Sentences with phrase «economic achievement gaps»

The accountability measures imposed by NCLB implicitly rejected any argument that racial and economic achievement gaps were the result of broad societal inequities, such as the effects of poverty.

In recent years, an intense focus on closing racial and economic achievement gaps has resulted in policies and practices that can sometimes come at the expense of families that work hard and play by the rules.

The funding and opportunity gaps created by Pennsylvania's state funding system have created racial and economic achievement gaps in our public schools that are among the largest in the country.

Clearly, any attempt to improve achievement and to reduce racial and economic achievement gaps across the United States must involve these school districts as a major focus of action.

Tom and I exchanged views last year in The Washington Monthly, and in his current piece he continues to sidestep or ignore the bad stuff, such as the revolving door for principals, the swollen central office bureaucracy, and the widening racial and economic achievement gaps.

The report defines what it means to be academically prepared at key steps in a student's education, examines Illinois students» academic performance from early childhood education to postsecondary, calls attention to lingering racial and economic achievement gaps, and shares information on the school environment and other factors that contribute to student success.

Overall ISTEP + scores are higher than they've ever been, but stubborn socio - economic achievement gaps remain.

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

58 % of Uncommon NYC students scored Proficient or Advanced in Math, closing the economic achievement gap.

The changes take dead aim at reversing a longstanding lag in student achievement and, especially, narrowing the socio - economic achievement gap in a state whose schools were once the envy of the nation.

The Obama administration offered Indiana and ten other states waivers from the No Child Left Behind law on a key condition: state education officials had to find a better way to close the socio - economic achievement gap.

Not exact matches

Studies prove the enormous effect that excellent teachers have on closing achievement gaps, cultivating students» higher - order thinking, improving children's lifelong prospects, and bolstering our national security and economic power.

Indeed, it's one thing to think, rather generically, about the achievement gap between races and socio - economic groups, but as I saw up close and personal in that sixth - grade classroom yesterday and as Mike makes vividly clear in his Ed Next story, our relatively recent headlong rush to celebrate diversity — and integration and «mainstreaming» — has brought with it new achievement gap challenges.

This seems illogical, or at least counterproductive, since research also shows that achievement would rise, achievement gaps would narrow, lifetime income would increase, and economic growth would surge if only we had the courage to identify and then replace the bottom 5 or 10 percent of the teacher quality distribution.

The timing coincides with the desegregation of many school districts, especially in the South, but other policy, economic, and social changes may also have influenced the achievement gap.

The early reform coalition took shape around 20 years ago, with shared goals of increasing economic competitiveness and addressing achievement gaps among low - income, black, and Latino students.

«If we don't make the progress that we need to make in narrowing the achievement gap then that's a recipe for social instability and economic decline,» Ferguson said.

Checked: Charles Murray, «Intelligence in the Classroom,» Wall Street Journal, January 16, 2007; Richard Rothstein, Class and Schools: Using Social, Economic, and Educational Reform to Close the Black - White Achievement Gap (Economic Policy Institute, 2004)

We must not abandon integration as a goal, but it is utopian to believe that schools alone can close an achievement gap that is the result of deeper economic and social inequities.

With more than 26 years teaching at Harvard, Ferguson's research focuses on the racial achievement gap, education policy, youth development programming, community development, economic consequences of skill disparities, and state and local economic development.

Using the nearly $ 3 trillion drop in economic output resulting from the recent economic recession as a reference point, the author suggests that the achievement gap between the U.S. and academically top - performing countries «can be said to be causing the equivalent of a permanent recession.»

Given the enormous changes taking place in the world, the current education achievement gap between low - income and affluent students, and the logical nexus between a nation's economic strength and the quality of its public education system, it is incumbent on our country to put in place a national education strategy.

He suggests that schools can have only a limited influence on closing the achievement gap between students who live in poverty and their more affluent peers unless school improvement is combined with broader social and economic reforms.

Achievement gaps between students of different genders and racial, economic, and linguistic groups are large and persistent for the nation's top - performing students, even as they seem to be narrowing for K - 12 students as a whole, according to a new report.

Ferguson ranges well beyond schools into economic factors, teacher attitudes, parenting practices, cultural constructs, community views, and some interventions (such as his own «Tripod Project») designed to narrow the achievement gap.

The 11 papers in this conference volume were contributed by American and European researchers who marshaled the tools of economic analysis to assess recent efforts to close the achievement gap in the U.S. and abroad.

She's referring to what's known as the achievement gap in the United States — the persistent disparity in educational, and hence economic, success of its disadvantaged, and disproportionately nonwhite, children.

«Need» should be a measure of educational achievement and the gap between it and a standard, rather than wealth or socio - economic data.

The New Division of Labor: How Computers Are Creating the Next Job Market, by Frank Levy and Richard J. Murnane; Class and Schools: Using Social, Economic, and Educational Reform to Close the Black - White Achievement Gap, by Richard Rothstein; Leaving No Child Behind?

In England Eligibility is determined by a points system that combines the economic deprivation of pupils and the achievement gap between poorer children and their wealthier peers in the area.

As I noted in a post last week, California and Washington have taken distinctly different approaches to achievement gaps that increasingly are most closely associated with economic inequality.

This report is not the first to present evidence of deep achievement and opportunity gaps between racial and socio - economic student groups.

It will also help to address the persistent achievement gap between Latinos and their white counterparts a gap that threatens our state's future social and economic stability by encouraging policies and programs that lead to increased educational equity.

And to repeat myself some more: «Nor is it the case that adopting national standards would close the achievement gap between the U.S. and our leading economic competitors.

States have a moral and economic responsibility to enable continuous, sustained improvement processes that include differentiated support to districts and schools — particularly those that are the lowest performing and have the widest achievement gaps.

Together, we can work to create a system where schools compete for top teachers, the achievement gap disappears, and all children — no matter their economic situations — have access to a quality public education.

• The 2004 Economic Policy Institute and Teachers College Press published Class and Schools: Using Social, Economic, and Educational Reform to Close the Black - White Achievement Gap.

Demographics of students and families in the United States continue to shift and pernicious achievement gaps persist for low socio - economic status (SES), African - American, Native American, and Latino students (marginalized students of color).

Changing the conversation, Ladson - Billings moves attention away from achievement gaps to what she calls the education debt that includes historical, sociopolitical, moral, and economic debt owed to the marginalized in our nation.

Ladson - Billings inspires the question: how might the conversation about supporting struggling students be different if it came from a place of moral, political, and economic justice, in reparation for the historic oppression that has led to the achievement gap?

There are substantial equity concerns with this forced feeding of technology - based testing, with substantial concerns that underserved populations such as English learners, students with disabilities, and socio - economic disadvantaged students having less access to technology and thus being at a disadvantage due to the premature forced technology - based testing protocol, thus widening the perceived achievement gap for these students.

Experts said that any potential growth in America's «achievement gap» between advantaged and disadvantaged kids could be the result of recent economic trends.

Feinberg told the court that there are socio - economic factors outside a teacher's control, which are responsible for the widening achievement gap.

There is no shortage of research being conducted into the benefits of gifted education in urban settings and lots of evidence of the achievement gap between high and low socio - economic high performing students.

A research analysis found correlations between improved school climates and narrower achievement gaps between students in different socio - economic groups.

The training session, organized by the Governor's Office of Economic Development and the STEM Action Center, presented teachers with 11 technologies aimed at closing achievement gaps and increasing college readiness in mathematics.

Evers has prioritized efforts to narrow Wisconsin's achievement gaps along economic and racial lines.

The Excellence Through Equity Conference is designed to provide educators with the information and resources needed to eliminate the gaps in achievement, expectations, and opportunity for students from diverse ethnic and socio - economic backgrounds.

Many districts have seen measurable gains in reading / English / language arts, math, and science, as well as reduced achievement gaps between economic, racial, and special needs groups.

English Language Arts / Literacy Mathematics Science Data Flow Causal Analysis Cards — Achievement Gap Areas: English Language Learners, Low Socio - Economic / Poverty, Special Education