Sentences with phrase «achieve success in high school»

«Multi-pronged programs like PowerMyLearning harness technology innovation for positive educational outcomes, helping these students to achieve success in their high school years and well beyond.»

Not exact matches

Smotherman points to his consistency as the key to his success, and hopes to make minor adjustments to his short game around the greens and bunker play to achieve peak performance in the final weeks of high school play.

Investigating successful kids and programs at low - income schools and high - achieving prep schools, as well as interviewing psychologists and neuroscientists, Tough challenges some conventional wisdom on causes of failure (poverty, teacher quality) and contends that nurturing character in children and young adults is the key to success.

Ms. Moskowitz proudly touted the success of Success, noting with real joy how three students at the school in Bed - Stuy had achieved a perfect score on an international math test «out of 30 or 40 worldwide» and taking particular pride in how many of the schools» high achievers are «black and brown» and from neighborhoods that face enormous disadvasuccess of Success, noting with real joy how three students at the school in Bed - Stuy had achieved a perfect score on an international math test «out of 30 or 40 worldwide» and taking particular pride in how many of the schools» high achievers are «black and brown» and from neighborhoods that face enormous disadvaSuccess, noting with real joy how three students at the school in Bed - Stuy had achieved a perfect score on an international math test «out of 30 or 40 worldwide» and taking particular pride in how many of the schools» high achievers are «black and brown» and from neighborhoods that face enormous disadvantages.

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.

Summit Prep is a high - performing charter high school that leverages a personalized pedagogy and smart use of technology to help a largely underserved demographic achieve impressive results and success in college.

The Lumina Foundation, an Indianapolis - based, private, independent foundation, strives to help people achieve their potential by expanding access and success in education beyond high school.

In addition, schools that achieve high levels of gain are identi ed and should be studied to learn how they achieve their success.»

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.

Put simply, a principal and leadership team that knows how to use the resources and expertise available to them in ways that maximise the outcomes students can achieve is a key determinant of the success of the school and, in particular, the extent to which teachers can deliver high quality teaching to each and every class.

The young organization has already achieved notable success: in 2005 its first campus, Marin School of Arts and Technology (MSAT), was the highest - performing school in its district on California's academic performance index School of Arts and Technology (MSAT), was the highest - performing school in its district on California's academic performance index school in its district on California's academic performance index (API).

In the years since, we've opened two additional schools, launched additional programs to support students» success beyond high school, and achieved a 100 % college acceptance rate for our graduates.

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

If the Success Academies and schools like it didn't exist, many of those hard - working, high - achieving students would be in chaotic, low - performing public schools.

Roseanna Ander, Jonathan Guryan and Jens Ludwig propose scaling up a daily, individualized tutorial program that would allow students who have fallen behind grade level in math to reengage with regular classroom instruction, likely increasing their chances of graduating high school and achieving the many long - term economic benefits that go along with academic success.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

With a personal passion for serving children and helping them achieve higher levels of success, Mr. Davis founded the JANDT Foundation to aid minority children in attending private and parochial schools in the Washington, DC area.

High quality after - school, before - school, and summer school programs will help us achieve the goal of having all children graduate with the knowledge and skills necessary for postsecondary success in college and careers.»

Teachers working in schools without great leadership and without very strong professional learning communities are being robbed of the opportunity to achieve the higher level of success with students of which they are capable.

From mastering fractions and whole - number division by the end of elementary school to completing more - advanced math courses by the end of high school, each milestone a student achieves is one step closer to success in school and in life.

The task of creating a high - achieving school in a low - income neighborhood has puzzled many educators, but the two administrators have seemed to find the right pieces for success at their small public charter school.

Assist the school community in providing stimulating, scientific research - based educational activities that encourage and motivate students to achieve at the highest levels and to participate as active learners and that prepare students for success at subsequent educational levels and the workforce.

CCSA congratulates the California charter public schools that dominated U.S. News & World Report's annual rankings of the best public high schools in California, demonstrating that California's charter public schools are meeting the needs of students and helping them achieve academic success.

When Liz went to work at The Edward Brooke Charter School, I studied the school and other charter schools in Boston and found high - achieving schools outperforming wealthy suburban towns with kids graduating at high rates and headed on a path of educational suSchool, I studied the school and other charter schools in Boston and found high - achieving schools outperforming wealthy suburban towns with kids graduating at high rates and headed on a path of educational suschool and other charter schools in Boston and found high - achieving schools outperforming wealthy suburban towns with kids graduating at high rates and headed on a path of educational success.

(b) Assist the school community in providing stimulating, scientific research - based educational activities that encourage and motivate students to achieve at the highest levels and to participate as active learners and that prepare students for success at subsequent educational levels and the workforce.

Every day, teachers — especially those in our poorest communities — are asked to address their students» multiple out - of - school needs, including healthcare, social support, housing, and nutrition, while still achieving high academic success.

Silver Spring, Maryland (November 29, 2017)-- In an effort to bring financial education into more classrooms and promote fiscal responsibility among high school students, Discover Financial Services, a recognized leader in the financial education space, and Discovery Education, the leading provider of digital content and professional development for K - 12 classrooms, today announced their collaboration to launch Pathway to Financial Success in Schools, a standards - aligned suite of materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goalIn an effort to bring financial education into more classrooms and promote fiscal responsibility among high school students, Discover Financial Services, a recognized leader in the financial education space, and Discovery Education, the leading provider of digital content and professional development for K - 12 classrooms, today announced their collaboration to launch Pathway to Financial Success in Schools, a standards - aligned suite of materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goalin the financial education space, and Discovery Education, the leading provider of digital content and professional development for K - 12 classrooms, today announced their collaboration to launch Pathway to Financial Success in Schools, a standards - aligned suite of materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goalin Schools, a standards - aligned suite of materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goals.

The Council of Chief State School Officers and Education Strategy Group released recommendations for states as they develop ESSA accountability systems that «value college and career readiness» and «better support all students in achieving success after high school.&School Officers and Education Strategy Group released recommendations for states as they develop ESSA accountability systems that «value college and career readiness» and «better support all students in achieving success after high school.&school.»

In an effort to bring financial education into additional classrooms and promote fiscal responsibility among high school students, we worked with Discovery Education, the leading provider of digital content and professional development for K - 12 classrooms, to launch Pathway to Financial Success in Schools, a standards - aligned suite of curriculum materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goalIn an effort to bring financial education into additional classrooms and promote fiscal responsibility among high school students, we worked with Discovery Education, the leading provider of digital content and professional development for K - 12 classrooms, to launch Pathway to Financial Success in Schools, a standards - aligned suite of curriculum materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goalin Schools, a standards - aligned suite of curriculum materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goals.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

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

This school year, teams from nine public NYC middle, high, and transfer schools are working closely with Eskolta facilitators Alicia Wolcott, Jessica Furer, and Katie Gleason using improvement science methods featured in Anthony Bryk's book Learning to Improve: How America's Schools Can Get Better at Getting Better to help their students develop habits, skills, and beliefs for confronting challenges and achieving success in school anschools are working closely with Eskolta facilitators Alicia Wolcott, Jessica Furer, and Katie Gleason using improvement science methods featured in Anthony Bryk's book Learning to Improve: How America's Schools Can Get Better at Getting Better to help their students develop habits, skills, and beliefs for confronting challenges and achieving success in school anSchools Can Get Better at Getting Better to help their students develop habits, skills, and beliefs for confronting challenges and achieving success in school and life.

Every year the U.S. Department of Education awards «blue ribbons» to the nation's top schools that demonstrate extraordinary success in achieving high standards and making notable strides in closing the achievement gap.

In our monograph entitled Building Towards Mastery, which is part of a series capturing practices and tools that support deeper learning for overage and under - credited adolescents at transfer schools across New York City, we share how Bronx Arena High School developed a mastery - based curriculum that empowered students to take ownership over their own learning, overcome their challenges, and achieve success in college and careerIn our monograph entitled Building Towards Mastery, which is part of a series capturing practices and tools that support deeper learning for overage and under - credited adolescents at transfer schools across New York City, we share how Bronx Arena High School developed a mastery - based curriculum that empowered students to take ownership over their own learning, overcome their challenges, and achieve success in college and careerin college and careers.

In order to help every student achieve success after high school both in the workforce and college we need to give them enough time to succeed in these major areaIn order to help every student achieve success after high school both in the workforce and college we need to give them enough time to succeed in these major areain the workforce and college we need to give them enough time to succeed in these major areain these major areas.

But just because a school has the word «magnet» in its name does not mean its students always achieve high levels of academic success.

Loving High School was awarded a bronze medal in the U.S. News and World Report's 2010 «Best High Schools» rankings, a recognition of the school's success in achieving proficiency and college readiness for less advantaged student gSchool was awarded a bronze medal in the U.S. News and World Report's 2010 «Best High Schools» rankings, a recognition of the school's success in achieving proficiency and college readiness for less advantaged student gschool's success in achieving proficiency and college readiness for less advantaged student groups.

The Alliance for Excellent Education is a Washington, DC - based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty - first century.

In order to achieve such high aspirations, we must abandon failures of the past and address the difficult, persistent questions confounding our education system: Why do children of poverty continue to struggle and experience limited success in schooIn order to achieve such high aspirations, we must abandon failures of the past and address the difficult, persistent questions confounding our education system: Why do children of poverty continue to struggle and experience limited success in schooin school?

Learners also can demonstrate readiness for postsecondary environments by achieving success in college and career programs while still enrolled in high school.

Reading at grade level by the third grade is a leading indicator of school success and high school graduation, but despite steady gains in grade - level reading in Miami - Dade County, too many children fail to achieve this critical benchmark.

Our mission is to provide access and preparation for talented underrepresented youth to achieve success in college preparatory high schools and higher education.

At College Futures, we work to help students who are low - income and underrepresented in higher education achieve college success by increasing their rate of bachelor's degree attainment and closing the racial, ethnic, and gender gaps that begin in high school or earlier and persist through college completion.

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.

With each state now determining its own metrics for gauging student success, the question arises: how can states ensure that a student graduating from a high school in Ohio, who achieved a proficiency rating on required exit exams, is equally prepared for college level study as a student with a similar academic profile graduating in Oregon?

Under ESSA, states must hold schools accountable for student performance in English language arts, or ELA, and mathematics; a second academic indicator, such as growth in ELA and mathematics; progress in achieving English language proficiency; high school graduation rates, if applicable; and at least one measure of school quality or student success.

High - achieving students tend to be clustered in schools in which peers are highly motivated, parents are committed to the success of the school, and the surrounding neighborhood is safe.

For all of the success that Monroe Comprehensive High School (MCHS) in Albany, Georgia, has already achieved in the last two years, Principal Vinson Davis and the entire leadership team attest that this story is only just beginning.

To achieve this vision, DQC supports policymakers and other key leaders to promote effective data use to ensure students graduate from high school prepared for success in college and the workplace.

Despite the lower percentages of these and other types of special needs students, Capital Prep's performance scores do not reflect corresponding higher achievement; the school, in fact, has a lower performance index score than Hartford Public Schools has for precisely the population that Capital Prep claims to have achieved great success with.