Sentences with phrase «progress of the academy school»

Not exact matches

(While this was also arguably the original goal of academies / universities centuries ago, the modern university model has become a vocational school of sorts — preparing students for success in future endeavors, rather than seeking discovery, enlightenment, and progress through the efforts of its constituents.

[BOX 3: Grants and Contracts] Financial Statements, 1957 - 1959 Financial Reports, 1957 - 1959 Financial Statements, 1958 Financial Reports 1960-1961 1962 1963 1964-1965 1966-1967 Report on Review of Source Data Preparation for Accounting Purposes, Oct. 1961 AAAS Budgets, 1968 - 1969 Financial Reports, 1968 - 1969 Financial Statements and Accountant's Opinion, 1969 Financial Statements and Accountant's Opinion, 1970 Financial Reports, 1970 - 1971 Financial Reports, 1972 Financial Reports from Operations, 1979 Budget Proposal for Fiscal Year 1974 and Projections to 1963 Report for Examination of Financial Statements and Additional Information, 1983 - 1984 Closed out Funds and Stocks AAAS Grants Committee, 1955 AID Audit - Mexico City, 1974 Asia Foundation, 1955 - 1975 Boston Concerts Carnegie Corp. - Grant to AAAS for Science Teaching Improvement Program Graham Chedd - Contract [3 folders], 1973 - 1977 DOS - AID Irene Tinker, 1973 - 1977 RISM Research for the Study of Man, 1973 - 1977 Smithsonian, 1971 - 1977 Audit, 1973 - 1977 Close Out, 1976 - 1978 GE Grant - Regional Consultants on Science Teaching, 1956 Gordon Marshall, Exhibits Contract, 1952 National Endowment of the Arts, 1973 NSF Grant - Soviet Science, 1952 Training Talented Students, 1955 Travelling High School Library, 1956 Gordon Conference on Teacher Education, 1956 Junior Academies Workshop, 1957 Proposal to NSF for Development of Science Teaching Materials for Elementary and Junior High Schools, 1961 Progress Report to the NSF on the Holiday Science Lecture Program, 1963 Proposal to the NSF for 1964 Visiting Foreign Staff Project, 1963 NSF - US - Japan Comparative Science Program, 1963 NSF - US - Japan Cooperative Science Program, 1964 WGBH, 1972 Willis Shapley, Contract Agreement, Oct. 1978 DHEW - Barrier Free Meetings, Oct. 1977 CBS News - Conquest Program Series, 1959 MISCO Contract - original, 1972 Basic Books Publishing - New Roads to Yesterday, 1963 - 1966

In the Outstanding Progress Primary School category the shortlist consists of: Moreland Primary School, London; Ark Bentworth Primary Academy, London; Burton Primary, Dorset; Cotsford Junior School, Durham; and Harris Primary Academy Kent House, London.

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.

A staggering 33 per cent of those surveyed said that they have received no training about Progress or Attainment 8, and 25 per cent said that their school or academy was «not», «very slightly», or «slightly» prepared for the introduction of new measures.

The number of schools they will be responsible for within their jurisdiction could grow exceptionally making it very difficult to monitor the progress of their academies, one of the key purposes of their role.

Niall McWilliams, head teacher of Oxford Academy, believes that these projections are not far off and has cautioned that the great progress made in Oxford schools could be lost unless the government offers increased funding.

In her time there she has been instrumental in the school progressing from special measures to good and the successful conversion to a sponsored academy as part of a multi-academy trust.

The overall goal of this extension of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1) building knowledge about (a) children's emerging skills and areas of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster children's social - emotional skill development; (2) identifying, deploying, and evaluating strategies to build adult and child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.

In her Times essay Ravitch very clearly cites four speeches (including a press conference) and four schools, to illustrate her point that «the accounts of miracle schools demand closer scrutiny»: Obama in his 2011 State of the Union praises the Bruce Randolph School in Denver; then, it's Duncan addressing the 20th Anniversary Teach for America celebration last February commending Urban Prep Academy in Chicago; then Bush (and Obama and Duncan) at a Miami High School event in March, before a crowd of adoring high schoolers being extolled for their progress; finally, Bloomberg gushing over PS - 33 in New York at a 2005 news conference.

Doug McCurry, director of the nonprofit organization, said Amistad Academy in New Haven assesses student progress every six weeks, operates a 9-1/2 - hour school day, recruits the best teachers and runs a «disciplined, achievement - oriented school culture.»

We are also very proud of our greatly improved examination results and the fact that Swindon Academy is the number one school in Swindon, and in the top 4 % of schools nationally, for Progress 8 measures.

Hethersett Academy is one of East Anglia's best performing schools, with both student progress and attainment well above the national average.

However, to ensure that students have a successful school year, parents should oversee the coursework of their students and regularly communicate with the academy's staff to prevent learning gaps and track academic progress.

This week Battle Primary Academy received a letter from Rt Hon Nick Gibb MP, Minister of State for School Standards, congratulating them on their excellent academic progress in 2016.

As is the case for many Trusts, a core area of focus for NET Academies has been how to accurately and consistently measure pupil progress across our schools.

NET are delighted that Battle Primary Academy in Reading has been commended by the Minister of State for School Standards after coming in the top 3 % nationally for pupil progress.

Professor Howson added: «It is clear that regardless of the Bill currently going through parliament, all schools, whether or not they are academies, will find progress challenging if they can not recruit appropriately trained staff.

Hethersett Academy is one of East Anglia's top performing schools - recording the highest Progress 8 score in East Anglia in 2017 - and is rated Outstanding by Ofsted in all areas.

Their investments in project - based learning at the newly - opened Vaux Big Picture High School and at Science Leadership Academy at Beeber, among others, has been an important part of our progress.»

Labour MP Meg Hillier, who succeeded Ms Hodge as chair of the committee, told Schools Week an update on the progress of the investigation would be helpful, adding that her committee was «really concerned» about the «accountability gap» in some academy chains.

She also warned parents to expect it to happen more frequently in England as Education Secretary Michael Gove's policy to increase the number of academies and free schools progressed.

In our experience, strong independent schools and effective inner - city academies tend to have complementary strengths: the depth of subject knowledge and extensive co-curricular programmes in independent schools; the pedagogical skill and highly efficient systems for tracking and monitoring progress in academies.

A «strawberry reception» was then held in the community garden for new parents, new staff, new pupils and special guests before Mrs Jennings enjoyed an extensive tour of the school with the four newly - appointed house captains who were very polite and very proud of how much progress their school has made since academy conversion.

If a school is judged to be progressing towards expected educational standards before it converts to an academy, then the secretary of state has the power to revoke the academy order and will consider this on a case - by - case basis, according to the Department for Education.

«Only 15 % of the largest academy chains perform above the national average in terms of progress made by pupils, compared with 44 % of councils, while more than 80 % of maintained schools are rated as «good» or «outstanding» by Ofsted.

«When I was a minister, about a third of individual academy schools were a cause of some DfE concern, either because they had a low Ofsted rating or low progress scores.

Free schools, which are three times more likely to be located in the most deprived areas of the country than the least deprived, today showed the impact they are having with free school students achieving attainment and progress 8 scores second only to converter academies.

Fully aligned with Swiss and French school curricula, the Academy invites you to discover its MOOCs platform comprising videos, activities, educational worksheets and much more... Plus, if you wish to go even further, the tests and quizzes will help you keep track of your pupils» progress.

Custom smartphone software was piloted as a way for Academy Managers to monitor pupil progress, as well as manage the operational budget of each school.

Mr Little said: «From working at another academy within the Inspiration Trust I'm very aware of the great improvements that have been made at Cromer Academy over the last few years, in particular becoming the top school in north Norfolk for pupil pracademy within the Inspiration Trust I'm very aware of the great improvements that have been made at Cromer Academy over the last few years, in particular becoming the top school in north Norfolk for pupil prAcademy over the last few years, in particular becoming the top school in north Norfolk for pupil progress.

Libby Nicholas, chief executive of Astrea Academy Trust said: «These are, quite simply, astonishingly good results for progress — Byron Wood did exceptionally well last year, but they have shifted up another gear and are now the very best school in Sheffield for progress in maths.

As they progress through the academy and choose their subjects they will receive the support and guidance of the school staff who encourage pupils to challenge themselves and achieve even more ambitious goals.

Inspiration Trust chief executive Dame Rachel de Souza said: «It's great to have this recognition for our students and staff, and it demonstrates their amazing hard work in starting Sir Isaac Newton Sixth Form from scratch to be one of the best sixth forms in the country, and the remarkable turnaround at Hethersett Academy, now East Anglia's top school for pupil progress to GCSE.

I wonder why no - one has had a look at the difference between LA - run community schools and academies / free schools in the context of this story... The result of my quick fag - packet calculations (which I'm sure aren't 100 % correct, but I think are probably pretty much on the money): the percentages of schools which have higher FSM than non-FSM Progress 8 scores are: Free Schools — 6 % Academies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the aschools and academies / free schools in the context of this story... The result of my quick fag - packet calculations (which I'm sure aren't 100 % correct, but I think are probably pretty much on the money): the percentages of schools which have higher FSM than non-FSM Progress 8 scores are: Free Schools — 6 % Academies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in theacademies / free schools in the context of this story... The result of my quick fag - packet calculations (which I'm sure aren't 100 % correct, but I think are probably pretty much on the money): the percentages of schools which have higher FSM than non-FSM Progress 8 scores are: Free Schools — 6 % Academies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the aschools in the context of this story... The result of my quick fag - packet calculations (which I'm sure aren't 100 % correct, but I think are probably pretty much on the money): the percentages of schools which have higher FSM than non-FSM Progress 8 scores are: Free Schools — 6 % Academies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the aschools which have higher FSM than non-FSM Progress 8 scores are: Free Schools — 6 % Academies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the aSchools — 6 % Academies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in theAcademies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the aSchools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the article.

In this summer's GCSEs, Hethersett Academy ranked as the top mainstream school in East Anglia for pupil progress, putting it in the top 1 % of schools nationally.

It is based on measures of progress for MATs with 3 or more academies that have been with the MAT for at least 3 full academic years and have results in the 2016 school performance tables.

This workshop will demonstrate how merging the academy team model with the ASCA National model can accelerate an Academy's progress in meeting school improvement goals while also developing the social - emotional, career and college ready competencies of all stacademy team model with the ASCA National model can accelerate an Academy's progress in meeting school improvement goals while also developing the social - emotional, career and college ready competencies of all stAcademy's progress in meeting school improvement goals while also developing the social - emotional, career and college ready competencies of all students.

Chair of the Education Committee Neil Carmichael said: «Some academies are delivering great results for their pupils, but in progressing to a fully academised system we must ensure all schools are properly held to account for their performance.

The highest progress 8 score for disadvantaged pupils at flagship schools was at Dixons Trinity Academy in Bradford, which achieved 1.35 (the highest for disadvantaged pupils at any type of school was 1.66 at Tauheedul Islam Girls» High School, a mainstream converter academy in BlacAcademy in Bradford, which achieved 1.35 (the highest for disadvantaged pupils at any type of school was 1.66 at Tauheedul Islam Girls» High School, a mainstream converter academy in Blackschool was 1.66 at Tauheedul Islam Girls» High School, a mainstream converter academy in BlackSchool, a mainstream converter academy in Blacacademy in Blackburn).

[13] Finally, in the New York City Progress Report for 2011 — 2012, Promise Academy I placed in the 99th percentile of city high schools with the sixth - highest score in the city, boasting a 96 percent pass rate in English and 98 percent pass rate in Integrated Algebra in the New York Regents examination.

Ms Morgan appeared on the show to reval planned government powers for firing headteachers and forcing «coasting» schools — described as those with poor levels of progress — to become academies.

Gates's awards and residencies include the Kurt Schwitters Prize (2017), American Academy of Arts & Sciences Award (2016); Smithsonian American Ingenuity Award for Social Progress (2015), Artes Mundi Award (2015), honorary doctorates from the San Francisco Art Institute (2015) and the School of the Art Institute of Chicago (2014), Knight Foundation Grant (2014), Creative Capital Grant (2012), United States Artists Fellowship (2012), Graham Foundation Grant (2011), and the Joyce Award (2009).

CORE ACADEMY, Huntington, WV July 2008 — Mar 2013 Educator • Created and implemented a sophisticated interactive learning program, increasing student interest substantially • Introduced career and education counseling services within the school premises to provide high school students with career and education options for the future • Observed behavioral issues and addressed them appropriately • Served as a point of contact for students and teachers in duress and ensure that their problems are resolved in a prompt manner while maintaining confidentiality • Communicated with parents and guardians regarding students» progress and provide assistance in cases of problems regarding low grades