Sentences with phrase «achievement in particular schools»

Complementing these overall trends are more than 400 studies that have searched for a connection between spending and achievement in particular schools, districts, and, occasionally, states.

Not exact matches

Rather, we found that the particular charter schools in the Boston area (especially those that were part of the lottery study) seem to be having large impacts on student achievement.

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.

In particular, in low - income schools where academic resources are scarce, motivated parents are more likely to choose teachers based on their perceived ability to improve academic achievemenIn particular, in low - income schools where academic resources are scarce, motivated parents are more likely to choose teachers based on their perceived ability to improve academic achievemenin low - income schools where academic resources are scarce, motivated parents are more likely to choose teachers based on their perceived ability to improve academic achievement.

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.

In particular, no one has previously had access to information on Americans» perceptions of the level of student achievement in their local schools in order to discern whether their perceptions are systematically inflateIn particular, no one has previously had access to information on Americans» perceptions of the level of student achievement in their local schools in order to discern whether their perceptions are systematically inflatein their local schools in order to discern whether their perceptions are systematically inflatein order to discern whether their perceptions are systematically inflated.

Summer instruction in particular may be as important as any extended time intervention, as it serves to maintain continuous learning, counters the loss of achievement gains caused by long gaps in school, and provides needed nutrition and other auxiliary supports (Borman & Dowling, 2006).

In contrast, our recommendations are designed to support teachers to make reliable assessments of particular aspects of learning and achievement that can be compared across schools and used directly in the calculation of students» subject results and thus tertiary admissions ranks — without prior scaling against an external test or examinatioIn contrast, our recommendations are designed to support teachers to make reliable assessments of particular aspects of learning and achievement that can be compared across schools and used directly in the calculation of students» subject results and thus tertiary admissions ranks — without prior scaling against an external test or examinatioin the calculation of students» subject results and thus tertiary admissions ranks — without prior scaling against an external test or examination.

Black students in particular demonstrate large relative gains in math achievement prior to entering a middle school but then suffer larger drops both at and following the transition.»

«The literacy achievement gap in particular is important because literacy achievement often serves as the proxy for overall achievement,» said Dorothy Strickland, Samuel DeWitt Proctor Professor of Education at Rutgers Graduate School of Education.

If the curriculum makes clear what all students are to be taught and should learn by particular times in their schooling, for example, by the end of Year 6, and if all teachers and students are held accountable for meeting these time - based expectations, then overall levels of achievement should improve.

As a result of extensive meta - analytic work, Marzano, Waters and McNulty concluded: «A highly effective school leader can have a dramatic influence on the overall academic achievement of students... Leadership has long been perceived to be important to the effective functioning of organisations in general and, more recently, of schools in particular.

In particular, there must be consequences for schools where gaps in the achievement of students from low - income families, compared to other students, are especially higIn particular, there must be consequences for schools where gaps in the achievement of students from low - income families, compared to other students, are especially higin the achievement of students from low - income families, compared to other students, are especially high.

The results of such an analysis allow us to reality - test the broad cautions voiced by the Friedman Foundation, the Cato Institute, and others — in particular their warning that holding schools to account for student achievement (especially via conventional state testing programs) will surely cause them to turn their backs on such programs and thus leave needy children without good educational options at all.

Taken as a whole, our results suggest that school transitions lower student achievement but that attending middle schools in particular has adverse consequences for American students.

This advice applies in particular to networks of schools serving students who have the most barriers to achievement at scale.

We know that the current «drill and kill» testing regime, school closures, privatization, the criminalization of students of color, and the unconscionable lack of resources for schools in poor communities in particular, create and exacerbate achievement gaps between rich and poor.

In particular, prior research studies have shown that access to books during the school day leads to higher test scores and academic achievement, even offsetting the -LSB-...]

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.

The biggest driver of creating school choice, and charter schools in particular, were the achievement rates provided on test scores through NCLB.

This course also helps them situate this particular work within the larger context of challenges and innovations in urban education by introducing participants to literature on the achievement gap, the impact of racial identity on school achievement, charter school policy and critiques, and the advent and development of charter schools serving low income students that are based on high support and high expectations.

Each of the schools has a particular story of success and achievement to tell, such as Southview School in Witham which advanced from an Ofsted category to an outstanding judgement in just a few years; and Glenwood School who advanced from a Satisfactory rating at the outset of the partnership to be judged as outstanding in their past two inspections.

In particular, black students who attend racially isolated schools are more likely to experience lower academic achievement, exposure to gangs, and disruptions during classroom instruction.

Kane also claims that he does not «point fingers at the school officials out there» for not being able to reform our schools for the better, and in this particular case, for closing the achievement gap.

In particular, the legislation states that a school board «shall provide oversight regarding student academic achievement and strategic leadership for maximizing student performance.»

The educators are there not only to build trust between themselves and the family but also to increase their awareness regarding student achievement, school support services, and, in particular, Giovanni's graduation requirements.

Each [group] was asked to do research at their particular grade level to study ways in which differentiated instruction could be used to help the school close the racial student achievement gap.

Teacher evaluation reforms and, in particular, efforts to assess teachers on the basis of student achievement have sometimes resulted in confrontations between teachers and school districts.

The deliberations have addressed various topics such as whether (a) parents should have to be state - certified teachers in order to home educate their children, (b) parents should have to have achieved a particular level of formal education in order to homeschool their children, (c) parents should have to pass teacher qualification examinations that states use for public school teachers, (d) homeschool students should be subjected to mandatory standardized achievement tests, (e) state officials should oversee the social activities of home - educated students (or homeschool socialization), and (f) parents should have to get approval from the state government in order to engage in home - based education with their children (see, e.g., Farris 2013; Yuracko, 2008).

In a follow - up New York Times article, he noted that it is no coincidence that these out - of - school factors — and in particular economic conditions — have created the «income achievement gap» at the very moment economic inequality and poverty have exploded in AmericIn a follow - up New York Times article, he noted that it is no coincidence that these out - of - school factors — and in particular economic conditions — have created the «income achievement gap» at the very moment economic inequality and poverty have exploded in Americin particular economic conditions — have created the «income achievement gap» at the very moment economic inequality and poverty have exploded in Americin America.

Poverty in particular has been a persistent and overwhelming predictor of poor outcomes on all measures of child achievement and wellbeing across the United States, which several decades of school reform have not been able to change.

In other words, if we follow sequential cohorts of students from a grade level in a school, we should hypothesize to see a drop in achievement when a teacher with a very high value - added estimate leaves the school (or a particular grade), and an increase in achievement when a teacher with low value added leaveIn other words, if we follow sequential cohorts of students from a grade level in a school, we should hypothesize to see a drop in achievement when a teacher with a very high value - added estimate leaves the school (or a particular grade), and an increase in achievement when a teacher with low value added leavein a school, we should hypothesize to see a drop in achievement when a teacher with a very high value - added estimate leaves the school (or a particular grade), and an increase in achievement when a teacher with low value added leavein achievement when a teacher with a very high value - added estimate leaves the school (or a particular grade), and an increase in achievement when a teacher with low value added leavein achievement when a teacher with low value added leaves.

In particular, the study found severe accountability problems with both programs, most notably: they do not serve students in rural areas where there were virtually no private schools or scholarship organizations (SOs) present; they fund primarily religious schools, which are not required to be accredited or adhere to the same standards for curricula as public schools; they do not require the same testing requirements as public schools, making it impossible to gauge student achievement; and they do not require reporting by schools or SOIn particular, the study found severe accountability problems with both programs, most notably: they do not serve students in rural areas where there were virtually no private schools or scholarship organizations (SOs) present; they fund primarily religious schools, which are not required to be accredited or adhere to the same standards for curricula as public schools; they do not require the same testing requirements as public schools, making it impossible to gauge student achievement; and they do not require reporting by schools or SOin rural areas where there were virtually no private schools or scholarship organizations (SOs) present; they fund primarily religious schools, which are not required to be accredited or adhere to the same standards for curricula as public schools; they do not require the same testing requirements as public schools, making it impossible to gauge student achievement; and they do not require reporting by schools or SOs.

Therefore, it doesn't know whether access to better schools actually has resulted in higher academic achievement for any particular student.»

In particular, measures of resource equity have a significant effect on student achievement but are less actionable for schools directly.

Looking at achievement - gap data, Superintendent Runcie said one of the first things he noticed was the large number of students being arrested for misdemeanor offenses they committed in school, such as throwing spitballs, getting into shoving matches, or cursing — and in particular, the disproportionate number of arrests of African - American males.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

In Ohio for example, where the charter sector has been struggling with poor student achievement results for over a decade, charter schools in Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultIn Ohio for example, where the charter sector has been struggling with poor student achievement results for over a decade, charter schools in Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality rschools in Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultin Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultin both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality rschools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultin the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultIn Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultin particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality reSchool District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultin partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality rSchools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality rschools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality reschool facilities, necessary to produce high - quality results.

In particular, high - poverty districts and schools have real problems attracting enough principals with the skills and expertise to raise student achievement.

The report shows that the charter network has positive effects on students» academic success in math and reading, and that elementary and middle schools in particular show large gains in achievement.

Through its mission to «eliminate the achievement gap in our lifetime,» Rocketship targets minority, low - income, urban students in tandem with a particular interest in engaging these students» parents as well (Rocketship Schools 2017a).

In particular, it focuses on the enrollment of minority students in AP programs in New Haven's interdistrict magnet high schools, which are designed in - part to increase academic achievement for students of coloIn particular, it focuses on the enrollment of minority students in AP programs in New Haven's interdistrict magnet high schools, which are designed in - part to increase academic achievement for students of coloin AP programs in New Haven's interdistrict magnet high schools, which are designed in - part to increase academic achievement for students of coloin New Haven's interdistrict magnet high schools, which are designed in - part to increase academic achievement for students of coloin - part to increase academic achievement for students of color.

Huge achievement gaps at the middle and high school level in particular show need for changes in policy, teacher training... read more

Here, you should describe your achievements in school or college as well as write about your talent in particular academic or any other aspect of life.

School leaders who leverage these assets will realize what research has shown: Quality school library programs are powerful boosters of student achievement that can make important contributions to improving schools in general and, in particular, closing the achievement gap among our most vulnerable leaSchool leaders who leverage these assets will realize what research has shown: Quality school library programs are powerful boosters of student achievement that can make important contributions to improving schools in general and, in particular, closing the achievement gap among our most vulnerable leaschool library programs are powerful boosters of student achievement that can make important contributions to improving schools in general and, in particular, closing the achievement gap among our most vulnerable learners.

If you've been on a particular track in high school, such as focusing on your debate skills or perfecting your tennis serve, highlight the increasing levels of achievement you've attained.