Sentences with phrase «differ by the grade»

In recognition of the association noted above — that suspension rates differ by the grade configuration of schools — performance levels are different for elementary, middle, and high schools.

Not surprisingly, responses also differed by grade level, with perceptions of safety decreasing as grade level increased: 88 percent of elementary school parents, 70 percent of middle school parents, and 63 percent of parents of high school students felt that their child's school was safe.

Not exact matches

This effect is as large as the average difference in exam scores for two students whose cumulative GPAs at the start of the semester differ by 0.17 grade points on a standard 0 — 4.0 scale.

In some states a passing grade on the same Praxis history test differs by up to 24 points in two different states.

That's tricky, however, if you're serious about bona fide «career and college readiness,» which is a meaningless concept if it differs by state; what's more, the new standards aren't really worth the bother unless «proficiency» levels for every grade cumulate to a desired end - point by senior year.

the accountability group met or exceeded, or did not differ significantly as determined by the commissioner, from an annual performance target established by the commissioner and the accountability group met or exceeded the third performance indicator at that grade level, as defined in paragraph (15) of this subdivision.

This approach differs from most state science standards that are lists, by grade, of content information.

The summary grades determined by algorithms that differ from those chosen through teachers» professional judgment are in bold.

In Gloria's case, it can differ by as much as three grade categories.

In the K - 12 grades, concerns and strategies for reform will differ significantly by grade and district.

According to an ANOVA test, grade level was the only characteristic by which students differed on the TOSRA (Figure 3 displays these trends).

For example, in eighth - grade math, 14 states showed their state proficiency levels differed from the national assessment by 15 percentage points or fewer.

(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.

Writes Gary Howard (2002), «Whether the measure is grades, test scores, attendance, discipline referrals, drop - out or graduation rates, those students who differ most from mainstream White, middle / upper class, English speaking America, are also most vulnerable to being mis - served by our nation's schools.»

Students» reported levels of growth mindset, performance avoidance, and academic behaviors differed significantly by grade level, prior academic achievement, English learner status, and race / ethnicity.

Typically two people grade each paper, and the average is the grade, unless they differ by too much, in which case a third grader comes in, and the average of the closest two grades is the final grade.

Unfortunately, such foods are made with feed - grade ingredients (chicken by - product meal, brewers rice, corn gluten meal, whole grain corn, powdered cellulose, pork fat, etc.) that differ vastly in their format as compared to the way nature makes food (i.e., minimally processed, whole foods).

Hulusi disrupts the images by superimposing grades of differing exposure times into them by hand, delineating the territory above and within the landscape, suggesting a manifestation of Virilio's ideas.

In fact, one comprehensive study of children raised by lesbian mothers or gay fathers stated that children raised by same - sex parents did not differ from other children in terms of emotional functioning, sexual orientation, stigmatization, gender role behavior, behavioral adjustment, gender identity, learning and grade point averages.

These were the only indices that differed... Consistency among different reporters from the same family strengthens the evidence that these constructs, particularly children's school grades, sibling relationships, and friendships, do not differ substantially by family structure.