Sentences with phrase «achievement among groups of students»

The document indicated Holtz would receive a guaranteed three - year, $ 150,000 job with a personal driver at the Department of Public Instruction should Humphries win and would have authority to take over large districts with persistent gaps in academic achievement among groups of students.

A: Yes, under a five - star grading system that accounts for students» growth in reading and math skills, school poverty levels and a school's ability to close gaps in achievement among groups of students.

Not exact matches

For the past 16 years, the Puente program has strived to boost the academic achievement of underserved Latino high school students, who have the highest dropout rate and lowest college attendance among all racial and ethnic groups in the United States.

The second group, Focus schools, consists of schools in which the gaps in achievement or graduation rates among student subgroups specified in the ESEA statute are greatest or the achievement or graduation rates among these subgroups are lowest.

Among the most important questions to ask to understand whether a state accountability system is designed to promote opportunity and achievement for all groups of students are: Do all groups of students matter in the ratings given to individual schools?

The results, however, also revealed wide disparities in achievement among student groups, with 65 percent of English language learners, 46 percent... read more

Recent results on our Nation's Report Card (the National Assessment of Educational Progress, or NAEP), for example, tell us that during the NCLB era, student achievement in reading and math improved for African American, Hispanic, and white students alike, and achievement gaps among these groups narrowed.

Charter schools in New York consistently grew academic achievement among the following demographic groups at significantly higher rates than the same subgroup of students in their district peers: Black, Hispanic, students in poverty, and special education.

Many school systems have gotten the message that they need to be more data driven, and they are now awash in data - not just yearly student test scores, but figures on how different groups of students are doing in particular subjects or grade levels, how successful a school is at attracting and retaining teachers or closing the achievement gap among disadvantaged students, or how equitable funding is from school to school.

Baumgartner, Lipowski, and Rush (2003) studied a program to improve reading achievement among elementary and middle school students using differentiated instructional strategies, including flexible grouping, student choice of learning tasks, self - selected reading time, and access to a variety of texts.

LEXINGTON, Ky. — Kentucky has made significant progress in education, but the state is not doing enough to close the academic achievement gaps that persist among different groups of students, according to a new report from the Prichard Committee for Academic Excellence.

The achievement gap among Kentucky students persists despite the state's overall academic gains, according to the findings of a Prichard Committee Study Group.

Among those are preservice teachers» understanding of and ability to address student differences, the nature of the change process in schools implementing differentiation, achievement impacts of differentiation in middle school, elementary, and high school settings, and profiles of teachers whose classroom practice enhances success of students from low - economic and / or cultural minority groups.

Despite some significant academic gains over the years, serious achievement gaps persist among many of our students, particularly those from several racial and ethnic groups.

Based on results measured by the National Assessment of Educational Progress (NAEP), improvements in accountability have significantly raised achievement in reading and math among all student groups.

Knowledge of students» cultural background, history, community, and the issues they face every day can help educators close the achievement gaps among different student groups.

How does NAEP summarize what students in these groups know and can do, and make comparisons among the achievement of these groups of students?

The risk of confirming negative stereotypes about one's social group, known as stereotype threat, depresses academic achievement among students of color and contributes to racial gaps in achievement.

With an increasing call to address disparities of outcomes among student groups and to eliminate predictable achievement and success gaps, educational leaders will benefit by using the LEAD Tool to reflect on their practice, assess their skills, and develop their strategies for equity.

As a post doctoral researcher on the New York City Pathways Study of Teacher Education, she collaborated with a group of researchers to examine the relationships among the features of teacher preparation, teacher retention and outcomes in academic achievement for K - 12 students.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

While NCLB established a noble new aspiration — raising achievement while closing achievement gaps among all groups of students — its goals were undermined by accountability requirements for schools to make «Adequate Yearly Progress» (AYP) that were generally onerous and, in the case of English learners, literally impossible to meet.

These examples illustrate that although pockets of positive trends in closing achievement gaps exist, there are no exemplars of student achievement among all students and student groups across the board.

Collaboration and interaction among students have long been viewed as important factors in improving student achievement, and participation in study groups is a good predictor of success in college.

One of the primary policy goals of the No Child Left Behind Act (NCLB), and the inspiration for its name, has been closing achievement gaps among groups of students defined by race, ethnicity, income, and other characteristics.

While many charter schools outperform traditional public schools, particularly among some student groups and in some communities, oftentimes the average achievement level of both charter school and traditional public school students is low.

Despite these gains, the rate of improvement in achievement among these student groups relative to white peers has not allowed for much progress in closing performance gaps.

Among the most important questions to ask to understand whether a state accountability system is designed to promote opportunity and achievement for all groups of students are:

Although Achievement Level Descriptors are intended to aid interpretation of the four categories, they are less precise than scaled scores for describing student growth or changes in achievement gaps among groups of students since they do not reveal changes of student scores within the fAchievement Level Descriptors are intended to aid interpretation of the four categories, they are less precise than scaled scores for describing student growth or changes in achievement gaps among groups of students since they do not reveal changes of student scores within the fachievement gaps among groups of students since they do not reveal changes of student scores within the four levels.

The professional achievements highlighted in the second page continue to be strong accomplishments, including: «Enriched and extended literacy levels among students by coordinating student group performances of Reader's Workshop student plays».

Parent involvement: Relationships of expectations, goals, and activities to student achievement among minority, socioeconomic, and gender groups.

Evidence regarding the mediating role of academic self - efficacy among Asian American students is scarce, but a study by Eaton and Dembo (1997) found that, on average, Asian American ninth graders had lower academic self - efficacy beliefs but higher achievement behaviors compared to non-Asian American students, suggesting that academic self - efficacy may not be responsible for the high achievement of this group.