Sentences with phrase «about high achieving schools»

I watched their videos about high achieving schools and it's pretty clear that they have no clue what the secret sauce is.

Not exact matches

Perhaps I'll say more on democratic greatness achieved by this little show, and particularly what it reveals about the unique social institution that the American public High School is, later on.

She hoped to learn about how top students view their high school experience, and spent a year shadowing five high - achieving students at a top public high school (local, but unnamed).

Pope, the co-founder of Challenge Success, said that research from that group found that high school students from high - achieving schools average more than three hours of homework each night, and middle school students average about 2.5 hours.

The much talked about free Senior High School (SHS) programme may not achieve its set objectives if government continues to intimidate or victimize school heads who complain about challenges or take some initiatives to addressSchool (SHS) programme may not achieve its set objectives if government continues to intimidate or victimize school heads who complain about challenges or take some initiatives to addressschool heads who complain about challenges or take some initiatives to address same.

Parents worry about funding and standards for their public school students and remain least concerned about the amount of testing in classrooms, a survey released by High Achievement New York and Achieve found.

Many teachers in top - achieving schools with high levels of collective efficacy talked about how they used social persuasion to enforce norms of high expectations for student success.

He is a graduate of Martin Van Buren High School in Queens; so is futurist Ray Kurzweil — listen to the June 18th, 2008 episode of Science Talk for discussion about why Ray Kurzweil will probably not achieve his dream of uploading all the contents of his brain.

Mike Petrilli talks with Education Next about the challenges of teaching high - achieving and low - achieving kids in the same classroom, and about one school in Montgomery County, Maryland, which is using a blend of ability grouping and differentiated instruction with great success.

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.

According to the College Board, in order to have a 65 percent chance of getting a B - average in college, students should achieve about 1030 on the math and verbal SATs and earn a B average in high school (taking courses of at least «average» rigor).

There, he established national scholarship and grant - making programs for — and conducted original research about — high - achieving low - income students from elementary through graduate school.

Viewed as a group, schools managed by our CMOs achieve rates of proficiency on state assessments in reading and math that average about 9 percentage points higher than those of schools in their local districts (see Figure 2).

You can learn about teachers across the globe by checking out our «Education Everywhere» video series, which profiles high - achieving international education systems and model schools.

While this does not say much about the effectiveness of reducing class sizes in various environments, it does demonstrate that it is possible to have a high - achieving school system with relatively large classes.

But while today's high - achieving schools for low - income students (Knowledge Is Power Program [KIPP], for instance) are passionate about cultivating both character and traditional academic skills, schools built around the 7 Habits are focused on training confident kids who are good at planning, goal setting, and decisionmaking.

Charter schools in the NewSchools» portfolio achieve proficiency rates in reading and math that are about 9 percentage points higher, on average, than those achieved by schools in their host districts.

There's broad commitment to ensuring that all high - school graduates are college - and career - ready, but heated debate about the best means of achieving that goal.

She talks passionately about her belief that school improvement is possible, that educators can feel empowered instead of hopeless, and that every child can learn at high levels and achieve success.

What is exceptional about these outcomes is that are being achieved in remote settings, where a high percentage of students probably do not continue schooling past Year 8,» the review authors comment.

Earlier this month, Tom Loveless wrote about a controversy in a school district outside of San Francisco, where parents are upset that high - achieving math students will lose access to advanced math classes as the Common Core standards are implemented there.

The report shows Australian students in metropolitan schools achieved an average score of 514 points, significantly higher by 36 points (about one year of schooling) than students in provincial schools and higher by 68 points (about two years of schooling) than students in remote schools.

«Students routinely achieving their full potential, high performing schools becoming the new normal — Student Voice makes the compelling case that we can't get there from here without fundamentally changing the culture of schools to listen and act on what students say about their schools, their lives, and their aspirations.

The Teach Like a Champion Team is part of Uncommon Impact, Uncommon Schools» initiative to share what we know about all students, particularly those not born to privilege, to achieve at dramatically higher levels.

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.

Most of the questions contained in this study guide are ones you can think about on your own, but you might consider pairing with a colleague or forming a study group with others who have read (or are reading) Aim High, Achieve More: How to Transform Urban Schools Through Fearless Leadership.

Finland's high - achieving public school system is now part of the conversation about U.S. education reform these days.

Relay is a teacher preparation program founded in 2011 by three high - achieving charter school networks that were concerned about the quality of teachers coming out of traditional degree programs.

One difference between high - achieving school districts and those that fall somewhere in the middle or are considered struggling is that staff members in schools that excel maintain lively conversations about educational shifts and solutions, while struggling schools tend to focus on problems.

im currently in a school doing extra sixth lessons and im actually finding it detrimental to my learning giving me more work homework time and my mock results are down from my last year many schools do less school and achieve much higher pass rates i fell that this extra time is making students feel worse and limits there ability to socialize when they go to school until 4:10 pm and arrive home at about 5 making it dark in the winter while walking home may i add it also means that when we get home are daily 2 hr of hw leaves us being at home with no extra work at about 7 pm on top of this there is revision for exams and catch up work for students to complete all of this removes a students ability to have fun were we are hunting success in fear of punishment To conclude extra lessons punish the mind and form a generation of students that dislike school and even sometimes even become suicidal all because schools think they are doing things right

A meta - analysis conducted by Marzano, Waters, and McNulty (2005) found that several promotion - focused behaviors among school leadership are linked to higher levels of student achievement, including (1) serving as a change agent (challenging the status quo and leading efforts that have uncertain outcomes); (2) demonstrating flexibility (being comfortable with major changes and dissent); and (3) being an optimizer (encouraging innovation by portraying a positive attitude about teachers» ability to achieve what may seem to be beyond their grasp).

I will assume by now we almost all have reached the opinion that children in state A are far more likely to perform better on the NAEP tests than will children in State B. Everything we know about the ways we structure the societies we live in, and how those structures affect school achievement, suggests that State A will have higher achieving students.

Learn about NASSP Breakthrough Schools program, which recognizes middle level and high schools that serve large numbers of students in poverty and are high achieving or dramatically improving student achieSchools program, which recognizes middle level and high schools that serve large numbers of students in poverty and are high achieving or dramatically improving student achieschools that serve large numbers of students in poverty and are high achieving or dramatically improving student achievement.

Many of the high - poverty, high - achieving schools from which educators are currently taking their cues about what works when it comes to closing the achievement gap — fast — come from high - profile alternate prep programs like Teach for America or the New Teacher Project.

But even in Oregon, a prospective teacher has to answer only about 65 % of the questions correctly in order to achieve a score of 147 and begin a career as a high school math teacher.

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 the oldest teacher recruitment program in the country, South Carolina's Center for Educator Recruitment, Retention, and Advancement, or CERRA, facilitates a variety of programs that aim to recruit, retain, and support highly qualified teacher candidates.64 CERRA recruits middle and high school students, college students, and career - changers by offering an array of programs across the state.65 For example, the Teacher Cadets Program is a high school recruitment program offered at nearly 160 schools in South Carolina.66 As Teacher Cadets, high - achieving juniors and seniors who express an interest in teaching complete field placements in classrooms and learn about curriculum development.67 The South Carolina Teaching Fellows Program, another one of CERRA's recruitment programs, is one of the most competitive scholarship and loan programs in the state: Through the program, select high school seniors who display a strong desire to pursue teaching receive a forgivable loan to attend college.68

Only about 46 percent of children aged three through six in families below the federal poverty line are enrolled in center - based early childhood programming, compared to 72 percent of children in families above the federal poverty line.1 Poor children are about 25 percent less likely to be ready for school at age five than children who are not poor.2 Once in school, these children lag behind their better - off peers in reading and math, are less likely to be enrolled in college preparatory coursework, less likely to graduate, and over 10 percent more likely to require remediation if they attend a four - year post-secondary institution.3 All of these issues compound one another to create a cycle of low opportunity: children in poverty are less likely to achieve high educational attainment, and low educational attainment leads to lower median weekly earnings and higher rates of unemployment.

«What's truly noteworthy about Santa Ana students» math proficiency is that we're seeing remarkable results at the scale of a large urban district — not just one high - achieving class or school — where the predominantly Hispanic student body has closed the achievement gap,» said Andrew R. Coulson, President of the MIND Education Division in a written statement.

About Project LIVE & Achieve Project Live and Achieve is a yearlong, comprehensive program with the aim of bringing schools, community groups, and faith organizations together to promote non-violence, academic success, high expectations, and community involvement.

More than a thousand 8th and 10th graders from four Kentucky school districts visited KSU last week for Operation Preparation, a month - long push designed to get students thinking about life after high school and encourage them to achieve college and career readiness.

Achieve collected states» publicly reported student performance against college - and career - ready indicators in all 50 states and the District of Columbia in this year's report on The State of American High School Graduates: What States Know (and Don't) About Student Performance.

The School has won high regard in the Cleveland community for offering a program that is exceptionally responsive to the individual needs of each student.This is a setting where students speak positively about how the School celebrates their talents and strengths, how they are helped to achieve success and how they go on to become top performers in the most competitive independent high schools in the area.

First, I listened to students in a Hartford high school address an adult and student audience about their projects, such as starting and running a successful business, designing a mural to encompass major elements of African Americans history in this country, making music the center of their lives by creating and performing in a band, and making a documentary about a previously unrecognized medical researcher in order to give fellow students a sense of their own possibilities to achieve and change the world.

Aligning a high - quality PreK experience with its overall education reform goals has helped MCPS achieve significant results: almost 90 percent of Kindergarteners enter first grade with essential early literacy skills; nearly 88 percent of third graders read proficiently; achievement gaps between different racial and ethnic groups across all grade levels have declined by double digits; 90 percent of seniors graduate from high school and about 77 percent of them enroll in college.

To learn more about the invaluable opportunities with video, check out «A Game Changer: Using video to achieve high performance in the classroom Playbook for School & District Leaders.»

Although I disagree I do appreciate you taking the time to add to the discussion — what about the E4E pledge that members are supposed to sign — Teachers who join E4E are expected to support value - added test - score data in evaluations, higher hurdles to achieving tenure, the elimination of seniority - driven layoffs, school choice, and merit pay.

CORE has also paired about 100 high - and low - performing schools both within and among member districts — a model of collaboration that the state board and a new state agency, the California Collaborative for Educational Excellence, would like to encourage to achieve school improvement.

«Now I have my finger on the pulse of every student -LSB-...] we are constantly excited about how much our students are achieving,» said Sue Crick, a teacher at Colo High School, NSW, who has been using Maths Pathway since the beginning of 2017.

Two quite different groups of people advocate this view: one group (not much concerned with equity) believes that if school professionals were more highly motivated, problems of low student achievement would be solved; a second group (passionately concerned about equity) believes that the solution is much more complicated but believes that even to acknowledge such complexity decreases the school's motivation to achieve high standards with children who, traditionally, do not do well in school.