Sentences with phrase «as a high school mathematics»

My thinking evolved when I worked as a high school mathematics teacher in the late 1960s.

Shelbi was the Deputy Director of Content and Director of Mathematics for Smarter Balanced as well as a high school mathematics teacher.

Boyd began his career as a high school mathematics teacher in the Dayton area.

As a high school mathematics teacher in a struggling school district, it became clear to me that the reality of providing high quality education to all children depends heavily on the development of efficient systems and robust structures that effectively support students, teachers, and schools.

As a high school mathematics teacher in Florida, he taught courses ranging from algebra to Advanced Placement calculus courses.

[2] He earned an economics degree from UCLA in 1977 [3] and worked as a high school mathematics teacher in the L.A. public school system for a short period, before pursuing and completing his BFA in 1977.

Not exact matches

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

«Maintaining and improving school integration is important, as previous research has shown that students of all races who attend diverse schools demonstrate higher academic achievement in reading, language, mathematics and science,» reported Frankenberg.

Higher education has already opened the door to equal opportunities for women and minorities in the U.S. — so is it possible that elementary school, as a new Tel Aviv University study suggests, is the critical juncture at which girls are discouraged from pursuing science and mathematics?

Tasha Inniss, a mathematics professor at Spelman, recalls «trying not to come across as too smart» in high school, although that changed in college.

Republicans and Democrats on the House Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies lambasted the president's proposal to eliminate funding for long - standing programs such as Upward Bound and vocational education to make room for a high school improvement initiative and new mathematics and science programs.

The performance of students attending small schools has been recorded as between 11 per cent and 34 per cent higher when compared to children in overcrowded schools; 15 per cent higher in mathematics scores and 4 per cent to 9 per cent higher points in reading scores.

Long a staple of the high school curriculum, the mathematics - course sequence of Algebra 1, geometry, and Algebra 2 is facing a budding challenge as schools transition to the Common Core State Standards.

The default Common Core high school mathematics is misleadingly touted as «college - ready» yet it will lead at best to community and non-selective colleges.

Even as late as 1959, Harvard president James B. Conant argued that only 15 percent of high school students had the mental ability to take rigorous mathematics, science, and foreign language courses.

Massachusetts high - school teachers as well as students would be able to spend time at nearby postsecondary institutions to enrich their understanding of mathematics and science, under a proposal included in Gov. William F. Weld's 1993 budget.

The linchpin of the state's work has been providing incentives for districts and schools statewide to adopt and implement a high - quality and coherent curriculum, particularly in English language arts (ELA) and mathematics, and to use that curriculum as the hook on which everything else hangs: assessment, professional development, and teacher training.

To the bewilderment of some of his friends — and to the delight of the Jacksonville, Fla., public schools — Mr. Rudolph decided to put his vast experience, including two advanced degrees and postgraduate studies in microbiology, to use as a high - school mathematics and science teacher.

What would American education look like if we had shunned IQ tests as a means of sorting children, used higher salaries to attract more able recruits to teaching, adapted the kind of engaging cooperative inquiry among both teachers and pupils that Dewey favored, and expected all children to do rigorous mathematics and science beginning in elementary school?

New York State Commissioner of Education Thomas Sobol has proposed doubling the number of students who master three years of high - school mathematics as one of 12 strategic objectives for the year 2000 designed to raise academic expectations in the Empire State.

When research was lacking, such as in elementary mathematics, we looked to the practices of high - performing nations, just as Abraham Flexner did in 1910 when he evaluated medical schools against the European model.

«The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years.

The «Praxis I» was a set of assessments focused on reading, writing, and mathematics content, and a 1999 analysis found its questions were roughly as difficult as what we ask of most high schoolers.

The students take summer courses, mainly in mathematics, from universities such as Stanford to allow them to fulfill a required course It allows them to take more advanced courses during their four years of high school.

And before they receive their high school diploma, students must complete separate performance assessments (known at the Urban Academy as academic proficiencies) that demonstrate their skills and knowledge in six academic areas: mathematics, social studies, science, creative arts, criticism, and literature.

A former middle and high school math teacher, Star's research has explored the development of flexibility in mathematical problem solving, with flexibility defined as knowledge of multiple strategies for solving mathematics problems and the ability to adaptively choose among known strategies on a particular problem.

Washington, D.C. — March 13, 2018 — Achieve today released a new brief warning against the use of ACT or SAT exams as the summative high school assessment for English language arts (ELA) and mathematics.

Here's some news from California's first year of Smarter Balanced testing: The 2015 results show that high school juniors did about as well in demonstrating their readiness for college - level mathematics as they did during other recent years.

She joins the National Board from the Engineering and Manufacturing Institute of Technology at Forest High School in Ocala, Florida, which she co-founded in 1994 and where she served as director and as a mathematics instructor.

As an award - winning mathematics teacher, the district's first secondary technology coordinator, its first virtual high school principal, and the founder and current chair of the Nevada Commission on Educational Technology.

AUGUSTA — As Maine shifts to a proficiency - based system by 2018, the 2014 - 15 Smarter Balanced Assessment scores in English language arts and mathematics for grades 3 through 8 and the third year of high school are the first statewide assessment of our students» accomplishments in meeting Maine's college and career readiness standards.

Since graduating from DePaul University with a Master of Arts in Mathematics Education, he has spent the past 11 years teaching high school mathematics in the public school districts of Chicago, West Allis and Milwaukee, with the last 7 of which teaching courses as part of the International Baccalaureate Diploma Program at Reagan College Preparatory High School on Milwaukee's south shigh school mathematics in the public school districts of Chicago, West Allis and Milwaukee, with the last 7 of which teaching courses as part of the International Baccalaureate Diploma Program at Reagan College Preparatory High School on Milwaukee's southschool mathematics in the public school districts of Chicago, West Allis and Milwaukee, with the last 7 of which teaching courses as part of the International Baccalaureate Diploma Program at Reagan College Preparatory High School on Milwaukee's southschool districts of Chicago, West Allis and Milwaukee, with the last 7 of which teaching courses as part of the International Baccalaureate Diploma Program at Reagan College Preparatory High School on Milwaukee's south sHigh School on Milwaukee's southSchool on Milwaukee's south side.

From the initial sorting of all principals whose teachers rated them as either high - or low - scoring, there were five elementary schools and five secondary schools in the top 20 % of all schools whose principals were rated high on Factor 1 and who also had high mathematics achievement.

When mathematics proficiency for school year 2005 - 06 is used as a final sorting mechanism (independent variable) for the high - vs. low - scoring principals, the greatest differences, once again, appear at the secondary level.

Factor 1 emerges as a significant positive feature of high - performing secondary schools, and the absence of Factor 1, or Instructional Climate, is strikingly evident in secondary schools with low mathematics performance.

The key findings from the study are summarized in the Executive Summary as follows: «during the 2012 - 2013 school year TTO students gained mathematics skills at a rate that was roughly 15 % higher than the national average (effect size = 0.12 SD).

Patrick began his career as a middle and high school mathematics teacher in Pennsylvania.

The IDES states that elementary school teachers must hold a bachelor's degree in elementary education while high school teachers need a bachelor's degree in a secondary subject area such as mathematics, science, or English.

Principal, Rahway High School Term: 2016 - 2019 John Farinella has worked in public education for 23 years in the New Jersey public schools, serving as a teacher of mathematics, vice principal, and high school princiHigh School Term: 2016 - 2019 John Farinella has worked in public education for 23 years in the New Jersey public schools, serving as a teacher of mathematics, vice principal, and high school prinSchool Term: 2016 - 2019 John Farinella has worked in public education for 23 years in the New Jersey public schools, serving as a teacher of mathematics, vice principal, and high school princihigh school prinschool principal.

The EOCEP encourages instruction in the specific academic standards for the courses, encourages student achievement, and documents the level of students» mastery of the academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English / language arts and science will be administered to all public school students by the third year of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1 of the Elementary and Secondary Education Act (ESEA).

Brookins co-founded the Engineering and Manufacturing Institute of Technology (EMIT) at Forest High School in Ocala, Florida, in 1994, where she served as both a director and a mathematics teacher.

The structure, terminology, and emphases of the Common Core mathematics standards at the high school level, including the areas that represent the most significant changes to business as usual.

As a rule, both public and private high schools require a certain number of credits in core subjects such as English, mathematics, and science in order to graduatAs a rule, both public and private high schools require a certain number of credits in core subjects such as English, mathematics, and science in order to graduatas English, mathematics, and science in order to graduate.

As Hudson's superintendent, he initiated innovations in civic education, social - emotional learning, service learning, mathematics and science education reform, high school restructuring, teacher evaluation, and computer technology.

Carolyn began her 19 - year career as an educator as a special education teacher and middle school mathematics teacher at Rye Junior High Sschool mathematics teacher at Rye Junior High SchoolSchool.

The Algebraic Reasoning course meets Texas high school graduation requirements to qualify as an advanced mathematics credit on either the Foundation diploma or an Endorsement.

Forty - six schools were recognized as Title I Distinguished Schools for meeting all state and federal accountability requirements for two consecutive years and achieving SOL pass rates at the 60th percentile or higher for reading and matheschools were recognized as Title I Distinguished Schools for meeting all state and federal accountability requirements for two consecutive years and achieving SOL pass rates at the 60th percentile or higher for reading and matheSchools for meeting all state and federal accountability requirements for two consecutive years and achieving SOL pass rates at the 60th percentile or higher for reading and mathematics.

Agile Mind offers comprehensive programs — encompassing job - embedded professional development, course curricula, student practice, formative assessment, and data analytics and reporting — for middle school mathematics through AP Calculus and Statistics, as well as high school Biology and a unique family of programs designed to enhance students» persistence, effective effort, and growth mindsets.

Students in 3rd through 8th grade must be tested once per year in reading or language arts as well as mathematics, and once more in high school.

Prior to joining McREL, Ceri taught science and mathematics at the high school and college levels and served as an educational consultant.