Nciea.org receives about 3331 visitors in one month. That could possibly earn $16.66 each month or $0.56 each day. Server of the website is located in the United States. Nciea.org main page was reached and loaded in 0.8 seconds. This is a good result. Try the services listed at the bottom of the page to search for available improvements.
Traffic and Value
| Is nciea.org legit? | |
| Website Value | $300 |
| Alexa Rank | 1406843 |
| Monthly Visits | 3331 |
| Daily Visits | 112 |
| Monthly Earnings | $16.66 |
| Daily Earnings | $0.56 |
Nciea.org Server Location
Country: United States
Metropolitan Area: Not defined
Postal Reference Code: Not defined
Latitude: 37.751
Longitude: -97.822
Summarized Content
Nciea Main Page Content
| HTML Tag | Content | Informative? |
|---|---|---|
| Title: | CFA Homepage | Center for | Could be improved |
| Description: | Designing and implementing reliable assessment and accountability systems to support student achievement |  |
| H2: | Main navigation | Is it informative enough? |
We've noticed that you have issues with some content elements on the main page:
• Title contains 36 characters. We think that you could improve this tag by adding more relevant information or keywords.
• Description tag could contain more content. We detected that this tag contains 111 characters and this is a small volume for a description.
• Take a look at the headings; there might be too little information. Headings are important for usability and search engine optimization.
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Internal Pages
| /about-us: | |
|---|---|
| Title |
About Us | Center for essment [censored]
|
| Description |
The need to ensure that all students have access to high-quality education has never been more pressing. The research is clear: most young people will need some form of post-secondary education in order to be successful in our information-based global economy. Far too few students have these opportunities—and even for those who make it to college or other career training, the remediation rates are staggering. |
| H1 |
About Us |
| H2 |
Main navigation |
| H3 |
Then and Now: A History of the Center for essment [censored]
|
| /about-us/team: | |
|---|---|
| Title |
Team | Center for essment [censored]
|
| Description |
The Center team's collective experience enables clients to benefit from extensive data yses; broad awareness of what is happening nationally; familiarity with the operational details of large scale essment and accountability programs; outstanding communication and facilitation skills; and extraordinary personal commitment to helping our clients succeed, thereby improving education. [censored]
|
| H2 |
Main navigation |
| /about-us/team/director/scott-marion: | |
|---|---|
| Title |
Scott Marion | Center for essment [censored]
|
| Description |
Scott Marion partners with ociate Director Chris Domaleski to manage the operations of the Center, and he works closely with the Center Board of Directors to establish the long- and short-term strategic direction of the organization. He is also actively engaged with Center clients; his projects include designing and supporting states in implementing essment and accountability reforms, developing and implementing educator evaluation systems, and designing and implementing high quality, locally-designed performance-based essments. [censored]
|
| H2 |
Main navigation |
| /about-us/team/director/chris-domaleski: | |
|---|---|
| Title |
Chris Domaleski | Center for essment [censored]
|
| Description |
As ociate Director, Chris Domaleski partners with Executive Director Scott Marion to manage the operations of the Center. He also plays an active role as a consultant to multiple states supporting the development, implementation, and evaluation of essment and accountability systems. [censored]
|
| H2 |
Main navigation |
| /about-us/team/consultant/damian-betebenner: | |
|---|---|
| Title |
Damian Betebenner | Center for essment [censored]
|
| Description |
Damian Betebenner’s work currently focuses on the development, implementation, integration and reporting/communication of state level growth yses. He is the architect of the student growth percentile (SGP) model, which began in Colorado and has since been adopted in more than two-dozen other states. The National Council on Measurement in Education (NCME) recognized the model with its prestigious annual award for Outstanding Dissemination of Educational Measurement Concepts to the Public, given at the Annual Conference in May 2010 in Denver. [censored]
|
| H2 |
Main navigation |
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