Sentences with phrase «by high percentages of students»

Troubled by high percentages of students who are not ready for credit - bearing work when they enter community college, Tennessee is experimenting with a different approach.

Troubled by high percentages of students who are not ready for credit - bearing work when they enter community college — and low graduation rates for students who enter needing remediation — Tennessee is experimenting with a different approach.

Not exact matches

This is the next great challenge for Beijing, and when the regulators finally do start to repair overextended balance sheet, with a much higher debt - to - GDP ratio than any other country at China's stage of economic development, according to a presentation Monday night by my very smart former student, Chen Long, I expect annual GDP growth rates will continue dropping steadily, by 1 - 2 percentage points a year through the rest of this decade (and there has been increasing talk in the past month or two that GDP growth rates are already 1 - 2 points below the printed rates).

An article about salary and bonus data at top business schools highlights Tuck as the school with the highest percentage of students receiving signing bonuses among those ranked in the top 10 by U.S. News & World Report.

According to a recent report by the Federal Reserve Bank of New York, a higher percentage of college graduates have fallen behind on their student loan payments.

Having my superintendent and my board understanding the importance of breakfast, and promoting it, and making sure it was being implemented in my schools by each principal has really made a difference; I'm reaching a higher percentage of students than I was before.

More than 220,000 students in New York didn't take the tests last spring, by far the highest percentage of any state in the nation.

Students in schools with high percentages of students of color were almost four times as likely to be taught by a U-rated teacher as students in schools with low percentages of students oStudents in schools with high percentages of students of color were almost four times as likely to be taught by a U-rated teacher as students in schools with low percentages of students ostudents of color were almost four times as likely to be taught by a U-rated teacher as students in schools with low percentages of students ostudents in schools with low percentages of students ostudents of color.

«Within the same university and department,» Tanyildiz wrote in the paper, «the percentage of students from a specific country of origin [is] higher in labs with a faculty member from the same country of origin, compared with labs that are directed by native [i.e., American - born] directors.»

In her view, if an institution is starting with a really selective group of students (that is, those who come in with really good preparation as evidenced by high GPA and SAT scores) they should graduate a larger percentage of these students.

Their statements were substantiated by the collected learning data, as well as the percentage of students who graduated to a higher course level compared to their peers in a regular class.

Districts that are higher performing by this indicator actually spend, on average, no more than the lower performing districts (after adjustment for differences in family income, special - education placements, and the percentage of students who are of limited English proficiency).

This high proportion of overseas students on campus also inflates our graduation rates: if international students are excluded, the report says the ratio of students completing tertiary courses drops by a startling 17 percentage points while the rates for first - time shorter and more vocationally oriented rates fall by only 3 percentage points.

Specifically, increasing per - pupil spending by 10 percent in all 12 school - age years increases the probability of high school graduation by 7 percentage points for all students, by roughly 10 percentage points for low - income children, and by 2.5 percentage points for nonpoor children.

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

We look at level of school (high school, middle school, or elementary school), total enrollment, percentage of the student body that is white, average experience of teachers, and school performance, as measured by the school's academic rank within the state.

To ascertain objectively whether state standards are high or low, and whether they are rising or falling, we compare the percentage of students deemed proficient by each state with the percentage proficient as measured by NAEP.

Despite widening gaps between highest - and lowest - scoring students, average scores in reading and mathematics were essentially flat from 2015 to 2017, with the exception of eighth - grade reading scores, where the percentage of proficient students increased by two percentage points.

When informed that 75 percent of students graduated from high school, the public took that as neutral to mildly good news, as the percentage giving schools an «A» or «B» increased by a trivial 2 points and the percentage getting a «D» or «F» dropped by 1 point (both statistically insignificant changes).

In fact, the district data show that higher spending per student is associated with a decrease in the percentage of courses taught by licensed teachers (see Figure 1).

If you simply rely on people having to come to your eLearning portal by themselves every day, you'll eventually realize that a higher percentage of students won't bother to check in for long periods of time.

We find that the offer of a voucher increased college enrollment within three years of the student's expected graduation from high school by 0.7 percentage points, an insignificant impact.

In other words, increasing the share of eighth graders in tracked courses by ten percentage points is associated with an additional 20,000 students scoring 3 or higher on AP exams nationwide.

For example, in 2012, Long Beach City College (LBCC) in California was one of the first to develop and pilot an alternative placement algorithm based on high school coursework and grades, which increased the proportion of students placing directly into college - level coursework by 21 percentage points in math and 56 percentage points in English, without significantly lowering the average performance of students in these courses.

By comparing the percentage of students deemed proficient on each, it is possible to determine whether states are setting expectations higher, lower, or equal to the NAEP standard.

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.

Indeed, when we calculate effects by the percentage of students at a high school who attend college, we find no evidence of effects on college choice in the schools with the lowest college - sending rates.

The Commission will examine factors that impact spending in education, including: school funding and distribution of State Aid; efficiency and utilization of education spending at the district level; the percentage of per - pupil funding that goes to the classroom as compared to administrative overhead and benefits; approaches to improving special education programs and outcomes while also reducing costs; identifying ways to reduce transportation costs; identifying strategies to create significant savings and long - term efficiencies; and analysis of district - by - district returns on educational investment and educational productivity to identify districts that have higher student outcomes per dollar spent, and those that do not.

Yet the percentage of high - performing students in Massachusetts — the U.S.'s highest - performing state — is dwarfed by the percentage of advanced students in top - performing systems, such as Shanghai, Singapore, and Korea.

Thomas Dee and Brian Jacob, for example, report that exit exam requirements reduced high school graduation rates by about 2 percentage points, with larger effects in states with more difficult examinations, and with effects concentrated among black students and among students in districts with large percentages of students of color.

The OSP increased the high - school graduation rate of students by 12 percentage points if they were lucky enough to win the annual scholarship lottery.

For three of the last five years, OCPS was named to the AP District Honor Roll by the College Board for increasing access to Advanced Placement course work while simultaneously maintaining or increasing the percentage of students earning scores of 3 or higher on AP exams.

The graduation rate is the percentage of the annual graduation rate cohort that earns a local or Regents diploma by August 31st following the third school year after the school year in which the cohort first entered grade 9, except that in a school in which the majority of students participate in a department - approved, five - year program that results in certification in a career or technology field in addition to a high school diploma, the graduation rate shall be the percentage of the annual graduation rate cohort that earns a local diploma by August 31st following the fourth school year after the school year in which the cohort first entered grade 9.

While this is a reasonable approach, given the high percentages of students from low - income families in CEP schools, such a policy tends to conflict with the heavy emphasis placed by the ESEA on measuring achievement gaps between students from low - income families and other students in establishing performance consequences for schools.

For high school students, participation rate means the percentage of designated students in at least their fourth year of high school, as designated by the commissioner, who received a valid score on the required assessments for high schools, as set forth in subparagraph (v) of this paragraph.

To explore this, I examined achievement changes by item type for low -, moderate -, and high - performing schools, as measured by the percentage of students scoring at or above national norms on the ITBS reading exam in 1995.

The effects of the evaluation carried out in 2010 by teachers at the end of the first year of school education (grade 9) showed that the percentage of subjects failed by the students was very high.

«In the District of Columbia, where 11.3 percent of students are enrolled in charter schools — by far the highest percentage of any state — the charter school advantage is large,» the report said.

The percentage of students with special needs served by charter high schools is also more representative of the public high schools serving the wealthiest towns.

The percentage of high school students who meet the state standards has jumped by 44 percent for English and 45 percent for math.

Charter high schools serve less LEP students than those even served by New Jersey's high schools in the wealthiest communities, let alone the districts located in the poorest communities, yet charter high school operate in communities with high percentages of LEP students.

Although the percentage of London Elementary students performing at or above state standards in mathematics was acceptable (and high, relative to similar schools in neighboring districts), the principal «s goals emphasized the success of all students and the need to boost learning outcomes beyond those touched on by the tests.

The proportion of Corcoran High School students saying that they learn new things instead of reviewing things they already know «Everyday» or «Several Times per Week» increased by 10 percentage points for English classes and by 19 percentage points for math classes.

At Carver High School in New Orleans, the percentage of teachers responding that fighting among students is a serious problem at the school decreased by 60 - percentage - points since 2009, and the percentage of teachers saying that students cutting classes is a serious problem decreased by 50 - percentage - points.

At West Philadelphia High School, the proportion of students who saying that they really like coming to class increased by 13 percentage points for English classes and 4 percentage points for math classes.

Improvements in discipline and teacher - student relations at Ware County High School were accompanied by improvements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most students».

Percentage distribution of number of months between High School completion and BA completion, by Student's race / ethnicity.

In general, the subject tests are taken by a higher percentage of high - achieving students than the regular SAT.

Figure 2 — Distribution of Teacher Characteristics Across K — 6 Schools, by Location K — 6 schools serving more - disadvantaged students have a higher percentage of less - prepared teachers.

Ethnic backgrounds varied by school, with one school containing a much higher percentage of Hispanic students (72.1 %) than the other schools.