Sentences with phrase «performance racing school»

Run by the Ford Performance Racing School at the Utah Motorsports campus, the Raptor Assault teaches owners of the latest Ford Performance pickup how to drive over desert and rocky terrain while making the most of the truck's six driving modes.

«The off - road terrain near Ford Performance Racing School offers a diversity of challenges and is perfectly suited to showcase the high - performance capabilities of Raptor.

Welcome to the Ford Performance Racing School: Take a few heart - pounding laps, sharpen your driving skills or get licensed for competitive racing!

The Ford Performance Racing School Skid Car simulates differing levels of grip across changing conditions.

Dan McKeever, president of the Ford Performance Racing School, said, «We're looking forward to the excitement, training and thrills Raptor Assault will deliver to owners of the 2017 truck.

The facility is home to the Ford Performance Racing School, which is a track - based operation.

It turned out to be a stroke of genius for the Blue Oval and now, the automaker is capitalizing on the hot hatch's popularity by offering a free one - day course at the Ford Performance Racing School in Grantsville, Utah for owners of 2016 and 2017 Focus RS models.

For more information regarding the Ford Performance Racing School and its products, please visit http://www.fordperformanceracingschool.com.

About Ford Performance Racing School Ford Performance Racing School, based at Utah Motorsports Campus, is a state - of - the - art road racing school that offers multiple road, track and off - road courses, hundreds of acres of space and a highly trained staff of professional drivers and instructors.

The Venom GT roadster was driven by Brian Smith, director of the Ford Performance Racing School.

Driver: Brian Smith, director of the Ford Performance Racing School, driver of the world's fastest convertible, 265 mph Venom GT

Add a second day of Performance Driving for a real taste of what the Ford Performance Racing School has to offer.

The program is held at the Ford Performance Racing School, based at Utah Motorsports Campus (UMC), a state - of - the - art auto, motorcycle, off - road and kart racing facility with multiple tracks and sport surfaces.

Add an optional second day in a track - ready Mustang GT at the Ford Performance Racing School (FPRS) for both you and a Driving Guest (on select dates)

Bring a Driving Guest to an optional second day in a track - ready Mustang GT at the Ford Performance Racing School (FPRS)(on select dates)

Not exact matches

One - on - one appointments were all business, and the event was capped with heart - pounding race car driving at the Bondurant School of High Performance Driving.

Many community activists and school administrators talk about race as a big factor in educational performance, and others mention economic issues — and those are factors.

Earlier this year, and as part of Race to the Top requirements, the state did direct New York school districts develop their own teacher evaluation systems, known as annual professional performance reviews plan (APPR), lest the districts risk losing additional available state aid.

Even subtle reminders of prejudice against one's sex, race or religion can hinder performance in school, work and athletics.

PSYCHOLOGY • Even subtle reminders of the stereotypical prejudice against one's sex, race or religion can hinder performance in school, work and athletics.

But they did zero in on movies by controlling for a wide range of extenuating factors, including race, household income, school performance, parenting styles, smoking among friends and family members, and even personality traits such as rebelliousness.

Featuring an astonishing, Oscar - nominated performance by a then - twenty - six - year - old Ryan Gosling as a functioning drug addict, basketball coach and history educator, and an equally outstanding turn by newcomer Shareeka Epps as a street-wise middle - school student, the impressive indie drama is a considerate and mannered look at dynamics, race and make - shift families.

Justice Kennedy offered what he regarded as acceptable methods of considering race such as «strategic site selection of new schools; drawing attendance zones with general recognition of the demographics of neighborhoods; allocating resources for special programs; recruiting students and faculty in a targeted fashion; and tracking enrollments, performance, and other statistics by race.»

As a prolific writer and renowned public intellectual, he frequently explored trends in American race relations and family life, hailing, for instance, the controversial report, «Equality of Educational Opportunity» (1966), by his friend James Coleman, which stressed the relationship between broken families and poor student performance in the public schools.

As with schools, that determination must be based not just on overall student achievement, but also on the performance of student subgroups, broken down by categories such as race and ethnicity.

In an analysis of the program, political scientist William Howell wrote that RttT encouraged applicants to develop «common core state standards,» design a teacher evaluation plan based in part on the performance of their students, ensure «successful conditions for high - performing charter schools,» and numerous other reforms (see «Results of President Obama's Race to the Top,» research, Fall 2015).

Specifically, we calculate growth for schools based on math scores while taking into account students» prior performance in both math and communication arts; characteristics that include race, gender, free or reduced - price lunch eligibility (FRL), English - language - learner status, special education status, mobility status, and grade level; and school - wide averages of these student characteristics.

«The state,» Rotherham wrote, «took the stunning step of adopting dramatically different school performance targets based on race, ethnicity and income.»

The National Education Association, though a long - time Democratic sidecar, recently issued a 26 - page single - spaced denunciation of Education Secretary Arne Duncan's Race to the Top funding criteria — alleging that they place far too much emphasis on charter schools and insult teachers by suggesting that their performance should be gauged by their pupils» achievement.

They agreed that states would be required to «disaggregate» test scores by race and income, so that schools and districts could be judged on the performance of individual groups.

Such measures may include strategic site selection of new schools; drawing attendance zones with general recognition of neighborhood demographics; allocating resources for special programs; recruiting students and faculty in a targeted fashion; and tracking enrollments, performance, and other statistics by race.

Among other reforms encouraged by Race to the Top, Washington, D.C., adopted a new teacher contract that raised salaries across the board while adding performance pay, and New York City increased its allotment of public charter schools, to cite just two notable examples.

In the study, to be published in the Spring 2011 issue of Education Next and available at www.educationnext.org, authors Stuart Buck and Jay P. Greene examined the key characteristics of performance pay plans currently in place in school districts, in light of increased attention given to merit pay in national debate and in the Obama Administration's Race to the Top (RttT) competitive grant program.

An admittedly indirect way to evaluate the effects of these unobserved differences in teacher quality is to consider how the performance gain associated with having a teacher of the same race varies across different types of schools.

Would require states to give mathematics and reading tests to all students in grades 3 - 8 who attend schools receiving federal Title I aid and to publish annual school - by - school report cards with student performance broken down by race and income.

My research design effectively compared the performance of students assigned to teachers of the same race with the performance of students who were assigned to teachers of a different race but who were in the same grade and who entered the experiment in the same school and year.

Given WG's sterling reputation (it was already running a successful data system for the city's schools) and the exigencies of Race to the Top deadlines to get the performance tracking system going, the contract might have overcome the appearance of conflict in the Murdoch / Klein shotgun wedding (News Corp says Klein had nothing to do with the purchase of WG), but it couldn't survive the smell of the hacking scandal.

by Jack Jennings Apr 4, 2015 academic standards, accountability, Common State Standards, education research, federal education policy, federal funding, graduation rate, NAEP, No Child Left Behind, private schools / vouchers, Race to the Top, school reform, teacher evaluations, teacher performance, teachers, testing 0 Comments

Race to the Top is a $ 4.35 billion effort to reward reforms, such as friendly charter school laws and tying pay to student performance, with cash, and in these tough economic times 41 states applied for the federal dollars.

In addition, no person shall be discriminated against in admission to Brooke Charter School or in obtaining the advantages, privileges and access to the courses of study and extracurricular activities offered by the School on the basis of race, sex, color, creed, religion, ethnicity, national origin, ancestry, sexual orientation, gender identity or expression, mental or physical disability, age, ancestry, athletic performance, socioeconomic status, housing status or homelessness, special need, proficiency in the English language or a foreign language, or prior academic achievement, as required by federal and state law, including M.G.L. c. 71, § 89 (l); 603 CMR 1.06 (1); M.G.L. c. 76, § 5 and 603 CMR 26.00: Access to Equal Educational Opportunity.

Private Schools: operate privately, funded by private money through tuition and donations, not required to follow same accountability measures as traditional public schools and may discriminate based on race, ethnicity, academic performance and reSchools: operate privately, funded by private money through tuition and donations, not required to follow same accountability measures as traditional public schools and may discriminate based on race, ethnicity, academic performance and reschools and may discriminate based on race, ethnicity, academic performance and religion.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

student performance in the context of gender, race / ethnicity, public or private school, teacher experience, and hundreds of other factors.

Notwithstanding any other provision of this act, a school district that received an exemption under Florida's Race to the Top Memorandum of Understanding for Phase 2, as provided in s. (D)(2)(ii) of the memorandum, is allowed to base 40 percent, instead of 50 percent, of instructional personnel and school administrator performance evaluations upon student learning growth under s. 1012.34, as amended by this act.

The Race to the Top initiative, initially financed through the 2009 federal economic - stimulus legislation, gave Democrats the political cover to push for priorities such as expansion of charter schools, alternative teacher training, and teacher performance evaluations tied in part to students» academic gains — issues that previously had been associated most closely with Republicans.

Often bypassing Congress, Duncan used the money to work directly with states, persuading them to adopt favored policies by providing incentives through Race to the Top, a $ 4.35 billion competitive grant program in which states were awarded points for adopting ideas such as performance - based teacher and principal evaluations, higher academic standards, and raising charter school caps.

Race to the Top funding will be used across the four required areas — adopting standards and assessments to prepare students to succeed in college and the workplace, using data systems that measure student performance and assist educators in using data to make instructional decisions, ensuring effective teachers and principals, and turning around the lowest performing schools.

The administration promised $ 1 billion in new spending on preschool; spurred states to adopt controversial K - 12 reforms such as performance - based teacher evaluations and the adoption of the Common Core State Standards through its Race to the Top grant program and waivers to the No Child Left Behind law; significantly expanded the federal School Improvement Grant program to turn around low - performing schools; targeted for - profit colleges and attempted to increase accountability in the higher education sector; and pushed a proposal by the president to make community college free.

Both supporters and critics of charter schools, though, should remember this paradox: If the concept is truly working, the performance of students in charters should never race too far ahead of those in traditional campuses.

«Every school, every school district, and every state should be very serious about routinely and systematically assessing school climate, because it really is one of many key determinants of student performance and success,» says Shaun Harper, executive director of the Center for the Study of Race and Equity in Education at the University of Pennsylvania.