Sentences with phrase «from achievement school district»

Despite promises from achievement school district backers that some of Tennessee's most troubled schools would be vaulted into the top 25 percent of schools statewide, standardized testing scores have shown no «statistically significant» difference in the district's schools, according to Henry's research.

It's time to demand the return of our schools and our children from Achievement School Districts and the forces of school privatization.

Not exact matches

Drawing an emotional response from the audience, more than a dozen Chicago Public School parents voiced complaints at Wednesday's school board meeting over how the district questioned their children about their decision to not to take the Illinois Standards Achievement Test when it was administered earlier this School parents voiced complaints at Wednesday's school board meeting over how the district questioned their children about their decision to not to take the Illinois Standards Achievement Test when it was administered earlier this school board meeting over how the district questioned their children about their decision to not to take the Illinois Standards Achievement Test when it was administered earlier this month.

«From Nigeria, I have watched closely your achievements, ranging from your ingenious approach to creating jobs for the teeming youths through various initiatives, including the repositioning of agriculture for modern farming, «Farming for Jobs and Food», Senior High School (SHS) free education, One - District - One - Factory, and One - Village - One - Dam as well as the improvement being recorded in the Republic's macroeconomic indicatFrom Nigeria, I have watched closely your achievements, ranging from your ingenious approach to creating jobs for the teeming youths through various initiatives, including the repositioning of agriculture for modern farming, «Farming for Jobs and Food», Senior High School (SHS) free education, One - District - One - Factory, and One - Village - One - Dam as well as the improvement being recorded in the Republic's macroeconomic indicatfrom your ingenious approach to creating jobs for the teeming youths through various initiatives, including the repositioning of agriculture for modern farming, «Farming for Jobs and Food», Senior High School (SHS) free education, One - District - One - Factory, and One - Village - One - Dam as well as the improvement being recorded in the Republic's macroeconomic indicators.

The latest entrant last week was the NAACP: A letter from the group, distributed by NYSUT, argued the cap was hurting poor and minority school districts by widening the state's achievement gap.

In Washington, D.C., where I was chancellor, IMPACT teacher evaluations are among the strongest in the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievement.

Stephanie Anzman - Frasca, Ph.D., of ChildObesity180, Tufts University, Boston, and co-authors used data from 446 public elementary schools in a large, urban school district in the United States to look at the impact of BIC on participation in the School Breakfast Program (SBP), school attendance and academic achievschool district in the United States to look at the impact of BIC on participation in the School Breakfast Program (SBP), school attendance and academic achievSchool Breakfast Program (SBP), school attendance and academic achievschool attendance and academic achievement.

These studies show, consistently, that parental schools of choice not controlled by public school districts 1) are usually prohibited by law from screening out students based on admission exams, 2) use ability tracking less frequently than traditional public schools even when, legally, they can, and 3) may use ability tracking, but when they do, it is less likely to have a negative effect on the achievement of low - track students.

With the tremendous pressure — and guidelines from the federal government, state governments, and local school districts — principals are often not sure what matters most and what will improve academic achievement at their schools, Hood said.

From a broader policy perspective, our estimates suggest that ERI programs could be beneficial for school districts, saving them money on teacher salaries without harming student achievement.

It will prevent Maryland school districts from using their resources to extend the school year, even if they believe that is the best way to advance student achievement.

The Center for Education Policy Research at Harvard University (CEPR) and the Harvard Graduate School of Education today announced a $ 15 million grant from the Bill & Melinda Gates Foundation to launch a new, national education initiative to help school district and state leaders increase student achievement and attainment through data - informed decision - mSchool of Education today announced a $ 15 million grant from the Bill & Melinda Gates Foundation to launch a new, national education initiative to help school district and state leaders increase student achievement and attainment through data - informed decision - mschool district and state leaders increase student achievement and attainment through data - informed decision - making.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

The authors collected results from MET researchers around the country into a volume that will help school districts implement new evaluation systems that will enhance teacher performance and student achievement.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

The recommendations come from the Academic Achievement and Accountability Commission, known as the A + Commission, which has spent a year weighing how to hold the state's public schools and districts more accountable for students» academic performance.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

The achievement growth in math was not statistically significant relative to the achievement growth of the matched district - school students, but the study concluded that Milkwaukee district - school students were «performing at somewhat higher levels as a result of competitive pressure from the school voucher program.»

From this perspective, school spending may, in some states or districts, be below what is required to steadily improve student achievement in line with federal requirements for «adequate yearly progress.»

In a new study presented at the this year's fall research conference of the Association for Public Policy Analysis and Management in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of students.

Marcotte and Steven Hemelt (2008) collected data on school closures from all but one school district in Maryland to estimate the impact on achievement.

Schools with sound fiscal practices and high academic achievement would win an «earned charter,» granting them regulatory flexibility from the state and district.

In Succeeding With English - Language Learners - Lessons Learned From the Great City Schools, the Council of the Great City Schools discusses findings from a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievemFrom the Great City Schools, the Council of the Great City Schools discusses findings from a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievemfrom a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievement.

Having served 1,400 students annually for the past two years, and hundreds annually before that, and boasting an average pass - rate for original credit courses of 91 % each year, Bend - La Pine has fine - tuned their online learning programs to meet the many and varied needs of students across the district, including: • How to use online learning to help balance student schedules • How to monitoring student progress carefully to stay on track • How to involve parents to keep them aware of their child's achievement or problem areas • Lessons learned from launching a Virtual School Program

Conversely, to take another example, evidence from a district in Norfolk, Virginia, shows that resegregated schools led to a decline in the achievement test scores of children of all races.

Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators.

States set annual district and school targets for grade - level achievement, high school graduation, and closing achievement gaps, for all students, including accelerated progress for subgroups (each major racial and ethnic group, students with disabilities, English language learners, and students from low - income families), and rate schools and districts on how well they meet the targets.

We estimate racial / ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and reading tests administered to public school students from 2009 - 2013.

Likewise, it is critical that a desire for data traditionally gathered from meal applications does not stand in the way of districts and schools implementing community eligibility, which can help support educational achievement, reduce hunger, and improve children's nutrition and health.

Given the evidence that students from disadvantaged backgrounds lose ground academically over the summer while other students do not, districts that serve large populations of low - income students should be most interested in trading class size for school days as a strategy to improve student achievement.

We merge information on schools» curriculum adoptions from their SARCs with a longitudinal database containing school and district characteristics and achievement outcomes covering the school years 2003 to 2013, constructed based on publicly available data from the California Department of Education (CDE).

Our analysis suggests that from 2004 05 to 2011 12, the same years covered by our achievement analysis, total public schooling expenditures per student increased by $ 1,000 in New Orleans relative to other districts in the state.

This study draws together results from multiple data sources to identify how the new accountability systems developed in response to NCLB have influenced student achievement, school - district finances, and measures of school and teacher practices.

Brockman's bill for achievement school districts — a reform that could grant for - profit charters the ability to wring control of a low - performing school from a local school district — is not about teachers, he insists.

District leaders became concerned that school achievement results might decline unless something was done to support teachers and principals in efforts to respond effectively to the needs of students from low - income families.

Instructional Leadership, Teaching Quality, and Student Achievement: Suggestive Evidence from Three Urban School Districts.

Over the past 18 months, Stefan Pryor, Malloy's Commissioner of Education, co-founder of Achievement First, Inc. (the large charter school Management Company) and corporate education reform aficionado, has moved out all the professional expertise from the State Department of Education's office that is responsible for what used to be called Priority School Districts but are now called Alliance Distschool Management Company) and corporate education reform aficionado, has moved out all the professional expertise from the State Department of Education's office that is responsible for what used to be called Priority School Districts but are now called Alliance DistSchool Districts but are now called Alliance Districts.

Last week's panel came as Republican lawmakers pushed legislation that could wrest control of some chronically low - performing schools from local school boards, placing staffing and curriculum powers in the hands of for - profit charter operators in so - called «achievement school districts.»

Contemporary accountability policies have created the added expectation that districts will differentiate support to schools on the basis of achievement results from state testing programs and other accountability measures, with particular attention to be given to schools where large numbers of students are not meeting standards of proficiency.

Yet, despite all the arguments this week, perhaps opponents» criticism was best summed up Thursday by Rep. Joe Sam Queen, a Democrat from western North Carolina, who told legislators that achievement school districts are simply too much of a gamble.

Educators from all districts talked about the need for (and utilization of) diagnostic and formative assessments of student progress throughout the school year, in addition to state achievement - test data.

The results offer hope that regular school districts can improve, even those with large numbers of students from low - income families or with low achievement.

Using test score data from the National Assessment of Educational Progress, we also find that reforms cause gradual increases in the relative achievement of students in low - income school districts, consistent with the goal of improving educational opportunity for these students.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.

Under the proposed rules, teacher colleges will be motivated to steer their graduates away from school districts and schools that report low student achievement test scores, i.e., those serving poor and minority children and new learners of English.

Raymond came to Sacramento from Charlotte - Mecklenburg Schools in North Carolina, a high - achieving district, where he was chief accountability officer in charge of data, innovation, school performance reviews and measures of student achievement.

Rep. Rosa Gill, a Democrat from Wake County and a former high school math teacher, likened Bryan and Brockman's achievement schools districts to little more than a «tangent» and a «knee - jerk» reaction to chronically struggling schools.

By selecting two states that have near - universal support from school districts and state and local teachers» unions, and in touting that achievement in press briefings, the federal Education Department is telegraphing the importance of stakeholder buy - in.

In early October, central office administrators, principals and teachers from 23 Portland schools gathered in Warm Springs, Oregon, with the shared mission of increasing student achievement by improving district instructional and leadership practices.

School Board Leadership Resource Center and Center for Public Education Briefing Room: These two resources bring you school improvement research, best practices and examples from high - performing school systems, and expert guidance that can help your school board set a course for improving student achievement and district excelSchool Board Leadership Resource Center and Center for Public Education Briefing Room: These two resources bring you school improvement research, best practices and examples from high - performing school systems, and expert guidance that can help your school board set a course for improving student achievement and district excelschool improvement research, best practices and examples from high - performing school systems, and expert guidance that can help your school board set a course for improving student achievement and district excelschool systems, and expert guidance that can help your school board set a course for improving student achievement and district excelschool board set a course for improving student achievement and district excellence.