Sentences with phrase «gains in achievement made»

Not exact matches

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School Supt. David Schuler called Burlinski «strong and effective» and noted the achievement gains students at the school have made in recent years.

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 achievemenIn 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 achievemenin 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 achievemenin the country to the one making the biggest gains in student achievemenin student achievement.

But in classic triangulation, Gov. Andrew Cuomo has made his achievements at the Capitol the same success story Senate Republicans can tell, even as the GOP conference tries to keep Democrats from gaining full control of the chamber.

In New York City, the achievement gains of the last 15 years were possible only because there was room «for the leadership of the school system to act and to make change and to not be sort of negotiating those changes with dozens of local boards or even the central board,» he said.

These children made dramatic gains in math achievement when they engaged with the math app,» Berkowitz said.

Longevity for me will come down to gaining all achievements and... well... at which stage makes the game redundant in the replay arena.

Black - white achievement gap makes little progress since 1960s At current rate, closing the disparities to take centuries Greatest gains in South which has caught up with the rest of the country

On the one side, she agreed with New York City mayor Michael Bloomberg to a test plan offering monetary incentives to teachers in schools whose poorest students make significant gains in achievement (see «New York City's Education Battles,» features, Spring 2008).

While we've made some gains at the 4th - grade level (probably reflecting better instruction in decoding), reading - achievement trends by the end of high school are depressingly flat.

Blended Learning: Making it Work in Your Classroom: Discover how P.K. Yonge Developmental Research School in Gainesville, Florida, integrates digital content with face - to - face learning and how this has resulted in impressive gains in student achievement.

Students made short - term gains in math and reading achievement, were better prepared for high school, and took fewer remedial courses once there.

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

In implementing READS, districts must adopt a set of data use strategies that inform decision - making and help to improve student achievement, such as examining spring to fall achievement gains or losses and using the results of student surveys and achievement tests to select books that are well matched to students» reading skills and interests.

In return for adopting the national standards or a federally approved alternative, states could escape NCLB sanctions for not making timely gains in student achievemenIn return for adopting the national standards or a federally approved alternative, states could escape NCLB sanctions for not making timely gains in student achievemenin student achievement.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

And, finally, do students who attend traditional public schools subject to competition from charter schools make larger achievement gains than they would have in the absence of charter schools?

Early evidence suggested that quality control was indeed a concern: The achievement gains made by charter students in Arizona, in particular, often lagged that of their district peers through 2012.

What they need not show is that disabled students are making gains in achievement.

We address three main questions: Do students attending charter schools in these grades make larger or smaller gains in achievement than they would have made in traditional public schools?

Students in these grades make considerably smaller achievement gains in charter schools than they would have in traditional public schools, and the negative effects are not limited to schools in their first year of operation.

1) Bringing every state up to the best state in the United States (Minnesota) 2) Bringing every state up to the best state in its region 3) Bringing all students in each state up to the NAEP basic achievement level 4) Bringing each state up to the best state, but assuming others do not make any gains at all, thereby isolating the direct impact of a state's efforts.

The CREDO analysis also shows that Michigan's low - income students, who comprise the vast majority of charter students in Detroit, make modest achievement gains (less than a month of additional learning in math each year) compared to district schools, as do black and Hispanic students.

If children receive effective instruction early and intensively, they can make large gains in general academic achievement.

Nor do the researchers find evidence that students who attend middle schools make larger achievement gains than their K - 8 peers in grades 9 and 10, by which time most Florida students have entered high school.

For these teachers, we can test whether improvement over time in the practices measured by TES is related to improvement in the achievement gains made by the teachers» students.

Each summer most youth lose about two months» worth of math skills, while low - income students also lose morethan two months in reading achievement despite the fact that their middle - class peers make slight gains over the summer break.

Teachers» scores on the classroom observation components of Cincinnati's evaluation system reliably predict the achievement gains made by their students in both math and reading.

«Instruction was aligned with standards, and as a school we made significant gains in student achievement.»

Thompson: One of the areas urban schools are making gains is in improving the academic achievement in reading and mathematics.

And in fact, students with disabilities have made almost no gains in reading since 2002 — even though NCLB focuses specifically on boosting the achievement of this subgroup of students.

However, without the changes Massachusetts made to its entire system of teacher licensing (e.g., subject area licensing tests for all prospective teachers, criteria for achieving full licensure after beginning teaching, and criteria for license renewal for veteran teachers), it is unlikely there would have been enduring gains in achievement for students in all demographic groups and in all its regional vocational / technical high schools — gains confirmed by tests independent of control or manipulation by Massachusetts or federal policy makers.

Results indicated that those students in the small class made greater gains in reading achievement compared to those in the larger class.»

In a report issued here, the 34 - member commission — whose honorary co-chairmen were former Presidents Jimmy Carter and Gerald R. Ford — acknowledges that minorities have made gains in educational achievement and income since the 1960'In a report issued here, the 34 - member commission — whose honorary co-chairmen were former Presidents Jimmy Carter and Gerald R. Ford — acknowledges that minorities have made gains in educational achievement and income since the 1960'in educational achievement and income since the 1960's.

Gains in student achievement were seen during the Bush administration, but over the past 8 years, little progress has been made (and in 8th grade math there have been declines).

Third, the delay in first evaluation allows us to observe the achievement gains of these teachers» students in classes the teachers taught before the TES assessment so that we can make before - and - after comparisons of the same teacher.

What the schools all have in common is that they made adequate yearly progress under NCLB and otherwise demonstrated impressive student - achievement gains.

While nationwide gains in closing achievement gaps have been made, research shows that underserved student populations still achieve at lower rates than their peers in many areas.

Perhaps the most profound advance since 2010 is that individual achievement and attainment records for every subject are saved (with elaborate safeguards) in cyberspace and secure state databases, where «unique student identifier» numbers make it possible for data to be readily aggregated without revealing individual identity and for analysts to investigate things like learning gains by pupils in various schools and circumstances.

They found that the amount of time students spent in independent reading was the best predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students between second and fifth grade.

And while many parents want to avoid a «summer slide,» a term to describe the tendency for students, especially those from low - income families, to lose some of the achievement gains they made during the previous school year, many experts say it's important to keep in mind that summers don't have to be packed with worksheets and math camps for kids to keep their brains active and learning.

First, they show that during the NCLB era, there were enormous differences in the gains states made in student achievement.

Such low scores indicate that the majority of students will have to make large gains in achievement before they are able to pass the test.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

The achievement of a nationwide sample of 4th and 8th grade students with the same racial make - up as Chicago students, as measured by the National Assessment of Educational Progress (NAEP), increased roughly 0.25 standard deviations in math during the 1990s, though there was no gain in reading.

To get specific: In Chicago Public Schools ~ white and Asian students made minor gains on NAEP in reading between 2003 and 2009 ~ but Hispanic students gained little and blacks gained nothing ~ so the achievement gap widened between whites and minorities at the fourth and eighth grade levelIn Chicago Public Schools ~ white and Asian students made minor gains on NAEP in reading between 2003 and 2009 ~ but Hispanic students gained little and blacks gained nothing ~ so the achievement gap widened between whites and minorities at the fourth and eighth grade levelin reading between 2003 and 2009 ~ but Hispanic students gained little and blacks gained nothing ~ so the achievement gap widened between whites and minorities at the fourth and eighth grade levels.

This interpretation could account for both the gains in relative achievement made by students in K — 5 and K — 6 schools prior to entering middle schools and the superior performance of K — 8 students relative to their peers in middle schools.

The Education Trust, for example, is urging states to use caution in choosing «comparative» growth models, including growth percentiles and value - added measures, because they don't tell us whether students are making enough progress to hit the college - ready target by the end of high school, or whether low - performing subgroups are making fast enough gains to close achievement gaps.

The authors examined the student achievement data of each school included in the turnaround initiatives — and in LPS, each traditional public school in the district — to select schools that have made notable academic gains since implementing these practices.

The purposes of the observations were to gain an understanding of the instructional activities in the schools, which should assist us to better place the student achievement outcomes within a context; provide some corroboration for the claims made by the various district and building interviewees about the teaching and learning conditions in the school; and provide a basis for discussion during the teacher interviews that would follow the observations.