. Challenges from the economic downturn, such as more children in poverty and reductions in childcare programs, are also summarized.
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
The document discusses the importance of early warning systems (EWS) that use student data to identify students at risk of academic failure or dropping out. It outlines the state's role in developing and implementing effective EWS. States need to encourage the use of predictive analytics, support research-based indicators, ensure timely high-quality data, and provide stakeholders access to early warning data. Done correctly, EWS can help educators intervene early and keep students on track to graduate college and career ready.
The UNC System Office commissioned a report called "Leading on Literacy" that identified opportunities
to improve teacher preparation programs, particularly in literacy instruction. In response, the UNC System
Office convened the Educator Preparation Advisory Group comprised of P12 and higher education experts
to develop strategies to improve teacher preparation. The Advisory Group will launch Communities of
Practice focused on early learning and literacy to incorporate insights from learning science into teacher
preparation programs with a focus on improving literacy and numeracy instruction.
The document is ACT's annual report on college and career readiness among US high school graduates. Some key findings:
- 59% of the 2015 graduating class took the ACT, up from 57% in 2014.
- 40% met 3 or 4 ACT college readiness benchmarks, though 31% met none.
- Opportunities for improvement exist in reading and science where 10% scored within 2 points of the benchmark.
- 86% of students aspired to postsecondary education but only 69% enrolled in 2014, leaving room to close the aspirational gap.
High-Stakes Standardized Testing: The Advantages and Disadvantages of Teachin...sowat1ka
This document discusses the history and impact of high-stakes standardized testing in the United States. It traces the rise of standardized testing from the 1980s onward, as testing became a central part of education reform under presidents Reagan, Bush, and Clinton. The No Child Left Behind Act of 2001 made testing even more consequential, tying test scores to consequences for students, teachers, and schools. The document notes concerns that testing has narrowed curriculum, reduced time for subjects like social studies, and pushed teachers to focus on test preparation over meaningful learning. Overall impacts and the appropriate role of standardized testing in education remain debated issues.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
"The Influence of Online Studies and Information using Learning Analytics"Fahmi Ahmed
This research will help people with inadequate knowledge to get
a better understanding of online study or e-learning. Through this
study, the social impact of online users or learners can be
increased, and the users can have a clear idea of online study. In
this research, the graphs will be presented according to country,
gender, age, online resources, etc. showing the impact of online
study and information on online users. The learners will get an
understandable knowledge of the type of sources, what is their
purpose, and resources people can use in online study. From this,
the learners will get a guide or path that how easily they can learn
online for study in a more flexible way. The outcomes are
visualized using the R language and Tableau with pre-processed
data.
School choice in Tel Aviv led to long-term gains in academic attainment and earnings. Specifically:
1) Treated students were 5 percentage points more likely to enroll in academic colleges and complete almost an additional quarter year of college schooling, reflecting a 15% increase.
2) Average annual earnings at age 30 increased by 5%.
3) There was no systematic effect on social outcomes like marriage and parenthood.
The study provides the first evidence that free school choice among public schools can have lasting impacts on post-secondary education and earnings well into adulthood.
This research is an attempt to analyze the decision making process of parents (customers) in choosing a school for their children.Results will help school in making strategies to effectively position themselves in consumers mind.The primary data collected through questionnaires from the higher middle class section of the society to understand the factors which plays important in selecting a school because though the children is the end user the final decision still lies with parents. The outcomes are examined and efforts made to establish a meaningful segmentation approach to support the marketing plan.
This document is the September 2016 issue of the magazine "Legal Practice Management". It contains various articles related to managing law firms, including:
- An editorial welcoming readers and encouraging law firms to embrace growth instead of shying away from it.
- A profile of the boutique law firm Proelium, which specializes in advising clients in dangerous areas.
- A report on the results of a poll conducted at the LPM conference.
- Details about an upcoming LPM conference in Birmingham in November 2016.
- Various other articles on topics like the impact of the UK leaving the EU, using technology to gain a competitive advantage, and making staff aware of new EU data protection rules.
Este documento presenta la bibliografía de un estudiante de la Universidad Central del Ecuador para su curso de Informática. La bibliografía incluye 5 fuentes en línea relacionadas con conceptos de medición, precisión, errores absolutos y relativos en física y química.
Florida’s tax-credit scholarship program—a type of private school choice program—serves some of the most disadvantaged students in the state. In an effort to better understand how those families feel about the program and their schools, our researchers surveyed more than 14,000 parents and guardians of Florida children using tax-credit scholarships.
Download the full report at www.edchoice.org/FLParentSurvey.
Educator Autonomy Research Sources and Summariesppageegd
This document provides summaries of various sources related to educational autonomy. It summarizes 20 different documents that discuss topics like teacher-led schools, international education systems like Finland that grant autonomy, and studies on the relationship between autonomy and student performance. The summaries indicate that autonomy works best when paired with accountability, when teachers are developed as professionals and granted decision-making power, and when systems foster collaboration and innovation at the school level. Overall, the document explores perspectives on educational autonomy from research and examples around the world.
1) Finland has consistently ranked highly in international tests of reading, math and science skills since 2000, often ranking first in reading and in the top five in math and science.
2) What makes Finland's schools successful is a focus on high-quality teachers - only about 10% of teaching applicants are accepted to Finland's eight universities that train teachers. Teaching is seen as a prestigious profession.
3) In contrast, the U.S. system places too much emphasis on standardized test scores to evaluate teachers and schools, whereas Finland only gives one national test at the end of secondary school and otherwise trusts schools and teachers.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Testing Students with Disabilities - Part 1Mary Tatum
This presentation summarizes key changes to North Carolina's 2018-2019 guidelines for testing students with disabilities. Some of the main points covered include: allowing certain medical devices like glucose monitors during testing; limiting alternate assessments to 1% of students per subject statewide; requiring English Learners to participate in statewide testing after their first year in US schools; and providing two computer read aloud forms and proctors for accommodated tests. The full publication should be consulted for complete policy details.
The document discusses how Newsome High School created an Instructional Leadership Team (ILT) to help support teachers' use of data-driven instruction and literacy standards. It describes how the ILT collects data from departments to identify areas for improvement. The goal is for teachers to evaluate the assessments they use to identify useful data for monitoring student progress in order to better target instruction. At professional development sessions, teachers will learn how to report the appropriate assessment data from their PLCs to the ILT to facilitate campus-wide improvements in literacy.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Early Learning in the USA and the Economic Crisis EduSkills OECD
The document summarizes Jacqueline Jones' presentation on early learning in the US and the economic crisis at the 7th Meeting of the OECD Network on Early Childhood and Care in Paris. It discusses the goals of improving outcomes for children from birth to 3rd grade. Major public funding streams that support early learning are outlined, as well as interagency collaboration and coordination efforts. Challenges from the economic downturn, such as more children in poverty and reductions in childcare programs, are also summarized.
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
The document discusses the importance of early warning systems (EWS) that use student data to identify students at risk of academic failure or dropping out. It outlines the state's role in developing and implementing effective EWS. States need to encourage the use of predictive analytics, support research-based indicators, ensure timely high-quality data, and provide stakeholders access to early warning data. Done correctly, EWS can help educators intervene early and keep students on track to graduate college and career ready.
The UNC System Office commissioned a report called "Leading on Literacy" that identified opportunities
to improve teacher preparation programs, particularly in literacy instruction. In response, the UNC System
Office convened the Educator Preparation Advisory Group comprised of P12 and higher education experts
to develop strategies to improve teacher preparation. The Advisory Group will launch Communities of
Practice focused on early learning and literacy to incorporate insights from learning science into teacher
preparation programs with a focus on improving literacy and numeracy instruction.
The document is ACT's annual report on college and career readiness among US high school graduates. Some key findings:
- 59% of the 2015 graduating class took the ACT, up from 57% in 2014.
- 40% met 3 or 4 ACT college readiness benchmarks, though 31% met none.
- Opportunities for improvement exist in reading and science where 10% scored within 2 points of the benchmark.
- 86% of students aspired to postsecondary education but only 69% enrolled in 2014, leaving room to close the aspirational gap.
High-Stakes Standardized Testing: The Advantages and Disadvantages of Teachin...sowat1ka
This document discusses the history and impact of high-stakes standardized testing in the United States. It traces the rise of standardized testing from the 1980s onward, as testing became a central part of education reform under presidents Reagan, Bush, and Clinton. The No Child Left Behind Act of 2001 made testing even more consequential, tying test scores to consequences for students, teachers, and schools. The document notes concerns that testing has narrowed curriculum, reduced time for subjects like social studies, and pushed teachers to focus on test preparation over meaningful learning. Overall impacts and the appropriate role of standardized testing in education remain debated issues.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
"The Influence of Online Studies and Information using Learning Analytics"Fahmi Ahmed
This research will help people with inadequate knowledge to get
a better understanding of online study or e-learning. Through this
study, the social impact of online users or learners can be
increased, and the users can have a clear idea of online study. In
this research, the graphs will be presented according to country,
gender, age, online resources, etc. showing the impact of online
study and information on online users. The learners will get an
understandable knowledge of the type of sources, what is their
purpose, and resources people can use in online study. From this,
the learners will get a guide or path that how easily they can learn
online for study in a more flexible way. The outcomes are
visualized using the R language and Tableau with pre-processed
data.
School choice in Tel Aviv led to long-term gains in academic attainment and earnings. Specifically:
1) Treated students were 5 percentage points more likely to enroll in academic colleges and complete almost an additional quarter year of college schooling, reflecting a 15% increase.
2) Average annual earnings at age 30 increased by 5%.
3) There was no systematic effect on social outcomes like marriage and parenthood.
The study provides the first evidence that free school choice among public schools can have lasting impacts on post-secondary education and earnings well into adulthood.
This research is an attempt to analyze the decision making process of parents (customers) in choosing a school for their children.Results will help school in making strategies to effectively position themselves in consumers mind.The primary data collected through questionnaires from the higher middle class section of the society to understand the factors which plays important in selecting a school because though the children is the end user the final decision still lies with parents. The outcomes are examined and efforts made to establish a meaningful segmentation approach to support the marketing plan.
This document is the September 2016 issue of the magazine "Legal Practice Management". It contains various articles related to managing law firms, including:
- An editorial welcoming readers and encouraging law firms to embrace growth instead of shying away from it.
- A profile of the boutique law firm Proelium, which specializes in advising clients in dangerous areas.
- A report on the results of a poll conducted at the LPM conference.
- Details about an upcoming LPM conference in Birmingham in November 2016.
- Various other articles on topics like the impact of the UK leaving the EU, using technology to gain a competitive advantage, and making staff aware of new EU data protection rules.
Este documento presenta la bibliografía de un estudiante de la Universidad Central del Ecuador para su curso de Informática. La bibliografía incluye 5 fuentes en línea relacionadas con conceptos de medición, precisión, errores absolutos y relativos en física y química.
This document provides instructions for repainting Adirondack chairs. It explains that outdoor furniture needs repainting more frequently than indoor furniture due to weather exposure. Rather than buying new chairs, one can save money by prepping, sanding, priming and applying two coats of exterior paint to existing chairs. The steps involve bringing chairs inside, sanding surfaces, applying a primer coat, checking screws, and applying two topcoats of exterior paint with focus on fully coating corners and exposed areas.
This document contains a summary of Dinesh Pal's resume. It includes his contact information, objective to build his career in a hi-tech environment, education background including a B.Tech in Computer Science from 2013, work experience as a backend process worker from 2013-2014 and quality analyst from 2015-2015, skills in Oracle 10G, Java and testing tools, and personal details.
Este documento describe los procedimientos para la identificación y trazabilidad de productos en una empresa desde la recepción de materias primas hasta la salida del producto terminado, incluyendo el código utilizado, la descripción del proceso productivo, el seguimiento del producto y los análisis de control de calidad. El objetivo es permitir la identificación de los productos en cualquier momento de la cadena de suministro a través de códigos, fechas y registros.
Shalini Yadav is seeking a challenging role using her skills and experience. She has over 3 years of work experience in operations coordination and HR roles. Currently, she works as an MIS Executive coordinating with clients, coordinating recruitment activities, and maintaining employee and product databases. She has expertise in Microsoft Office, accounting software, and data entry.
Este documento presenta un resumen de un curso de Informática sobre el Movimiento Rectilíneo Uniformemente Acelerado (MRUA). Explica las características del MRUA, define conceptos como posición, desplazamiento, velocidad, aceleración y trayectoria, y presenta los principios y ecuaciones del MRUA. Incluye una bibliografía de fuentes en línea sobre estos temas.
Experienced Networking Tech/Engineer committed to maintaining cutting edge technical skills and up-to-date industry knowledge. Responsible Network Technician with comprehensive experience scheduling conversions and cutover. Extensive experience monitoring, tracking, and evaluating global IT infrastructure incidents. Recently graduated Telecommunications Engineer seeking opportunity for growth and development of technical skills. Willing to take on additional responsibilities in order to add value to a growing company’s vision. Telecommunications Engineer with specialties in disaster recovery and implementing solutions that ensure or increase architectural stability. Additional background includes successfully migrating voice traffic from one platform to another without disruption of service or impact to the customer. Seeking a position in telecommunications or customer service where my expertise can be used to meet immediate standards and goals. Highly qualified Telecommunications Engineer and planner with proven skills in presale, installation, maintenance, design, project management, documentation and service in the voice industry. Detail-oriented Networking Engineer with a focus on storage and virtualization and proven leadership ability. Seeking a challenging position leading an IT team or focusing on project management. Networking Engineer with superior technical understanding of cellular technologies, wireless core network infrastructure and IP networking. Extensive background in administration and support of office PBX and voice messaging systems. Seeking an IT position troubleshooting issues at user level as well as phone system programming. Motivated, reliable and well-organized Telecommunications/Networking Engineer offering 10+ years’ experience in field installations seeking an exciting position focused on network security.
Este documento describe los conceptos fundamentales de equilibrio de fuerzas paralelas y los polígonos de fuerzas y funiculares. Explica que las fuerzas paralelas son aquellas cuya dirección es paralela y pueden aplicarse en la misma o direcciones opuestas. También define el momento giro de una fuerza y describe los polígonos de fuerzas y funiculares como métodos gráficos para calcular reacciones y fuerzas resultantes a partir de un conjunto de fuerzas coplanares.
This document defines and describes various physical and chemical properties of substances. It explains that physical properties can be observed without changing the substance's composition, providing examples like odor and evaporation. It then defines several specific physical properties - hardness, brittleness, flexibility, elasticity, conductivity, malleability, ductility. Finally, it distinguishes chemical properties as those that result in a change in composition during a chemical reaction, and provides combustibility, flammability, and biodegradability as examples of chemical properties.
- The current K-12 education system focuses on improving individuals, but this is no longer the right goal for the future. Education should aim to improve the world that kids live in.
- Kids today are powerful and capable of improving the world immediately through their education, not just indirectly as adults. The world can no longer wait to benefit from their potential.
- A new paradigm is emerging where kids are put together not with predefined content but with real-world problems they perceive, and are empowered to solve. This immediately improves the world while they are still students.
El programa de Ciencias del Deporte en la UDCA tiene como objetivo formar profesionales capacitados para liderar la transformación deportiva en el país a través de la docencia, investigación y extensión. El programa estudia el cuerpo humano, los movimientos y límites para aplicar la motricidad de manera efectiva en todos los deportes. El programa es reconocido por cumplir con sus metas de investigación, extensión y docencia para mejorar la calidad de vida a través del deporte.
Dr. Jatin Parekh is a well-known expert surgeon who received his M.S. from Rostov State Medical University in Russia. He struggled during his studies in Russia but was supported by his family and friends. Dr. Parekh believes in working smart rather than being a hard worker and has a long-term vision of helping patients at any cost by serving them and reducing fees for those who cannot afford treatment. His goal as a contributor is to save thousands of lives and bring smiles to thousands of patients without self-interest or greed.
1) Educational testing in the US serves several purposes, including measuring student achievement and progress, assessing the effectiveness of educational programs, and ensuring accountability in public education.
2) High-stakes standardized tests have become a major focus in US schools, driven by policies like No Child Left Behind, and have impacted curriculum by increasing the emphasis on tested subjects like math and reading.
3) Schools use formative and summative testing - formative tests guide instruction while summative tests are used to assign grades and make judgments about student learning and progress.
EDUC – 3003 Week 2Assignment 1
Ashley Ann Abron
Walden University
1)Pages 35-41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these. Identify when assessment for each category is most likely to be effective.
When simplified teachers use assessment into two categories (1) to use the information to work with their students individually/group and (2) to monitor their progress. To avoid being overwhelmed with information the assessment process follows four general decision-making categories. The first is Assessing to Know Children Individually and as Members of a Group. The one thing that individuals and groups have in common is that they each have their own approaches to what and how they learn. Teachers will have to maneuver working with both and how their attitudes and habits can affect their learning. Knowing the abilities of children individually as well as in a group will help the teacher to aid in their educational development and interest. Assessment will be most effective when a teacher can discern when to assess a child individually and when to asses as a group. In addition a teacher should know the strength of the individual and the group. If an issue is clearly limited to an individual there is no need to assess the whole class. Teachers should also keep in mind what can influence a child's behavior such as the environment, time of day, materials available, and other children.
Another general decision-making category of assessment is Assign Progress Toward Expected Outcomes in Development and Learning. This means that as children progress through their education it is expected that they meet certain requirements. Children are expected to reach certain milestones not only in their growth and development but also in their academic’s studies. To ensure that children are reaching these milestones assessments should be frequent can cover various aspects for them to be the most effective. The third general decision-making categories of assessment are Expected Child Outcomes in Major Development Domains. When assessing student’s teachers should focus on the major domains of child development; physical, social, emotional, and cognitive. Each domain is important to the overall development of growth of a child. For teachers to successfully assess each domain of a child is to record the progress of each, even if it isn't required.
Conclusively Expected Child Outcomes Stated as Standards is the last category of the assessment decision making. Organization in child education from state departments to school districts have written out specific academic and developmental standards for children of every age group. Standards are directed towards content and performance from the general to the specific. In this regard, assessment is most effective when it is flexible and comprehensiv.
This document provides information from the Maryland State Department of Education's Division of Early Childhood Development newsletter from Winter 2015. It discusses Maryland being awarded a $15 million federal grant to expand access to pre-kindergarten programs. It also discusses the first administration of the Kindergarten Readiness Assessment for over 3,500 public school kindergarten students to measure school readiness. Finally, it introduces new developmental screening requirements for child care programs to assess children ages birth to five years old.
This document presents research on the quality of childcare and its effects on school readiness and child development outcomes. It discusses different types of childcare (parental, home-based, center-based) and reviews literature showing that higher quality care leads to better school preparation. The authors conducted interviews and surveys of parents, teachers and administrators to examine factors like curriculum, funding, facilities, teacher qualifications, and state laws. The analysis found some correlations between these factors and parent perceptions of quality care. The conclusions call for more research on childcare's impacts to influence policymaking.
Standardized testing has a long history dating back to ancient China and was used widely in the early 20th century. Supporters argue it provides accountability and information to improve education, while critics say it narrows curriculum, increases stress, and fails to account for outside factors influencing student performance. Different groups have varying views, with teachers expressing the most skepticism about overreliance on standardized tests.
Chapter Three Procedures and MethodologyIntroductionThe goal oJinElias52
Chapter Three: Procedures and MethodologyIntroduction
The goal of education is to increase student achievement and knowledge of the material being taught. It is imperative that, if this is the real goal of education, search for best practices that assist in increasing student achievement. While many different aspects impact student achievement, expanding the practice efforts of educators to help in the classroom is beneficial (Tucker & Strange, 2020). The idea for the study focused around the theory, while it may be considered old by many in education today, from Benjamin Bloom and mastery learning and the utilization of formative assessments and individualized learning to drive instruction (Guskey, 2010). The purpose of this quantitative study was to determine the strength and nature of the relationship between the level of implementation of the diagnostic assessment software PowerSchool and student achievement on the eighth-grade mathematics TCAP test in a semi-rural system in northeast Tennessee.
The target system for this study served a total enrollment of 5,290 students, grades pre-k through grade 12, and consists of 15 schools and one alternative placement setting. While many of the schools from the target district are considered to perform at proficient levels for student achievement, others in the system are or are in danger of becoming target schools by the Tennessee Department of Education based on student achievement. As with all public schools in the state of Tennessee, all third through eighth-grade students in the target district partake in yearly TCAP testing in ELA, mathematics, science, and social studies. As discussed in Chapter 2, TCAP is a criterion-referenced assessment that, when coupled with TVAAS and value-added, is a reliable and valuable source of data for educators statewide. Chapter 3 discusses the methodology of the research as well as the utilization of the TCAP and TVAAS as sources of data. The chapter begins with an introduction and research paradigm and design before moving through the sampling procedures, data collection sources, statistical tests being utilized, and a summary of the chapter.
Research Paradigm
The review of the literature discussed in Chapter two explained how the use of formative assessments and mastery learning could be used to increase student achievement. Furthermore, as mentioned in Chapter One, the state of Tennessee, as well as the nation, is facing a crisis with a large percentage of today’s students performing below grade-level expectations. For this reason, systems nationwide have implemented programs specifically for assisting in increasing student achievement in mathematics such as Response to Intervention (RTI), and continual search for programs that can further help in this goal of improving student achievement and understanding in mathematics.
The goal of this study was to investigate the relationship between the level of implementation of the diagnostic assessment softwa ...
Using Common Assessment Data to Predict High Stakes Performance- An Efficien...Bethany Silver
This document describes a study that used student performance on common district assessments to predict scores on high-stakes state tests. The study found moderate to strong correlations between common assessment scores and later state test scores. It then used a six-step process to generate algorithm-based predictions of state test scores from common assessment data, which were reviewed and refined by teachers. Teacher-refined predictions had stronger correlations to actual state scores than algorithm-based predictions alone. The study aims to help teachers and schools proactively address learning needs before state tests.
The Middle School Support Project (MSSP) provides mental health support for students in Seattle middle schools. Phase one from 2006-2009 piloted the program in four schools. It defined three service levels and evaluated outcomes. Phase two from 2009-2012 expanded the program, added high school transition support, and conducted a more extensive evaluation. The evaluation found the program increased schools' ability to help students, improved student functioning like reduced depression and better adaptive skills, and had qualitative feedback that students gained support networks and skills. However, comparing student outcomes to non-participants remained difficult.
This document discusses the need to rebalance assessment in education by placing more emphasis on formative and performance assessments rather than high-stakes standardized tests. It argues that the current over-reliance on standardized tests to drive accountability narrowly focuses teaching and learning on basic skills and factual recall, diminishing student engagement and motivation. The document calls for a new approach centered around curriculum-embedded performance assessments that provide opportunities for learning, formative feedback, and summative evaluation. These assessments could better facilitate deeper learning skills and be used to measure student outcomes in a state accountability system.
Running Head FEDERAL EDUCATION PROPOSAL1FEDERAL EDUCATION.docxcharisellington63520
Running Head: FEDERAL EDUCATION PROPOSAL
1
FEDERAL EDUCATION PROPOSAL
10
Federal Education Proposal
Cornelius Kealoha
Ashford University
Capstone Final: Federal Education Proposal: Early Childhood Education
Introduction
In the United States of America the demand for early childhood education and care programs continue to increase due to two reasons; high demand for out of home care for child and due to recognition that educational experience is very important during the early ages of development in a child (Blenkin, 2012). Research has indicated that high quality and appropriate early childhood set of programs lead to both short and long term positive impact on the child’s social and cognitive development. But with this understanding in mind, we see a program that is ill informed and with policies that are insufficient being imparted into the lives of the children. The programs that are existent in most cases have relied upon approaches that fragmented, and piecemeal to the complex matters that face children and their families at this early stage in their lives. Effective policies have not been frequently been funded at the most appropriate level in order to provide support to the families and the children (Gullo, 2014).
It is my belief that currently United States is at crossroads, and it is important that we must be able to come up with an integrated system of early childhood care and education which is made up of comprehensive approaches which directly brings together families and communities in the design, evaluation and implementation. It is important to invest in a child at an early age and be able to rip benefits that involve cost saving in the future. If we fail to make this investment on early child education, it means that we will be facing an uncertain future as America that will be at risk of increased delinquency, lowered levels of productivity, lower adults ready to be productive and less economic development (Blenkin, 2012).
Background of this paper
After suggesting above that the early education system in the United States might be lacking in one or two areas, one area in which I find the system to have a big problem is in formative assessment. It is important that we should understand that there is a relationship which exists between assessment in early childhood education and teaching and learning (Gullo, 2014).
i. Purpose
This is a paper that is created to make a review of issues in early childhood education and make proposal when it comes to formative assessment. The findings of this paper is intended to better the early childhood education in United States since it will be used in support of the development framework for the early education and learning (Gullo, 2014). This is a paper that is created in order to answer questions that are related to formative assessment in early childhood education.
ii. Curriculum relation to assessment
Features of curriculum such as degree of formality and informality cannot be s.
PAGE
1
METHOD PAPER
Method
Method Description
This study focuses on relational satisfaction among dating and married couples. A survey design will be the research method for this study. A correlational design is appropriate because this study aims to understand how couples perceive their relationship. More precisely, questionnaires will be conducted in responds to the following hypothesis question; overbenefitted and underbenefitted relational partners are less satisfied than people in equitable relationships. This study assumes that perceived equity is positively related to relational satisfaction. The questions pertain to how each partner views the overall relationship. Equity seems to play a vital role in the determining relational satisfaction, therefore it will be examined.
Procedures
Participants. A non-random, convenience and snowball sample of 250 couples (500 individuals total) will be required for this study. A large number of participants will be needed to ensure that the population will be accounted for. Although this study includes people from a large age range, all participants must meet an age requirement of 18 years or older. Also, all participants must have been in a relationship for at least 6 months. Two types of participants will be recruited for this study. Dating couples will be recruited from Arizona State University communication classes. Students will be given extra credit for participating in a two-part study. Encouraging student’s participation by offering extra credit will be the most efficient method of reaching a quota of 250 couples. Part one of the study requires the student and their partner to fill out a questionnaire about their perception and their partner’s perception of the relationship. Part two entails students to have their parents fill out the same questionnaire. In other words, married couples will be recruited by the student participants.
Procedures. Participation is based on a first come first served basis. The first 125 students who sign up will receive extra credit upon completing their participation. Student couples will show up to a designated area on school campus. They will immediately be separated and given identical questionnaires. They will be instructed to complete the questionnaire and any clarification will be addressed by a confederate. Participants will be asked not to discuss their responds with their partners until both complete the questionnaires. This will prevent biased responds form participants. After the couple completes the questionnaire, the student who signed up for the study will be given two confidential envelops for each parent. Parents will be instructed to fill out the survey individually and their children (student) will return the package to an assigned area. The procedure for this study is appropriate because students have the incentive to gain extra credit. Also, reliability and validity will be determined by the instrumentation of study.
Measures/I ...
This document provides an overview of efforts to evaluate North Carolina's Opportunity Scholarship Program, which provides state-funded vouchers for low-income students to attend private schools. Key findings include:
1) Recipients tend to be from low-income families and are more likely to be African American or in elementary school compared to public school students.
2) Access to information varies geographically, with social networks being the primary source of information.
3) Private schools that participate tend to have a religious orientation and emphasize character building over standardized testing.
4) While the program has grown, limitations in data prevent a full understanding of impacts on student achievement and outcomes. Improved data collection and a more robust evaluation are recommended
This document summarizes the key findings of the 2013 Global Teacher Status Index report published by the Varkey GEMS Foundation. The report measures perceptions of teacher status across 21 countries through public opinion surveys. It finds that while teaching is still a respected profession in countries like China, in many Western countries teachers do not have the same high social status and respect as other professions like doctors. The report aims to provide insights to help improve teacher status and educational outcomes globally. It presents data on perceptions of teacher pay, performance-based pay for teachers, trust in education systems, and the influence of teachers unions.
The document discusses the elements of high-quality early childhood programs for infants and toddlers. Key elements include a child development curriculum, low child-to-staff ratios, trained and supported staff, partnerships with parents, and developmentally appropriate evaluation. High-quality programs implement a curriculum grounded in research that emphasizes child-initiated learning, observation of each child, and responsive adult-child interactions. Regular training is also important to improve caregiver skills and program quality over time.
3
Screening Assessments Unit 3
Standardized Screening Assessments Chart and Essay
Unit 3
CE300-(add your course section)
(Name of Student)
Part I
Standardized Screening
Assessment Title
Developmental Domains Covered
Age Range
Purpose of the Screening
Part II
Please include a one-page discussion addressing the case scenario. Please be sure to use resources from Units 1-3 to complete this essay. Please delete all red type prior to submission and fill in with your original information. Paragraph one should introduce the topic of the case scenario and the culture concerning assessment.
Paragraph two should discuss why it is important to understand the organization’s culture on assessment. Please be sure to use the NAEYC resource for this discussion.
Paragraph three should discuss your proposal to use standardized screening assessments while respecting the culture and role of informal assessment. This paragraph should include a conclusion that summarizes your discussion.
References
(You must include at least two references in APA format)
Sheet1Industry ---->RiskImporterExporterL/M/SHow to Overcome ItEconomic conditionsXLFluctuations in industryCompetitionTechnological changeChange in preferencesCosts and expensesRegulationsExpropriationInterest ratesGovernment monetary policyGovernment fiscal policyInternal and external warsDifference in culture and religionOwnership of factories and propertyHuman resource restrictionsIntellectual propertyDiscriminationRed tape and corruptionBlockage of funds or capital accountsChange in government
Explore the websites by the National Early Childhood Technical Assistance Center on Screening, Evaluation and Assessment
NECTAC. (2012). Screening, Evaluation and Assessment. Retrieved fromhttp://www.nectac.org/topics/earlyid/screeneval.asp
US Department of Health and Human Services. (2011, June). Understanding and Choosing Assessments and Developmental Screeners for Young Children Age 3-5: Profiles of Selected Measures. Retrieved fromhttp://www.acf.hhs.gov/sites/default/files/assets/screeners_final.pdf
US Department of Health and Human Services. (2008). Early Childhood Assessment. Why, What and How. Retrieved from http://www.acf.hhs.gov/programs/opre/resource/-early-childhood-assessment-why-what-and-how-prepublication-final-report
CDC. (2012). Developmental Monitoring and Screening. Retrieved fromhttp://www.cdc.gov/NCBDDD/childdevelopment/screening.html
Missouri Department of Elementary & Secondary Education. (n.d.) About Response to Intervention. Retrieved from http://dese.mo.gov/special-education/three-tiered-models-intervention/response-intervention
1
C H A P T E R 1
An Overview of Assessment
in Early Childhood
Chapter Objectives
As a result of reading this chapter, you will be able to
1. Understand the purposes of assessment in early childhood
2. Understand different meanings of the term assessment
3. Understand the history o.
No Child Left Behind (NCLB) was a major US education reform law that aimed to improve student outcomes through increased accountability, flexibility, and choice. Key aspects of NCLB included annual student testing in reading and math, accountability for student achievement at the school level, requirements for highly qualified teachers, and increased local control and flexibility over federal funding. The law also focused on ensuring safe schools and increasing parent participation in their child's education.
Evaluating and Developing the Early Education Pilot for Two Year OldsMike Blamires
- The document summarizes an evaluation of a UK pilot program that provided free early education to disadvantaged two-year-olds.
- The evaluation found the pilot successfully targeted disadvantaged children but around half of the control group also received childcare.
- Children who attended higher-quality settings saw positive impacts on language and relationships, but most provision was only adequate.
- Based on the findings, the national program was expanded and eligibility criteria were standardized to focus more on economic disadvantage. Quality standards were also strengthened.
The document discusses strategies to increase parental involvement at St. Helen Elementary School. It outlines the school's parental involvement policy and mission statement. It also describes the parent advisory committee that provides input on the schoolwide plan. Finally, it discusses strategies to communicate with parents, promote parenting skills, and assist student learning based on Dr. Joyce Epstein's six standards of parental involvement.
Special Services February 2014 Annual Report to the BOELynn McMullin
Kai Byrd's Special Services Annual Report to the Orange CT Board of Education on February 10, 2014. The report outlines the department's accomplishments, goals, and planned action steps.
Similar to Instruments for measuring public satisfaction with the education (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Instruments for measuring public satisfaction with the education
1. Instruments for Measuring Public Satisfaction with
the Education System in the U.S. and the U.K
This research aims to better understand how the international community
assess overall satisfaction with the education system by comparing
instruments used by the U.S. and the U.K.
Emad A. Mohammed
2. Why U.K. and U.S.
We chose these two countries
because of the amount of efforts
they employ to better
understand their education
systems.The U.K. for one is very
competitive aiming to achieve
global standards of education.
They are very proactive in
identifying key issues with the
system and they invest
substantial amount of resources
to improve their international
education ranking. As for the U.S.
recently they have started to
understand how much their
4. HEFCE
The U21 Ranking of National Higher Education
Systems 2016 showed that whereas in 2015 the
U.K. ranked as the 8th best higher education
system, it jumped to 4th place by 2016
outperforming Finland and Sweden and making the
biggest jump of the year. When the same poll
adjusted the ranking system factoring in each
country’s GDP, the U.K. remarkably ranked first.
The same poll showed that the U.K. had made the
biggest improvement in their higher education
5. Ofsted
Ofsted is the U.K. office responsible for inspecting and regulating primary and
secondary education and preschool
care services. They evaluate parent’s feedback regarding their children
schooling and survey both students and staff to evaluate their satisfaction
with the education system.
The U.K. ranks 20th in the global school ranking according to the OECD and 11th in
Europe. In an effort to improve their education the Ofsted now uses a unique
approach to evaluate parent’s satisfaction with the education system. Ofsted has
dedicated a website called Parent View where parents can take a survey evaluating
their children’s school and the education they receive.
9. Postsecondary
• Baccalaureate & Beyond Longitudinal Study
• National Study of Postsecondary Faculty
• Condition of Education Survey
10. IAP
The International Activities Program is the international branch
of the NCES. IAP coordinate with international organizations like
OECD to conduct surveys and compare results with other
nations. However, unlike the OECD, IAP works with G20
countries as well providing valuable education data from across
the globe.
11. The OECD
The Organization for Economic Co-operation and Development (OECD) is a
global organization aiming to promote policies that will improve economic
and social well-being. They are considered the most internationally
recognized organization when it comes to measuring education
performance and satisfaction. The Department for Education in the U.K.
worked closely with OECD to measure secondary school teacher’s
satisfaction, as well as, the overall satisfaction with the education system
in the U.K. The OECD administered the Teaching and Learning
International Survey (TALIS) as well as the Citizen satisfaction with public
12. Students Questionnaire – Instruments 1
and 2
To measure student’s satisfaction we found that the U.S. Education School
Climate Survey to be ideal for measuring student’s satisfaction with the
education system at elementary/secondary level. As for postsecondary
level we believe that using the U.K. National Students Survey will be the
best fit if we wish to specifically measure the student satisfaction level
with higher education.
Instrument 1: Education School Climate Survey (73 items)
13. Parent Questionnaire – Instruments 3
To measure parent’s satisfaction we think that using the U.K. Ofsted
Parent View Survey would bring results that are specific to parent’s
satisfaction with pre-elementary-to-secondary level education system. As
for postsecondary/Higher education public institutions in both countries do
not have specific instruments to measure parent’s satisfaction at this stage
of education. In the U.S. however, there are some elements in their
longitudinal study that is aimed to measure how parent perceive the
quality of the education provided to their children at the postsecondary
level.
14. Teacher Questionnaire – Instruments 4
and 5
Overall in both countries, Teachers/ faculty satisfaction surveys are delivered in a
form similar to employee satisfaction surveys that are used to measure how
employees think of the institution they work on. However, we found that one of
the best instruments to measure teacher’s satisfaction with the education system
at all education level is the TALIS administered by the OECD as it has been used
to measure teacher’s satisfaction in OECD countries across the globe. But if an
elementary/secondary focused results are needed we found that the U.S.
Education School Climate: Instructional Staff Survey to be very effective.
Instrument 4: OECD: TALIS (49 items – 17 mathematic teachers’ items)
15. Citizen Poll – Instruments 6
There are no citizen national level survey that is specific to measuring
satisfaction with education administered by any of the countries in this study.
Instead, both the U.S. and the U.K. have faith in the results of the OECD-wide
Gallup-international-poll of OECD Citizens Satisfaction with Public Services which
features satisfaction with the justice, health, and education system.
Instrument 6: Gallup OECD Citizens Satisfaction with Public Services
International Pull (1 items)
16. Longitudinal vs. Cross-sectioned
The U.S. Module also integrate Satisfaction with education system in many
of its longitudinal studies. Unlike the U.K. Module the studies made by
NCES use a combination of telephone interviews and pen-and-paper
questionnaires. The U.S. statistic gathering method require some sort of
incentive to participate in because of the average number of items per
instrument is a lot higher in longitudinal studies which is the main style
that the NCES use to get data that can be compared across time. The U.K.
Department for Education however, actively solicit participation in their
nation-wide cross-sectioned surveys, which they try to make it short and
17. Interest Groups
A common factor in these two countries methodology, is that they both
have specific surveys targeting a group of interest. The following groups
have been mentioned in more than one survey and should be considered
when measuring overall satisfaction:
Ethnic and racial groups
Immigrants
Children with disability
Homeschooled children
Rural schools students and teachers
Females
18. Indicators of Satisfaction
Besides measuring satisfaction from self-reported questionnaires,
both the U.K. Department for Education and the U.S. Department
of Education uses indicators of satisfaction to assess, in a more
objective way, the overall satisfaction level of the population.
Some repeatedly reported indicators of satisfaction with the
education system in these two countries are as following:
Student’s dropout and completion rates
Engagement of ethnic and racial minorities
Student’s enrollment rate
Salaries of teachers
Teachers retention rate
School crimes and safety rates
Diversity of staff and students
The quality of education outcomes
The financial stability of private institutions
19. Conclusion
• To better assess satisfaction with education it could prove helpful to identify social groups of
interest to understand how they feel about the process of education.
• It is important to consider relevant indicators such as enrollment, dropout, and teacher’s
retention rates as well as the other indicators specified above to reach a more objective
interpretation of the national perception of education system.
• Using a combination of longitudinal and cross-sectional data helps in understanding how public
perception of the education system changes with respect to time and space.
• Using a short and objective questionnaire well have higher participation rate and would be easier
and cheaper to administer. However, long survey questionnaires can generate more data and are
recommended to be used in the context of measuring satisfaction level with a specific target
group.
• Both countries have institutions that are dedicated to ensuring digestion, quality, and overall
public satisfaction with the education system, which means that more resources should be
20. Thank you!
Please feel free to contact me at:
mohaem@gmail.com
If you have trouble finding the instruments or if you need more
information please email me with the specific request