A common set of
academic expectations among states would help DoDEA students, Tamaria said: Post reassignments and deployments don't operate on a school calendar and children in military families often scramble to catch up academically.
Not exact matches
Among them include: adapting instruction to different
expectations, ensuring
academic supports for new pupils, and securing the talent needed to staff an excellent school.
According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety
among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high
expectations for
academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).
It is true that a system of uniform
academic expectations and assessments would rectify some shortcomings of state - specific standards (chiefly the dizzying discrepancies
among them, and the resulting confusion regarding which schools and students are failing or succeeding).
In MPS, the teachers and leaders are committed to the vision of high
expectations for achievement, equal access to high levels of instruction, the achievement of
academic proficiency for all students, and the closing of the achievement gap
among subgroups within the schools.
A school is more likely to retain effective teachers, a new study reports, if it is led by a principal who promotes professional development for teachers, is characterized by collaborative relationships
among teachers, has a safe and orderly learning environment and sets high
expectations for
academic achievement
among students, a new study reports.
If keeping the pool of potential teachers academically talented is important, it should, nevertheless, be possible for students who are not
among the strongest test takers to demonstrate their competency through GPA targets in non-introductory semesters, an allowance that would give students incentives to stay on track and allow for students making a difficult transition to college
expectations to find their
academic footing.
Under both the IASA and NCLB, each state wrote its own
academic standards and developed its own tests, leading to wide variation in content and rigor.11 But with the global economy growing increasingly competitive and connected, two - thirds of jobs will require at least some college training by 2020.12 State leaders, acknowledging this economic reality, began to recognize that schools needed to expect more of students for them to succeed and that these
expectations need not be dramatically different
among states.13
Studies of students in racial / ethnic minority groups suggest that parental
expectations also appear to be related to
academic self - efficacy
among African American and Latino students.