Sentences with phrase «academic under achievement»

Not exact matches

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

Students who have parents deployed to a war zone are more vulnerable to a range of psychological, emotional and social issues, including an increased level of stress and anxiety, health problems, behavioural disorders and academic under - achievement.

Many low - income children, who are under significant stress, don't develop the self - regulation and planning skills needed for academic achievement.

Under the «No Child Left Behind» Act of 2001, states must determine each year whether school districts have made «adequate yearly progress» in academic achievement.

If, under the best of conditions, schools are still incapable of adding anything but a few fractions of a standard deviation to the academic achievement of students or to their lifetime earning trajectories, might it not make sense to freeze school spending and explore supplementary policy instruments?

Under her leadership, scorecard data increased steadily especially in academic achievement and mission focus.

Many of his studies took him into controversial territory, including his investigation of whether incentives increase academic achievement (in most cases, no), and his investigation with Steven Levitt of whether there are systematic racial differences in mental ability among young children (no, when they're under the age of 1; yes, as they get older, hinting at the importance of environmental differences).

Limit alternate assessments based on alternate achievement standards only to students with the most significant cognitive disabilities, up to 1 percent of all students; terminate assessments based on modified achievement standards; and prohibit the use of Individualized Education Programs (IEPs) to measure academic achievement under ESEA.

(aa) academic achievement, as measured by proficiency on the annual assessments required under subsection (b)(2)(B)(v)(I);»

It has been shown in numerous national studies and surveys that, on average, ELLs under achieve in comparison to their English - speaking peers in academic domains and that the achievement gap tends to increase the higher the grade level (e.g., Fry, 2007; Rumberger, 2007; McNeil et al., 2008).

Schools such as Wilbur shine under the current measure of academic success — the all - important Academic Performance Index — based on students» achievement level on standardizeacademic success — the all - important Academic Performance Index — based on students» achievement level on standardizeAcademic Performance Index — based on students» achievement level on standardized tests.

[10] In general, these LEA amounts may be reduced by state educational agencies to account for funds reserved for state administration, program improvement, and academic achievement awards; to adjust for recent shifts in LEA boundaries; and to provide grants to charter schools treated as separate LEAs under state law (such charter schools are not considered in the calculation of grants by USED).

For school leaders who have been under pressure to meet standards and improve academic achievement, December provides a time to reflect on the past few months -LSB-...]

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

A 2010 assessment of the D.C. Opportunity Scholarship Program showed that the 3,300 low - income D.C. children improved their academic achievement significantly under the program.

He is currently in his seventh year as principal of Ronald W. Reagan Elementary in Sanger Unified School District, where under his leadership has earned California State Distinguished School, California Title I Academic Achievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions anAchievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions anachievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and Supports.

The Progressive Policy Institute hosted a panel discussion on the importance of implementing meaningful academic achievement standards for students and schools under ESSA.

The proposed investment in Title I, including the increased amount directed to interventions and support for schools in need of improvement, is welcome, as our states and school districts develop new plans to advance academic achievement under the Every Student Succeeds Act (ESSA).

Under the regulation, schools and districts would receive an overall rating of one to five stars as determined by school performance (very low to very high) on multiple indicators — proficiency, a separate academic indicator for science and social studies, growth (elementary and middle school), achievement gap closure, transition readiness, graduation rate (high school) and opportunity and access.

NCSECS advocated and helped influence the law including a provision raising the bar a bit higher to ensure high standards for special education students by limiting their participation in tests based on alternate (lower) academic achievement standards to 1 % of students tested (and not just limiting the reporting of their scores on such tests, as was done under NCLB).

The Effectiveness of» Teach for America» and Other Under - Certified Teachers on Student Academic Achievement: A Case of Harmful Public Policy

If the teacher is ineffective, students under that teacher's tutelage, will achieve inadequate progress academically, regardless of how similar or different they are regarding their academic achievement.

Under state requirements, if a school meets certain API participation and growth criteria, it may be eligible to become a California Distinguished School, National Blue Ribbon School, or Title I Academic Achievement Awards School.

Under the ruling, those measures can take a variety of forms, from simple — such as using a schoolwide gauge of academic achievement — to complex: «student learning objectives,» or SLOs, that are set individually by each teacher.

«Under Chancellor Henderson's leadership for the past five and a half years, DC Public Schools improved dramatically in overall academic achievement, high school graduation rates, student satisfaction, and enrollment.

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».

Under her supervision, the CNCA schools have won the Title 1 Academic Achievement Award, the California Association of Bilingual Education Seal of Excellence, and the California Distinguished Schools award.

As documented under Section 1114 (b)(1)(A) of Title I, Part A the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds must conduct «[a] comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309 (2)-RRB- that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111 (b)(1)».

Under his leadership, Sanger schools won multiple local, state, and national awards including 3 National Blue Ribbon, 15 California Distinguished School, 11 Title I Academic Achievement, and 4 National Schools to Watch.

Under ESSA, states and districts are responsible for improving the quality and effectiveness of teachers, principals, and other school leaders in increasing student academic achievement.

The only measures a State may include within its Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aAchievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aachievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aachievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and B - 15).

For instance, according to the latest results from the National Assessment of Educational Progress, often called «the nation's report card,» academic achievement generally is declining under Obama's watch.

Professional development under Title IIA for public and private school staff members must focus on the promotion of academic achievement in one of the core content areas of English, reading or language arts, math, science, foreign languages, civics and government, economics, arts, history, geography and social studies.

It finds that at subsequent grade levels after redesignation, the one - test AZELLA becomes less predictive of academic achievement, That is, the test over predicts student achievement, suggesting that many students may be under - served due to their scores the test.

That is why we have begun to consider how to exercise our authority, if Congress does not reauthorize the ESEA soon, to invite requests for flexibility to support State and local reforms under section 9401 of the law, which authorizes the Department to waive most statutory and regulatory requirements if needed to «increase the quality of instruction for students; and improve the academic achievement of students.»

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

The district's response to our request, in directing us to the single plan, aligns with the California Department of Education's guidance for the Single Plan for Student Achievement which states, under the section entitled, «Legal Specifics for the SPSA» that «The SPSA is a blueprint to improve the academic performance of all students.»

When the USDE issued the final regulations, it stated that it was building upon the flexibility that was already available under federal Title I regulations, which allow states to develop alternative academic achievement standards for students with the most significant cognitive disabilities.

Chávez Programs seeks to recruit, retain and celebrate the success of under - represented students at ASU and enrich their lives through a positive educational experience and academic achievement.

Dozens of California school systems with some of the state's worst test scores and biggest academic achievement gaps won't get any extra help this year under a support system launched recently by the state.

Several studies of LSC reform conclude that site - based management under parent - majority LSCs successfully raised academic achievement.3 Further study showed that schools where LSCs were allowed to continue as the main policy - making body for the school after mayoral control was established in 1995 improved substantially more than schools where the district intervened and usurped LSC control.4

If African - Americans are stereotyped as academically under - achieving for long enough, they eventually respond by devaluing academic achievement.

Under the Every Student Succeeds Act (ESSA), one of the allowable uses of funds includes capacity - building in districts to assist teachers, principals, or other school leaders with selecting and implementing formative assessments, designing classroom - based assessments, and using data from such assessments to improve instruction and student academic achievement.

This can include soft skills, bullet points under specific jobs held, and even entire sections of your resume (moving the education section to the top for a company that stressed academic achievement, for example).

Under the educational qualifications title, list down all your educational or academic level credentials and any other educational achievements that are associated with your internship program.

There are some people who do enjoy this school; however the majority of those students are racist white and under - achieving students who are not striving for any sort of academic achievement.