Sentences with phrase «poor students tested»

The legislation would give the city the power to base teacher firings on factors other than seniority, including chronic absenteeism and poor student test scores.

Educators and schools face increasing media attention and public scrutiny due to a range of issues, from poor student test scores to financial woes, so your resume must present you as an indispensable asset to your prospective school community.

Not exact matches

Typically, poorer students do worse on tests.

Schools certainly feel the immediate costs of failing to prioritize wellness — poor test scores for students, lower standardized test scores school - wide, reduced funding resulting from absenteeism, which is why it is so important to share this report with school administrators and boards of education.

Poor poll ratings - and the potential stirring up of student anger by an NUS candidate - makes the election an even more critical test for Mr Clegg's party.

Charter school's students of the poorest neighborhood of New York City are doing excellent test scores in the state exams & the traditional public schools are falling miserably where those charter schools are co located.

He listed among his pet causes improving stubbornly poor test scores and college readiness among public school students, bolstering support for the NYPD, cutting business regulations and ameliorating the «national disgrace» of living conditions within the New York City Housing Authority.

The evaluation system pushed by Cuomo as part of this 2010 re-election campaign devotes half of a teacher's evaluation on their students» performance on standardized test scores that teacher unions argue is a poor measure of a teacher's ability.

Educators across the state are protesting Cuomo's demands, saying they rely too heavily on standardized testing, ignore the challenges of poverty in some districts and put the brunt of poor student performance too squarely on individual teachers.

Gifted education programs have long been subject to criticism that their selection criteria, which often rely on IQ testing and other measures of cognitive ability, are biased against students of color and poor children.

Regardless, the results are worrying, she said, because children who live in poor neighborhoods are, on average, a year behind academically, according to standardized math, reading and writing assessment tests of the students.

«In contrast, students with poor grades and test scores suffered from a decline in positive emotions and an increase in negative emotions, such as math anxiety and math boredom.

Lucero feels that there is not enough emphasis on science in classes at LES, and students typically have a poor showing in achievement tests on science and math compared to the national average.

September 21, 2017 • South Carolina researchers have drawn a connection between low - income students» poor performance on math tests and the time of month when their families run low on food stamps.

On the one side, she agreed with New York City mayor Michael Bloomberg to a test plan offering monetary incentives to teachers in schools whose poorest students make significant gains in achievement (see «New York City's Education Battles,» features, Spring 2008).

Gary Natriello and Aaron Pallas, of Columbia's Teachers College, show that under high - stakes testing policies in New York, Texas, and Minnesota poor and minority students will be less likely to receive a high school diploma.

«Unfortunately, there is simply no evidence that efforts to raise test scores will provide poor, minority, and bilingual students with the kind of high quality education that their more affluent counterparts receive,» said Mindy L. Kornhaber, the volume's co-editor.

Because test scores will be used to penalize low - scoring schools, they will act as high - stakes tests for teachers and administrators especially in schools serving high proportions of poor and minority students.

Tough presents particularly compelling narratives about the progress of one Promise Academy elementary school and the middle school, the former achieving dramatic increases in test scores, and the latter temporarily closing its doors to new students as a result of poor (albeit improving) performance.

Arising at a time when the disparity of test scores, college attendance, and graduation rates between wealthy and poor students is reaching an unprecedented level, this volume urges that the problem of educational inequality be addressed and that changes be made within the educational system.

Our poor and minority students will have to learn to do well on tests to help open those doors.

When we see low test score performance we are often misdiagnosing the problem as poor content instruction when it may in fact be insufficient development of student character skills.

Differences in test scores, college attendance, and graduation rates between wealthy and poor students are reaching an unprecedented disparity, with tremendous implications for the American public schooling system.

Chicago — Mastery learning has proved its worth as a method of teaching reading, especially to students whose proficiency is below average, but educators who use the sometimes - controversial method should not regard it as a «quick fix» for poor basic - skills test scores.

Percentage at the Proficient Level in Math Fall 2014 • Accompanies U.S. Students from Educated Families Lag in International Tests It's not just about kids in poor neighborhoods By Eric A. Hanushek, Ludger Woessmann and Paul E. Peterson

«U.S. Students from Educated Families Lag in International Tests: It's not just about kids in poor neighborhoods» will be available at http://educationnext.org/us-students-educated-families-lag-international-tests as of 12:01 AM on Tuesday May 13, and will appear in the Fall 2014 issue of Education Next.

The principal heard the predictions that unruly students, race riots, and poor test scores would plague the new school.

We then linked the grades given to each school to data on the school's characteristics: its size, the size of classes at the school, the racial and ethnic composition of its students, the percentage of students from poor families, and the percentage of students performing at proficient levels on state reading and math tests.

For example, dissatisfaction with performance in a charter middle school that is not captured by test scores (such as discipline issues or a poor fit between the student's interests or ability and the curriculum being offered) could lead parents to choose to send their child to a traditional public high school.

Annual tests: Both bills require annual testing in grades 3 - 8 under Title I, but offer differing timetables for when subgroups — minority and poor students, for instance — must attain «proficiency.»

«Texas is frequently heralded as a successful model for the nation of how tests can improve the academic performance of students, particularly poor and minority students,» says Gary Orfield, co-director of The Civil Rights Project.

Patricia Chen, a postdoctoral researcher at Stanford and the lead author of the study, says she often had students coming to her lamenting their poor test scores.

Up to eight states would be authorized to conduct demonstration programs testing whether state control of Head Start actually leads to better coordination of preschool programs, greater emphasis on school readiness, improvement in poor children's preschool test scores, and progress in closing the achievement gap between poor and advantaged students.

Principals who rotate their faculty by strength during the year, or augment classroom teachers with online lessons, will find their staffing models a poor fit for evaluation systems predicated on linking each student's annual test scores to a single teacher.

Faced with poor student performance on tests and assignments, teachers often recognize that the root of the problem lies, not in a lack of understanding, but in poor study skills.

Some use these tests to create «high stakes» for students (preventing them from advancing to the next grade or graduating) or for educators (taking over underperforming schools, requiring the schools to accept external assistance, or simply shaming them by identifying them as poor schools).

The study discovered that students from poorer backgrounds are entering secondary schools with better test scores.

On average across OECD countries, 59 per cent of students reported that they often worry that taking a test will be difficult, and 66 per cent reported that they worry about poor grades.

Presumably, poor test - takers and those who work slowly for whatever reason — as well as some students with diagnosed disabilities — will find these options appealing.

Just as we found no evidence in the 2002 and 2004 elections that a large block of voters held incumbents accountable for poor test scores, we failed to find any indication that incumbents in 2002 and 2004 based their decisions about running for reelection on student learning trends.

But they've had to make do, to the chagrin of most educators, who — at least in these early - implementer districts — believe that their current state tests are poor measures of student understanding relative to the new standards and may even detract from proper implementation.

A study of 1,450 Virginia secondary schools, published this month in Psychological Science, suggests that students» scores on state tests may be partly a function of where they live, how poor their classmates are, and whether they have access to competent teachers.

Each time international tests of student achievement are released, there is a parade of glib commentators explaining why we should not pay much attention to the generally poor performance of U.S. students.

SAT and ACT exams, the most commonly used college - admissions tests, are biased against minority students and provide a poor indicator of success in college, said Jeffrey I. Johnson, the national youth - councils coordinator for the National Association for the Advancement of Colored People.

But it was an inner - city high school, initially primarily black, in later years increasingly Hispanic, with all the attributes common to such: poor scores on the various tests, district, state and national, that have come over the years to evaluate schools; poor attendance; low graduation rates; and serious student discipline problems.

Liberals worried that poor and minority students would be penalized by high - stakes tests, while conservatives wanted to preserve the «local control» of schools.

I'm going to focus on the final two posts, in which Greene argues that student achievement tests are poor proxies for school quality and that they're not correlated with other measures of quality.

The maldef petition, presented to the American College Testing Program, the College Board, and the Educational Testing Service, contends that standardized tests are poor predictors of college performance for minority students and that many institutions rely too heavily on such examinations.

This reform should include means - testing tuition fees and restoring maintenance grants so poorer students face lower fees and lower debt on graduation.»

The solution, Rotherham writes, is for Virginia «to set common targets that assume minority and poor students can pass state tests at the same rate as others.»