外文翻译---经合组织对移民教育的评论-教育教学(编辑修改稿)

外文翻译---经合组织对移民教育的评论-教育教学(编辑修改稿)内容摘要：

e closely overseeing and strengthening the numerous weak as well as rare very weak A second step (of equally high priority) should be to ensure that immigrant families are more able to exercise their right to choose schools more effectively. Raise the quality of schooling for immigrant students by identifying underperforming schools and either improving them or closing them School autonomy and choice are not, in and of themselves, bad for achieving good and fair education outes. Indeed, recent analyses of system level variables suggest that when there is strong guidance regarding desired outes (. through centrally administered external examinations) a high degree of autonomy at the level of the classroom is strongly associated with better and more equitable outes as measured by Following a decade of measures to strengthen school autonomy, the Dutch government should now shift emphasis even more to the plementary need to set explicit mon quality targets for schools, and ensure that they are met. The purpose of this strategy should not be to cut back on school choice. Rather it should be to capitalise on the capacity of the highly autonomous education system to provide diverse learning opportunities, and channel that capacity towards achieving mon high quality outes. This will better ensure that the exercise of choice really does lead to efficient and equitable matching of learning needs with high quality learning opportunities. It is important to monitor and ensure the quality of teaching, without impinging on the authority of school leaders. Presently the Inspectorate evaluates the general quality of teaching in a school, but leaves to school leaders the responsibility for evaluating the quality of individual teachers. Where the quality of teaching in a particular school is found to be poor, the Inspectorate works with the school to develop a plan for improvement, and then follows up to see whether improvements have occurred. This is similar to developments in Scotland where the Inspectorate has broadened its role from narrow monitoring of pliance, to collaborating with schools in developing improvement plans. In the Netherlands, targets for improving the quality of teaching need to be clear and measureable. The mon standards and performance reference levels that the government will introduce provide a good basis for stronger oversight of school quality (see “Quality of teaching and learning”). These need to be incorporated now into explicit criteria that the Education Inspectorate can use to monitor the quality and equity of education outes of individual schools. For example, once levels of basic petencies for all students are established, these can be used to evaluate school performance with respect to how all groups perform and to explicitly evaluate school ability to close performance gaps among the different groups. At the same time, it would be useful to monitor school enrolments of different student groups to ensure that schools do not attempt to raise or sustain quality performance by excluding particular subgroups. The approach of focusing on the quality of schools is consistent with developments in other countries. In the United States, federal legislation holds individual schools accountable for ensuring that a given percentage of students from different socioeconomic and ethnic subgroups perform adequately。 the targets rise over In Denmark, municipalities are now responsible for preparing quality of education reports based on performance measures of individual schools. However, strategies based on improved performance feedback, though necessary, are not sufficient. Once feedback identifies shortings there is a need for robust remedies. When performance for any particular group – immi。