Sentences with phrase «achievement of these groups of students»

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

Not exact matches

Achievement First has been assembling its own version of Geoffrey Canada's «conveyor belt»; this year, for the first time, one of the group's charter elementary schools began feeding students into one of their middle schools with four years of Achievement First education under their belts — arriving ahead of grade level instead of well behind it.

This short letter accomplishes so much — it promotes the school meal program and lets people know that there is fresh fruit being served; it highlights the «vision» of two key players whose support you need to move forward; it connects student health with academic achievement; and it lets people know that your group exists and has a voice.

High Achievement New York, a business - backed group that is supportive of the Common Core standards, is pointing to the «opt - in» rates of students in the state's urban areas.

Here in the Ctiy of Buffalo this year a report from the Council on Great City Schools on Improving the Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iAchievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iachievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.

Black students in the experimental group, in contrast, did significantly better academically than their peers in the control group — cutting in half the average achievement gap between racial groups seen at the start of the study.

The bulk of evidence over the last century «suggests that academic acceleration and most forms of ability grouping like cross-grade subject grouping and special grouping for gifted students can greatly improve K - 12 students» academic achievement.»

Despite these effects, the early exposure to numerical concepts such as one - to - one correspondence, and geometrical concepts such as congruence and parallelism did not produce an advantage for the first group of students when it came to achievement in primary school.

A bonus, in reviewers» eyes, is a focus on workforce diversity: «Particularly encouraged are projects that develop and implement research - based instructional materials that ameliorate achievement gaps between student populations and lead to improved understanding of, and participation in, STEM disciplines by members of underrepresented groups.»

Students who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligStudents who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents in the control group, which showed only a slight gain.

There is not yet a sufficient number of charter school students in grades 9 through 12 for us to report achievement effects for this group.

The pattern is particularly striking when schools are grouped according to their average level of student achievement.

Even for these more - advantaged groups, achievement in math is well below what many other countries are doing for all of their students, regardless of ethnicity or parental education.

The Global Achievement Gap, a new book by Tony Wagner, co-director of the Change Leadership Group, examines the U.S. education system in the 21st century, considers why American students are falling behind their international peers, and proposes methods to begin to correct the downward slide.

A 1999 study by Lisa Heschong, principal of the Heschong Mahone Group (and expert in daylighting, lighting energy use, and human factors in building design), illustrated the relationship between natural light and achievement by looking at more than 21,000 students across three states.

A set of standards will never be, and were never intended to be, the silver bullet that will close gaps in achievement between groups of students.

And the principals» advisory groups — also composed of high school students — help administrators address issues like school safety and academic achievement through a student lens.

A 2010 study by Mark Berends and Roberto Penaloza of longitudinal data over 30 years demonstrates a relationship between increasing segregation of black and Latino students and growth in math achievement gaps between these groups and white students.

The upcoming EPE Research Center report examines a number of key issues facing students with disabilities ranging from the demographics of the population, educational settings, overrepresentation of certain student groups, achievement, high school completion, and transitions to adulthood.

Turning Points 2000: A Blueprint For Middle Grades Education Reform A new report by the President's Advisory Commission on Educational Excellence for Hispanic Americans advises that groups need to work together to help Hispanic students close the achievement gap with students of other ethnic groups.

One group of award - winning teachers says that the greatest boosts to student achievement come from linking learning to real life and getting parents involved in their children's education.

The weight of social science evidence demonstrates that racially diverse schools are associated with achievement in math and reading, better critical thinking, and increased intellectual engagement for students from all racial groups.

The survey sought to identify issues and successful practices in «inclusive» STEM schools — schools that serve students from groups historically under - represented in STEM fields and with a higher percentage of students who qualify for a free or reduced - price lunch (which is linked to family income)-- as opposed to «selective» STEM schools, which recruit students who have higher levels of prior achievement.

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.

They mean that the students in the control group would need to remain in school an extra 3.7 months on average to catch up to the level of reading achievement attained by those who used the scholarship opportunity to attend a private school for any period of time.

It is possible, of course, that looking at average student achievement could divert our attention from changes for particular groups of students.

For any group of students where the participation rate falls below 95 percent, the achievement score for that group will be multiplied by the result of dividing the actual participation rate by 95 percent.

My name is Themy Sparangis and my group, Educational Technology, in LAUSD handle the integration of technology into the classroom to increase student achievement and enrich the learning environment.

Applying this model of behavior to minority and white students yields two important predictions: A positive relationship between academic achievement and peer - group acceptance (popularity) will erode and turn negative, whenever the group as a whole has lower levels of achievement.

Both groups of students, the teachers said, develop social and academic skills that enhance their classroom achievements and their chances for future job success.

I think we'll see in - state achievement gaps narrow in a group of smart, focused states — states that have used ESEA flexibility to design student - outcomes - focused, coherent education systems.

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 percent.

«As researchers, we must unpack all of the differences between these groups in order to really understand the dynamics that give rise to student achievement.»

However, in learning areas such as mathematics and reading, students in the same year group vary in their achievement levels by as much as five or six years of school.

The math achievement of the average student in Beverly Hills is at the 53rd percentile relative to our international comparison group.

According to the study, entitled «When the Best is Mediocre,» the math achievement of the average student in Beverly Hills, California, is at the 53rd percentile relative to the international comparison group.

One response to this observation has been to assume that the closing of achievement gaps requires group - based solutions — for example, special initiatives aimed at boys (or girls), educational solutions for Indigenous students, or government programs targeted on students from low socioeconomic backgrounds.

The two groups differ by about 20 percent of a standard deviation in students» math and reading achievement (see Figure 2).

For example, if you have volunteers who lead reading groups, you can measure student achievement from the beginning of the school year to the next or set a goal for each student; that is, students will increase reading vocabulary by 25 percent.

Although we found substantial drops in achievement during middle school for both groups of students, the first - year drop and cumulative deficit were, respectively, 50 percent and more than 200 percent greater for students who start at the lower end of the achievement distribution.

The resources available for this study ($ 500,000, or roughly $ 8,000 per teacher) would certainly have been more than enough to perform a rigorous analysis of the performance of National Board teachers vis - à - vis unsuccessful candidates, using a random sample of the two groups and adjusting for students» socioeconomic status and previous achievement levels.

Because the studies use data from a single school year to contrast students in middle schools and K — 8 schools, most of the available research can not reject the possibility that differences between the groups of students, rather than in the grade configuration of their schools, are actually responsible for the differences in behavior and achievement.

To the contrary, the Loveless study cited above offers some support for the proposition that high performers suffer systematically from the focus on closing the achievement gap, while there is limited data that grouping all students together improves the quality of education for struggling students.

In its analysis of the eleven waiver applications, the Center on Education Policy found that nine state applicants will base almost all accountability decisions on the achievement of only two students groups; i.e., all students and a «disadvantaged» student group or «super subgroup.»

A few days later, Educators 4 Excellence, a group unaffiliated with the local teachers union, released a plan that called for student achievement to count for 40 percent of a teacher's score.

Illustrative of this, when we divided teachers into five equal - sized groups based on the average prior academic achievement of their incoming students, we found that roughly three times as many (29 %) of the teachers with the least prepared incoming students were identified as low performing based on classroom observations relative to teachers with the most prepared students incoming students (11 %).

The «achievement gap,» the difference between the proficiency rates of different groups of students, appears to be closing slowly.

Improving low - performing schools — and the achievement of vulnerable groups of students within all schools — is some of the toughest work educators can take on.

Instead, the measure is likely comparing that student to others in his «norm group» — students with like characteristics such as level of achievement, age, and so forth.

The case study illustrates how three groups of charter management organizations (CMOs)-- High Tech High in San Diego; Uncommon Schools, KIPP Foundation, and Achievement First in New York; and Match Education in Boston — saw big gaps in the traditional teacher education programs that left their aspiring teachers with no place to learn how to teach effectively in their specific schools or in a way that would allow them to succeed in working with the country's most vulnerable students.