Sentences with phrase «achievement focus of schools»

The high - achievement focus of schools contributes strongly to the perpetuation of the stereotypical gifted child — the mythological straight - A student.

Not exact matches

We all want our kids to do well in school and to master certain skills and concepts, but our largely singular focus on academic achievement has resulted in a lack of attention to other components of a successful life — the ability to be independent, adaptable, ethical, and engaged critical thinkers.

The Obama agenda has focused almost exclusively on systemic school reform to address the achievement deficits of disadvantaged students: standards, testing, teacher evaluations, and a continued, if different, focus on accountability.

The majority of home visiting services and research have focused on the period prenatally through 2 to 3 years and thus have not measured long - term impacts on school readiness and school achievement.

Byrne Creek Secondary School was the 2012 winner of the ASCD Whole Child Award that recognizes schools that move beyond a narrow focus on academic achievement to take action for the whole child.

«The Government needs to scrap the damaging school performance tables and focus instead on a more balanced method of assessing educational achievement based on externally marked sample tests.»

«The NASUWT has always stressed that progress measures are, in general, a more effective and equitable indicator of the contribution schools make to the achievement of pupils than those focused on assessment.

Schools minister Nick Gibb played down the difficulties and focused on the achievements of young people.

Bill Gates» philanthropic organization, the Bill & Melinda Gates Foundation, is making an about - face on its education priorities to focus on networks of traditional public schools aimed at improving student achievement.

It also recommends that the government help to create 1000 new STEM - focused schools across the country and assist in a $ 15,000 - a-year salary boost for a cadre of 22,000 master math and science teachers with exemplary records of boosting student achievement and participation in science.

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 public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

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.

The power of culture - and its effect on student achievement - is evident in adolescents» lesser concentration on academic endeavors as they focus more on television, video games, and excessive employment during the school year.

De Blasio has pledged to maintain Bloomberg's focus on closing the achievement gap, but his education agenda has revised the means: turnarounds instead of closures, heavy emphasis on addressing the «root causes» of K — 12 underperformance through pre-kindergarten education and social services, less antagonistic relations with the United Federation of Teachers (UFT), and more - relaxed school - discipline policies.

About the Achievement Gap Initiative (AGI) at Harvard University The Achievement Gap Initiative (AGI) is a university - wide effort initiated by the Harvard Graduate School of Education to focus academic research, public education, and innovative outreach activities toward eliminating achievAchievement Gap Initiative (AGI) at Harvard University The Achievement Gap Initiative (AGI) is a university - wide effort initiated by the Harvard Graduate School of Education to focus academic research, public education, and innovative outreach activities toward eliminating achievAchievement Gap Initiative (AGI) is a university - wide effort initiated by the Harvard Graduate School of Education to focus academic research, public education, and innovative outreach activities toward eliminating achievementachievement gaps.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

Over the last two years, the school I'm thrilled to be a part of has been able to create a laser - like focus that enables student achievement while protecting teacher autonomy in the classroom.

And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English - language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.

Over the last two years, the school I'm thrilled to be a part of has been able to create a laser - like focus that enables student achievement while...

U.S. Secretary of Education Arne Duncan has released broad principles for renewing the Elementary and Secondary Education Act that seek to address perennial complaints that the law's current version — the No Child Left Behind Act — is inflexible and focuses too narrowly on student test scores to get a picture of a school's achievement.

Although there is some indication that the implementation of MCAS testing has improved curriculum and helped push students and teachers to focus more aggressively on academic achievement, the potential consequences of depriving thousands of students a high - school diploma is simply unacceptable to most teachers.

Specific targets for pupil achievement were part of the package, and in the early days maybe they did help focus schools» attention and ginger us all up a bit.

As examples, he points to Rocketship, a group of schools in California serving low - income students that credits their high achievement in part to a daily two - hour computer lab; Carpe Diem, a top math performer in Arizona; and Robert A. Taft Information Technology High School, a Cincinnati school that converted to a technology focus and saw its graduation rate soar from 21 percent to more than 95 peSchool, a Cincinnati school that converted to a technology focus and saw its graduation rate soar from 21 percent to more than 95 peschool that converted to a technology focus and saw its graduation rate soar from 21 percent to more than 95 percent.

As the experiences of these three schools make clear, the use of data can help teachers and leaders stay focused on student achievement.

The federal role in education has been a growth industry since at least the Johnson administration, when the Elementary and Secondary School Act (ESEA, now the Every Student Succeeds Act, ESSA) was passed as a part of the War on Poverty, with a focus on closing the achievement gap and equalizing funding between the rich and the poor.

These «whole school» models appear to offer the kind of dedication to high achievement, as well as reinforcement from similarly focused peers, that serve students with exceptional abilities well.

The scant magnet school literature is largely focused on two issues: a) their achievement effects [2] and b) their effects on socioeconomic or racial segregation [3](by far the largest focus of the extant research).

The report by the Reston, Va. - based association — developed in collaboration with the Education Alliance at Brown University and a commission of middle school experts — is a follow - up to a 2004 NASSP report, «Breaking Ranks II,» which focused on student achievement in high school.

The hearing scheduled for May 10 will focus on the Department of Education's oversight of the $ 1 billion - a-year initiative to improve reading achievement in disadvantaged schools, and the steps being taken to prevent conflicts of interest in Reading First and other federal programs, according to a letter to Ms. Spellings from Education and Labor...

The priorities and language of reformers — achievement gaps, no - excuses schools, social justice, and the «civil rights issue of our generation «-- betrays a focus on fixing schools attended by urban, low - income families of color.

By undercutting these reform strategies and presenting evidence on the powerful influence of social class on student achievement, Rothstein hopes to convince us that we can expect little from focusing on reform within the school system.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmFocus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmfocus on character development).

Many of these new schools are focused on solving one of our society's most intractable problems: how to close the achievement gap between low - income minority students in our nation's inner cities and their white middle - and upper - class contemporaries in the suburbs.

Over the past twenty years, Mapp's research and practice focus has been on the cultivation of partnerships among families, community members and educators that support student achievement and school improvement.

Some of the acknowledged limitations of the data used in the Coleman study — the need to focus on the relationship between teacher variables averaged to the school level and student achievement, in particular — have been addressed by more - recent research.

One of Coleman's principal findings — often overlooked in the focus on the role of families, schools, and desegregation — was the shocking achievement disparities across races and regions within the United States.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

Even though most education policy debates have focused on school quality and student achievement, most research on the economic impact of schooling has focused narrowly on the number of years students remain in the educational system.

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

Focusing on the additional variation in school average achievement gains around principal transitions reduces the magnitude of the estimates.

Participants will explore current research on student achievement and the persistent correlation with socioeconomic status and consider three areas of focus that could produce the type of overhaul our children need: personalized learning, health and social services, and out - of - school opportunities.

In our first article on the STAR School - Placing importance on relationships - Sorensen recalled that the goal was to create a model that not only focused on culture, but also led to high levels of student achievement.

Through a focus on teamwork, individualized instruction, and ongoing assessment, this K - 6 school is improving the achievement of minority and low - income students.

They have a strong focus on continual improvement, often with explicit school - wide goals for improving current school practices and levels of student achievement».

Thompson: The council was one of the few education organizations in Washington to support the No Child Left Behind Act and we believe the federal law deserves credit for focusing the attention of urban schools more sharply on student achievement, and increasing the national focus on educating our neediest children.

Murnane, an economist, focuses his research on the relationships between education and the economy, teacher labor markets, the determinants of children's achievement, and strategies for making schools more effective.

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

The Catering Mark Awards focused on the hard work and innovation of the individuals who are championing the Catering Mark every day, showing the personal achievement of people working to improve food in their school, hospital or workplace.