Sentences with phrase «as high school students often»

Not exact matches

High school students often can buy bottled water and juices in the lunchroom at their own expense but can not take them as part of a federally funded lunch.

Fewer than 25 percent of high school students take any family and consumer science classes, formerly known as home economics, and those classes are often the first to go when school budgets are trimmed.

As Hoosick Falls Central School graduates, Mr. Liporace and Dr. Wysocki believe strongly in the power of mentorship to help high school students make the often daunting transition to coSchool graduates, Mr. Liporace and Dr. Wysocki believe strongly in the power of mentorship to help high school students make the often daunting transition to coschool students make the often daunting transition to college.

• Employment is often the primary transition goal of students with disabilities as they prepare to exit high school.

This is especially true in schools whose students come from high - poverty households, where teacher turnover rates are especially high and where it is often very difficult to recruit new teachers who are as effective as those who left.

McCord's performance was often chilling as she portrayed a disturbed and delusional high school student who wants to some day become a surgeon.

The current tests are not as high a barrier to high school graduation as they are often alleged to be, as a student may generally take the exam multiple times in order to achieve a passing score.

In his research visiting nearly 30 American high schools, he recognized that students weren't often being given rigorous, challenging, and meaningful work — often referred to by educators as «deeper learning.»

Too often, high - stakes tests are used as the primary assessment tool for students, even for teachers and schools, Nellen says.

Kalman maintains that society often has more to fear from victims than bullies — in school shootings in the U.S. such as the one at Columbine High School in 1999, the shooters were not bullies — they were students who had been harassed and felt like vischool shootings in the U.S. such as the one at Columbine High School in 1999, the shooters were not bullies — they were students who had been harassed and felt like viSchool in 1999, the shooters were not bullies — they were students who had been harassed and felt like victims.

Schools will leverage online learning for academics, which means they will be able to act as community centers in essence and focus far more on providing well - kept facilities that students want to attend with great face - to - face supports, high - quality meals, and a range of athletic, musical, and artistic programs — things that receive short shrift all too often today.

LACES» results stand out even more because the school has many of the challenges that often sink urban schools into the lower - performing category and anchor them there: a predominately urban, minority population; large classes (the average is 29 students in middle - school classes, 34 in high school); few computers, no computer lab, and a building that was new when Franklin D. Roosevelt served as president.

For those schools blessed with high - performing students (as a result of learning either at home or in earlier grades), the proficiency standard to which they are held accountable is often much too low.

As a rookie high school history teacher, with the best of intentions I often told my students that a single upcoming test or assignment would significantly impact their overall grades.

Homelessness, food insecurity, trauma, past school suspensions, and anxiety are just part of a student's profile that Karapetyan captures as the data and accountability manager at Boston Day and Evening Academy (BDEA), a competency - based alternative high school program in the Boston Public Schools, often described as a second - chance school.

As we continue to study choice - based policies in K — 12 education, one challenge we must confront is the push - pull created by high - stakes accountability measures designed to assess schools, students, and educators, based solely on test scores — an area where choice proponents and opponents often find common ground.

Critics of that impulsive response, which has been in high gear nationwide since the Sandy Hook Elementary School shootings in December, acknowledge the concern for student and staff safety that drives the addition of school resource officers, as such police are often School shootings in December, acknowledge the concern for student and staff safety that drives the addition of school resource officers, as such police are often school resource officers, as such police are often known.

Much of what many students must read in college is nonfiction — often complex and dense nonfiction — but their reading during their middle and high school years is usually heavily weighted toward fiction, often, as we discussed in chapter 1, insufficiently complex fiction.

Blogging — or Web logging — most often is thought of as an activity for high school students.

WKCD has a deep commitment to school reform, especially high school, and since 2001 we have produced, often with student collaborators, a large library of books, feature stories, and publications that embrace students as knowledge creators and change makers.

As the students get older, though, teachers often encourage them to work in groups because they will not receive the same one - on - one attention in high school, Indian Island kindergarten teacher Beth Kingsbury said.

5 - Year Graduation Rates While we often think of high school as a four year program, many students need extra time to complete this important step toward future success.

Teacher collaboration is hailed as one of the most effective ways to improve student learning, and one high school in Illinois is often credited with perfecting the concept.

This type of data is needed to accurately describe changes in diversity as students move between sectors because there is significant variation in student demographics at the school level that is often obscured when examining the issue at higher levels of aggregation (e.g. comparing charters as a group to surrounding school district or metropolitan area) and can complicate the drawing of valid inferences about the relationship between public school choice and racial sorting.

This is especially true in schools whose students come from high - poverty households, where teacher turnover rates are especially high and where it is often very difficult to recruit effective new teachers who are as effective as those who left.

For good or ill, elementary teachers can have a major effect on individual children, while middle - and high - school teachers see more students less often, affecting four or five times as many students in a less time - intensive, more subject - specific way.

Stakeholders could actually check to see whether districts were prioritizing school sites or holding onto dollars intended for high - need students to spend on other obligations such as pension and benefit increases (as critics often claim).

The 2012 Annual Update of Building a Grad Nation: Progress and Challenge in Ending the Dropout Epidemic report found that 24 states increased their high school graduation rates by modest to large gains, while the number of high schools graduating 60 percent or fewer students on time — often referred to as «dropout factories» — decreased by 457 between 2002 and 2010, with the rate of decline accelerating since 2008.

Excerpt from Executive Summary: The Smaller Learning Communities (SLC) program was established in response to growing national concerns about students too often lost and alienated in large, impersonal high schools, as well as concerns about school safety and low levels of achievement and graduation for many students.

As part of their research, the authors also found that the cost for a 9 - to - 5 school day is somewhere around $ 4 to $ 5 per student per hour, though often much higher, depending on staffing and other factors.

As high school English teachers, we often engage students in discussions about the nature of power.

The report also finds that more than half the states increased their high school graduation rates, while the number of high schools graduating 60 percent or fewer students on time — often referred to as «dropout factories» — decreased by 23 percent since 2002, with the rate of decline accelerating since 2008.

That raises another problem: Since the vouchers often go to students from the lowest - performing public schools, some arrive as much as two and three years behind grade level, Catholic school principals say, threatening to drag down those high average test scores and success rates.

You seem to ignore that charter schools are highly selective in who stays in their programs (often weeding out special education, and esl students as well as students with high absence rates or exhibiting behavioral issues).

Novice teachers are often placed in high - need schools in communities that lack key resources and, as a result, where the students face many challenges.

But, as we often talk about in conversations about improving schools, we can not just nurture and love the students, we have to make sure that they are learning at high levels.

As we reported in 2010, a large - scale study painted a mixed picture of charter schools, noting that while low - income students generally learn more at these institutions, higher - income students often learn less.

Arlington, VA — Community, higher education, and business partnerships are often touted as critical links to helping students graduate from high school and making sure that they are college - and career - ready when they do.

Coverstone says resistance to collaboration and feedback, and insistence on doing things as they've always been done — a common characteristic even and often among high performing schools — holds back teachers, and therefore students.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

Stress on Students: High - stakes testing places tremendous stress on students as well as schools, often undermining students» self - confidence and love of lStudents: High - stakes testing places tremendous stress on students as well as schools, often undermining students» self - confidence and love of lstudents as well as schools, often undermining students» self - confidence and love of lstudents» self - confidence and love of learning.

Chicago charter public school students are at the top of the pack, enrolling in four - year colleges nearly twice as often as their non-charter high school peers.

By Jacque Hayden, M.Ed., English Teacher at Hospitality High Public Charter School in Washington DC As a teacher of urban youth I have often been challenged with getting my students to read literature that they may not have been exposed to or may initially feel intimidated by.

One main concern is reference bias, or the effect of survey respondents» reference points on their answers.37 Students, for example, attending competitive schools often rate themselves as having less self - control or as less hardworking because of their schools» rigorous expectations.38 Accordingly, some experts caution that using SEL to classify schools could ultimately punish high - performing schools while rewarding low - performing schools.39 Additionally, teachers may misinterpret behavior, erroneously rely on first impressions, or incorrectly equate their opinion of a student with the student's social - emotional skills.40

As a result, students often lose drive to perform as well as they can in their high school classeAs a result, students often lose drive to perform as well as they can in their high school classeas well as they can in their high school classeas they can in their high school classes.

As we seek student and parent input concerning high school preparation for college, course placement is often determined by individual learning needs and preferences.

More than three - fourths of New Orleans schools are at least 95 - percent black, according to New Schools for New Orleans, but those that do draw larger populations of white students often have far fewer black students than the city as a whole — Lycee has 17 percent black students, Lusher has 28 percent, Ben Franklin High has 33 percent, Hynes has 39 percent and soschools are at least 95 - percent black, according to New Schools for New Orleans, but those that do draw larger populations of white students often have far fewer black students than the city as a whole — Lycee has 17 percent black students, Lusher has 28 percent, Ben Franklin High has 33 percent, Hynes has 39 percent and soSchools for New Orleans, but those that do draw larger populations of white students often have far fewer black students than the city as a whole — Lycee has 17 percent black students, Lusher has 28 percent, Ben Franklin High has 33 percent, Hynes has 39 percent and so forth.

As such the Institute aims to combine five core areas, which are purportedly separated all too often: students and learning, teachers and instruction, leadership and accountability, school structure and organization, and high school and college success.

From as early as preschool, boys are expelled almost five times as often as girls; for all grade levels, African American students are suspended or expelled at rates several times higher than any other group; and nonheterosexual youth experience school sanctions up to three times more often than heterosexual youth.

The evidence shows that when white and African - American students commit similar offenses in their regular high schools, the offenses committed by the white students have not been reflected as often in school records.