Sentences with phrase «students achieve at higher levels»

Remember, when families get involved and stay involved, all students achieve at higher levels.

Best of all, Barnes» results - only classroom offers the kind of classroom in which students achieve at higher levels.»

«This report shows that California charter schools continue to beat the odds by helping their students achieve at higher levels than their peers in traditional public schools,» said Jed Wallace, president and CEO, CCSA.

The Center for American Progress recently released a report showing that when districts and states put in place smart processes to select high - quality curricula, students achieve at higher levels.

The fifth Portrait of the Movement report shows that California charter schools continue to beat the odds by helping their students achieve at higher levels than their peers in traditional public schools.

Federal and state policymakers should focus on sustained school improvement efforts coupled with support mechanisms to help all students achieve at higher levels and close achievement gaps.

During the professional development sessions, teachers learned new strategies for differentiating instruction to help all students achieve at higher levels.

One of Ohio's primary school - quality indicators is its performance index (PI)-- essentially, a weighted proficiency measure that awards more credit when students achieve at higher levels.

Effective schools help students achieve at higher levels than one would expect, based on their cognitive skills, a recent study finds, rather than enhancing students» core abstract - reasoning capabilities.

Put differently, our evidence indicates that effective schools help their students achieve at higher levels than expected based on their fluid cognitive skills.

Both grants announced today are a part of a larger three - year, $ 350 million commitment by the Bill & Melinda Gates Foundation to help all students achieve at high levels by recognizing and encouraging high - achievement models and developing strong leadership throughout the education system.

These videos explain how the Common Core State Standards will help students achieve at high levels and help them learn what they need to know to get to graduation and beyond.

Policymakers need to hear why fully funding Title II is essential to creating schools where all students achieve at high levels.

In our definition, we look at three important concepts that we know help students achieve at high levels through the use of these assessments: they are formative (and thus occur during the learning process), they are team - designed, and they assess essential learning targets.

Every particle of our schools is now devoted to students achieving at a high level and getting into one of these prestigious schools.

Facilitating the implementation of a common, rigorous preK - 8th grade curricula as well as the Partnership instructional model to ensure that all teachers have the tools they need to help students achieve at the highest levels

This book highlights the abundance of data available about the plight of at - risk students and reminds us that we know what to do to help students achieve at high levels, but often fail to do it.

We all know that being an educator today has its share of challenges and responsibilities: ensuring all students achieve at high levels, acquiring the skills and expertise to support 21st century learning, making sure that cows don't collide with departing school buses... Well, most educators don't have to address this last responsibility, unless you're in Prosser, WA - a small town located about 50 miles from Yakima.

Our program evaluation and research agenda are driven by a single guiding question: How can we support teachers so that their students achieve at high levels?

The school staff finds itself asking, What school characteristics and practices have been most successful in helping all students achieve at high levels?

Help all students achieve at high levels by working in teams, not in isolation.

These analyses are followed by a summary of the findings of the content analysis in relation to the CCSSO criteria regarding support for all students achieving at high levels and attention to the strengths of the academic discipline.

If Oregon is serious about reversing the sliding performance in too many schools and creating vibrant classrooms that help all students achieve at high levels, then making Oregon a great place to teach needs to be a core strategy.

As we grow, KIPP continues to seek opportunities to facilitate the exchange of ideas with other public school educators, so that we can all help students achieve at the highest levels.

As far as Ackley is concerned, he said, «It's exciting to see students achieving at higher levels, no matter what kind of school they are in.

Educators also know how important family engagement is; when parents and guardians are partners in the educational journey, teachers are best positioned to help students achieve at high levels.

We have identified the core skills that effective boards need to ensure that all students achieve at high levels.

Newly revised in 2015, NSBA's Key Work of School Boards framework identifies the core skills that effective boards need to ensure that all students achieve at high levels.

Not exact matches

Our schools are producing fragile, stressed - out students who achieve at high levels but at a high cost.

They largely refused to acknowledge that poverty rather than school quality was the root cause of the educational problems of disadvantaged kids, for fear that saying so would merely reinforce a long - standing belief among public educators that students unlucky enough to live in poverty shouldn't be expected to achieve at high levels — and public educators shouldn't be expected to get them there.

The common sense of our present day — that the majority of students in American public schools ought to achieve at reasonably high levels — is unprecedented.

Similarly, because growth measures may do a poor job of capturing the progress of high - achieving students, some states may want the weights assigned to achievement and growth to vary based on the level at which a school's students are achieving.

In Australia four out of five students (80 per cent), performed at Level 2 or higher: 15 per cent achieved Level 4 proficiency; 34 per cent achieved Level 3; and 31 per cent of students were at Level 2.

That being said, if I do my job well, my hope is that I can leave DCPS as a district where students are achieving at high levels no matter their backgrounds, families are choosing DCPS schools because of the world - class education we provide, and parents and community members feel like they've contributed to DCPS» amazing successes.

High school students are required to achieve, at minimum, a «needs - improvement» (level two) score in both math and ELA in order to graduate from high schHigh school students are required to achieve, at minimum, a «needs - improvement» (level two) score in both math and ELA in order to graduate from high schhigh school.

The students will feel better and achieve at higher levels, and the staff will have higher morale.

And of the students who score well on the PSAT / NMSQT, indicating a 70 percent likelihood of thriving in an AP course, of those students, six out of ten Asians will take an AP course, [compared with] four out of ten white students and two out of ten African American students... In other words there is a racial break among kids who could achieve at a high level and are being propelled into more challenging academic experiences; that data needs to be understood.

A researcher at Harvard surveyed 10,000 middle and high school students in 33 different schools around the nation about what they thought their folks cared about most: that they achieve at a high level, that they are happy (defined as «feeling good most of the time»), or that they care for others.

If students at a particular school achieve at high levels and show strong growth, that school probably doesn't have the same urgency around identifying poor performers.

(Btw, some argue that students with relatively mild disabilities are achieving well in charters, but I'd love to see more hard data proving that in charters kids at risk for special ed are not being labeled, and / or they're being exited from sped at higher rates after meeting grade level standards.)

No matter how good the technology, students will always need to be surrounded by adults who set high expectations and hold them accountable for achieving at the highest possible level.

Third, some assume that students already achieving at the highest levels will be successful without additional educational interventions and progress.

At the other extreme, more advanced students often achieve high grades on what, for them, are middling year - level expectations and are not challenged or extended in their mathematics learning.

On the other hand, one Year 4 student achieved a Level 3 certificate — the highest certificate available at the time.

More than twice as high a percentage of Canadians, Japanese, Czechs, New Zealanders, Dutch Swiss and Belgian students are achieving at that high level than the students in the United States.

Student B was in Year 11 and a high achiever, one who in the Queensland system would be a possible VH student at exit (one who achieves a Very High Level of Achievement under the Queensland sylStudent B was in Year 11 and a high achiever, one who in the Queensland system would be a possible VH student at exit (one who achieves a Very High Level of Achievement under the Queensland syllabhigh achiever, one who in the Queensland system would be a possible VH student at exit (one who achieves a Very High Level of Achievement under the Queensland sylstudent at exit (one who achieves a Very High Level of Achievement under the Queensland syllabHigh Level of Achievement under the Queensland syllabus).

One hears almost no talk about averages or normal curves, because the goal is for every student to achieve at the highest possible level.

She talked with Education World about her desire to see her students achieve at ever higher levels.

But they disregard Fusaro's own strong warning: «A seductive conclusion from these results is that attendance at full - day kindergartens causes students to achieve at a higher level than attendance at half - day kindergartens.

We still have a long way to go, but it's clear that even the most disadvantaged students can achieve at high levels when provided with a strong education.