Sentences with phrase «few high achieving students»

For all too many schools, back to school night has devolved into just another poorly attended event where the parents of a few high achieving students visit with teachers.

Not exact matches

The number of high - achieving minority students in the average school is fewer than the number of high - achieving white students.

Could high - achieving minority students be more socially isolated simply because there are so few of them?

Do high - achieving minority students have fewer, less - popular friends than lower - achieving peers?

The last few years have brought long - overdue attention to the needs of high - achieving, low - income students, as well as new initiatives to ensure that they have opportunities to take rigorous coursework in high school and apply to selective colleges upon graduation.

KIPP schools replace fewer of these students in the last two years of middle school, however, and, compared to district schools, KIPP schools tend to replace those who leave with higher - achieving students.

The overwhelming majority of states provide schools with few incentives to focus on their high - achieving students.

Such active outreach and financial support are particularly important for students and high schools with fewer resources, and stepping up efforts to publicize these opportunities among high - achieving underrepresented students may be an effective way of increasing their postsecondary success.

These students are quite dispersed throughout the country and are often the only high - achieving student or one of just a few such students in their school.

At the same time, the students transferring into charters were increasingly higher achieving with fewer disciplinary problems.

The school attracts few high - achieving students, so few they can be counted on one hand.

The data also indicate that patterns of student attrition at KIPP schools are typically no different from other local schools except that KIPP schools replace vacancies with fewer students in the last two years of middle school, and those late - arriving students are somewhat higher - achieving than students entering KIPP schools in 5th and 6th grades.

Schools with fewer than 20 percent of students meeting norms were defined as low achieving; those with 20 to 30 percent meeting norms were moderate achieving; and those with at least 30 percent of students» meeting norms were high achieving (this created three groups of equal size).

These patterns are consistent with the theory that lower - achieving students have access to fewer educational resources outside of school and may therefore be at higher risk of being adversely affected by school transitions.

We found that a teacher receives a higher value - added score when he is teaching students who are already higher - achieving, more affluent and more versed in English than when he is assigned large numbers of new English learners and students with fewer educational advantages.

Baltimore City Public Schools has offered few rigorous academic programs for the high - achieving student beyond five selective admission high schools.

In addition, YES Prep's students are outperforming their higher income and white peers statewide in most cases — something very few, if any, other large urban school systems nationwide to date have achieved.

In contrast, 22 percent of the new teachers in the higher - achieving schools were in the lowest quartile, which only increased to 24 percent for those remaining after five years.2 Second, the generally high teacher turnover in lower - performing schools disadvantage students in those schools since the effectiveness of teachers increases over the first few years of their careers.

In high - achieving countries like Finland and Singapore, strong social safety nets ensure that virtually all schools have fewer than 10 % of their students living in poverty.

Blended learning has evolved significantly in the last 20 years, and with increasing pressure on schools to ensure that all students achieve higher standards of learning with fewer resources, it has never been more important.

Simple value - added models that control for just a few tests scores (or only one score) and no other variables produce measures that underestimate teachers with low - achieving students and overestimate teachers with high - achieving students.

The research supports one conclusion: value - added scores for teachers of low - achieving students are underestimated, and value - added scores of teachers of high - achieving students are overestimated by models that control for only a few scores (or for only one score) on previous achievement tests without adjusting for measurement error.

Many teachers hand out their Student of the Week awards during the first few months of school to their highest academically achieving students because these students are easy to select and come up with reasons for why they deserve this special award.

West High received an F grade because fewer than 95 percent of its lower - achieving students took the required statewide tests.

According to high - achieving students profiled in the report, the quality of high school courses really varies — something too few schools, districts, and state departments of education are adequately addressing.

The consideration of teacher movements across schools suggests that principals follow patterns quite similar to those of teachers — preferring schools that have less demands as indicated by higher income students, higher achieving students, and fewer minority students.

In addition to socioeconomic realities that may deprive students of valuable resources, high - achieving black students may be exposed to less rigorous curriculums, attend schools with fewer resources, and have teachers who expect less of them academically than they expect of similarly high - achieving white students.

They were also targeting pupil premium spending on high - achieving students as well as low achievers and they were using fewer strategies overall.

By 2013, a very different picture emerged: only 43 % of high - achieving students and fewer than 30 % of low - achieving students from the bottom quartile were enrolled in a baccalaureate program.