Sentences with phrase «achievement at all levels of schooling»

Not exact matches

You suggest that some of the most effective models of closing the academic achievement gap are found at the school - based level.

At fifteen, the kids of troubled marriages had significantly higher levels of truancy, depression, peer rejection, low school achievement, behavior problems, anger and aggression.

In 2000 the school won the U.S. Department of Education's Blue Ribbon Schools Award for providing a balanced education for students at all achievement levels and with diverse needs.

«Children who are born with high abilities but who come from poor backgrounds are overtaken in recorded levels of achievement at primary school by children of weaker ability from wealthier socioeconomic backgrounds.

They highlighted the remarkable achievements of the governor that have impacted positively on their lives such as «prompt payment of monthly salaries / pensions, other allowances to state public and civil servants; absorption of 54 % of total cost of 100 housing units at Elim Estate allocated to workers; payment of outstanding arrears of salaries / pensions / allowances to Local Government Staff, through prudent utilization of 100 % of LG share of the Paris Club Refunds; promotion of teachers and recruitment of over 4000 school teachers as well as elongation of terminal grade of qualified primary school teachers to level 16».

Young children with disruptive behaviors have fewer opportunities to learn in school than their focused peers, and are at risk for lower levels of academic achievement.

The Thomas J. Brennan Award, for exceptional achievement related to the teaching of astronomy at the high school level, is awarded to Ms. Barbel Sepulveda.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadschools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Public schools can serve as powerful anchors to local communities, instituting a cycle of achievement and self - development at the grassroots level and instructing immigrants on the expectations placed on them as participants in American society.

Students were protecting themselves from extra work by ostracizing high achievers, «constraining the fast minority,» and holding down the achievements of those who were above average, «so that the school's demands will be at a level easily maintained by the majority.»

Meeting this fifth challenge depends on better ways of: identifying children at risk of being locked into trajectories of low achievement at the earliest possible ages; enhancing levels of school readiness; diagnosing learning difficulties upon entry to school; and intervening intensively during the early years of school to address individual learning needs to give as many students as possible the chance of successful ongoing learning.

Despite the united front of opposition, with studies like Carol Klein's 2006 Virtual Charter Schools and Home Schooling finding high levels of parent satisfaction and student achievement at virtual schools, it is highly unlikely that independent home schoolers and advocates for traditional public schools will be able to stoSchools and Home Schooling finding high levels of parent satisfaction and student achievement at virtual schools, it is highly unlikely that independent home schoolers and advocates for traditional public schools will be able to stoschools, it is highly unlikely that independent home schoolers and advocates for traditional public schools will be able to stoschools will be able to stop them.

As our schools serve greater numbers of Hispanic students and fewer whites, for example, we should expect achievement to decline somewhat because Hispanic students, who are more likely to live in poverty, tend to perform at lower levels, on average, than whites.

While we've made some gains at the 4th - grade level (probably reflecting better instruction in decoding), reading - achievement trends by the end of high school are depressingly flat.

For example, at the start of each school year in Australia, the achievement levels of students in each grade vary by the equivalent of five or six years of school.

Critics will continue to point to the fact that no impacts of the program have been observed in math, or that applicants from SINI schools, who were a service priority, have not demonstrated statistically significant achievement gains at the subgroup level, as reasons to characterize these findings as disappointing.

Dr Rice told Education Matters that the NAPLAN report can't identify what is happening at a school level, or the reasons behind the general lack of improvement in achievement.

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.

Across the board at the federal, state, and district level the role of partnerships between home and school is becoming a more important factor in education reform and student achievement, Mapp said.

On the third page of the study, the authors write: «Negative voucher effects are not explained by the quality of public fallback options for LSP applicants: achievement levels at public schools attended by students lotteried out of the program are below the Louisiana average and comparable to scores in low - performing districts like New Orleans.»

But decision makers at all levels — from students and parents to school leaders to system managers and governments — require dependable information about current levels of achievement to guide future action.

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

In a high school, the norms act to hold down the achievements of those who are above average, so that the school's demands will be at a level easily maintained by the majority.

This view would assign less importance to concerns about declining test scores at the elementary - school level, since the increasing skill of the workforce provides evidence that overall student achievement is not falling.

The only tests that got a modicum of respect were the Metropolitan Achievement Tests, which were given in reading and math at every grade level except kindergarten, with school - by - school results published in the Boston newspapers.

These schools are open to students at all levels of academic achievement, located in disadvantaged communities, and emphasize strong relationships between students and faculty.

«In the decades before Common Core, an enormous amount of the instruction in American elementary and middle schools has been with leveled text,» says David Liben, a veteran teacher and Senior Content Specialist at Student Achievement Partners.

Under the assumption that students in the same year of school are at broadly similar levels of achievement, teachers then teach the relevant year - level curriculum, accepting that some students inevitably will learn more of what they teach than others.

While student - achievement data run counter to rising public optimism, the change in public thinking corresponds with the new mood that emerged on Capitol Hill in 2015 when Congress passed the Every Student Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the local level.

At the elementary school level, the lion's share of focus goes to building achievement in reading.

Once family background and the nature of the peer group at school were taken into account, student achievement was unaffected by per - pupil expenditure, school size, the science lab facilities, the number of books in the library, the use of tracking by ability levels to assign students to classrooms, or other factors previously assumed to be indicators of what makes for a good school.

English language arts, history, and science are essentially detracked, i.e., schools typically offer a single course that serves students at every level of achievement and ability.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

To assess overall performance, we identify the percentage of students in the high school class of 2015 who are performing at proficient and advanced levels of achievement in math.

Students begin each school year at widely dispersed levels of achievement.

We measure peer domestic violence at the cohort level (that is, across all students in a grade at a school) as opposed to the classroom level due to the possible sorting of students into classrooms according to their achievement and behavior.

The achievement growth in math was not statistically significant relative to the achievement growth of the matched district - school students, but the study concluded that Milkwaukee district - school students were «performing at somewhat higher levels as a result of competitive pressure from the school voucher program.»

Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.

While this relationship in no way proves that perceptions of math achievement directly inform school evaluations, it does indicate that the criteria citizens use to evaluate their schools are, at a minimum, strongly correlated with achievement levels.

He is building regional achievement centers across the state and moving a lot of people out of a «central function» to work with schools and superintendents «to build out» the capacity of the four pillars at the school level.

It would make matters more difficult because the most important flaw of the No Child Left Behind accountability system is its reliance on the level of student achievement at a single point in time as a measure of school performance.

Bruce Fuller and his colleagues at the University of California, Berkeley, for instance, argued, «The experimental group may have been biased as some of the most disadvantaged voucher winners did not switch to a private school, and therefore were excluded from the group (possibly boosting mean achievement levels artificially).»

That's not how it worked in the one - room schoolhouses of yesteryear, and it's oblivious to the many ways that children differ from each other, the ways their modes and rates of learning differ, how widely their starting achievement levels differ, and how their interests, brains, and outside circumstances often cause them to learn different subjects at unequal speeds — and to move faster and slower, deeper or shallower, at different points in their lives, even at different points within a «school year.»

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

Michel credits both the Umoja staff and the staffs at the schools in which they work for the high level of achievement.

As a result of this initiative, achievement levels at the school have improved.

Families, friends, and neighborhoods also exert an influence so that looking just at the overall level of a student's achievement does not capture the school's contribution to learning.

In striking the necessary balance, there is no avoiding a level of aggregation above the school and classroom level, because the impact of most education interventions is small relative to the variation in student achievement at any point in time.