Sentences with phrase «free and reduced lunch ranged»

The percentage of students receiving free and reduced lunch ranged from 8 % in suburban areas to 32 % in the one urban high school.

Not exact matches

Kay Brown, who produced the GAO study of eight districts, says they visited a range of schools across the country with differing levels of participation in free and reduced lunch and with widely different characteristics.

While the district was also beginning to see a greater range in terms of students» socioeconomic status, at the time of the initial course implementation, the district's rate of free and reduced lunch was approximately 10 - 12 percent.

About half the students are from various minority groups, and the number qualifying for free or reduced - cost lunch ranges from 9 percent at some schools to 74 percent at others.

LEAs may use for this purpose either the same source of data used to select and allocate funds among public schools (i.e., usually free or free and reduced - price school lunch data) or one of a specified range of alternatives, such as data from an income survey of private school families, private school scholarship applications, or estimates based on the assumption that the percentage of students attending a private school who are from low - income families is the same as that for public school students who reside in the same geographic area.

They range in size from 25,000 to 38,000 students, from 22 % to 42 % minority students, and from 33 % to 42 % of students who qualify for free or reduced - price lunches.

As a magnet school, it has selective admissions and attracts students from a wider range of socioeconomic backgrounds (fewer than half its students receive free or reduced - price lunch, for example) than the city's other project - based learning schools.

This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified / unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1 - 5.8); (2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1 - 5.8); (3) learn how to present and discuss assessment results with other education professionals and with students» parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1 - 5.8).

This reduced the incentive of districts to have a broad range of electives and even had negative impacts on science and social studies particularly in districts with high EL and free and reduced lunch populations.

However, in a report that Richard Kahlenberg and I coauthored for the Century Foundation, we profiled diverse charter schools in which the proportion of low - income students (as measured by eligibility for free and reduced - price lunch) ranged from 30 to 70 percent, within 20 percentage points of the 50 percent goal (Kahlenberg & Potter, 2012).