Sentences with phrase «gap in student performance»

Black students learn more from black teachers and white students from white teachers, suggesting that the racial dynamics within classrooms may contribute to the persistent racial gap in student performance, at least in Tennessee.

The large gap in student performance between white students and minority students is one of the most serious problems facing the United States.

Cotner and Ballen also see their findings as a potential to reframe gaps in student performance.

Not exact matches

Although the segregation, and related performance gaps, are not unique to Erie County, a recent report by the Civil Rights Project put the area in the top 3 percent of the country for its failure to integrate students.

Performance gaps between black and Latino students and their white and Asian counterparts remained wide — some 30 points in ELA and even more in math.

«Study: High - stakes tests a likely factor in STEM performance gap: Findings suggest that changing how instructors assess students could help close the achievement gap in introductory STEM courses.»

«We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM.»

By moving to a «mixed model» of student assessment — including lower - stakes exams, as well as quizzes and other assignments — instructors can decrease well established performance gaps between male and female students in science courses.

A new study published in PLOS ONE confirms this, finding that performance gaps between male and female students increased or decreased based on whether instructors emphasized or de-emphasized the value of exams.

FIRST PLACE / NARRATIVE The Peculiar Abilities of Mr. Mahler, Paul Philipp, director FIRST PLACE / ANIMATION Negative Space, Max Porter & Ru Kuwahata, co-directors FIRST PLACE / NONFICTION Breaking the Cycle, Josephine Jackson & Vincent Augusto, co-directors FIRST PLACE / EXPERIMENTAL Gray Umbrella, Mohammad Poustindouz, director STUDENT AWARD It's Just a Gun, Brian Robau, director TEXAS AWARD Bodies of Water, David Lykes Keenan, director Jury Prize — Guan Xi, Dora Wu, director Jury Prize — The Driver is Red, Randall Christopher, director Jury Prize — The Modern Lives, Bill Plympton, director Performance Award — Michael Laskin, A Real Adventure Cinematography Award — Wasteland, Jakub Michnikowski, director Honorable Mention, Narrative — Counterfeit Kunkoo, Reema Sengupta, director Honorable Mention, Narrative — Mrs McCutcheon, John Sheedy, director Honorable Mention, Narrative — Hope Dies Last, Ben Price, director Honorable Mention, Narrative — Passion Gap, Matt Portman & Jason Donald, co-directors Honorable Mention, Narrative — Seven, James Morgan, director Honorable Mention, Nonfiction — Hunger for Truth: The Rhea Clyman Story, Andrew Tkach, director Honorable Mention, Nonfiction — Uncle Jessie White - Portrait of a Delta Blues Man in Detroit, Stashu Kybartas, director Honorable Mention, Experimental — Strangers, Eve Duhamel, director Honorable Mention, Student Film — The Chocolate Soldier, Jackson Smith, director Honorable Mention, Texas — Underneath, Christopher Grissom, director Honorable Mention, Texas — Aberration, Andy Pollack, dSTUDENT AWARD It's Just a Gun, Brian Robau, director TEXAS AWARD Bodies of Water, David Lykes Keenan, director Jury Prize — Guan Xi, Dora Wu, director Jury Prize — The Driver is Red, Randall Christopher, director Jury Prize — The Modern Lives, Bill Plympton, director Performance Award — Michael Laskin, A Real Adventure Cinematography Award — Wasteland, Jakub Michnikowski, director Honorable Mention, Narrative — Counterfeit Kunkoo, Reema Sengupta, director Honorable Mention, Narrative — Mrs McCutcheon, John Sheedy, director Honorable Mention, Narrative — Hope Dies Last, Ben Price, director Honorable Mention, Narrative — Passion Gap, Matt Portman & Jason Donald, co-directors Honorable Mention, Narrative — Seven, James Morgan, director Honorable Mention, Nonfiction — Hunger for Truth: The Rhea Clyman Story, Andrew Tkach, director Honorable Mention, Nonfiction — Uncle Jessie White - Portrait of a Delta Blues Man in Detroit, Stashu Kybartas, director Honorable Mention, Experimental — Strangers, Eve Duhamel, director Honorable Mention, Student Film — The Chocolate Soldier, Jackson Smith, director Honorable Mention, Texas — Underneath, Christopher Grissom, director Honorable Mention, Texas — Aberration, Andy Pollack, dStudent Film — The Chocolate Soldier, Jackson Smith, director Honorable Mention, Texas — Underneath, Christopher Grissom, director Honorable Mention, Texas — Aberration, Andy Pollack, director

The forthcoming second edition of Education Week's 50 - state report card on public education finds huge gaps between the performance of students in urban and nonurban school districts.

The Common Core State Standards were designed to ensure that low - income students and students of color were no longer being short - changed with lower expectations that mask the reality of gaps in performance across racial and socio - economic factors.

What they saw was sobering but not surprising: Despite attempts to close achievement gaps between students of color, immigrant students, and low - income students and their more affluent white peers, wide disparities persisted in student performance on state tests, graduation rates, school attendance, and college - going rates.

It refers to schools with stubborn achievement gaps or weak performance among «subgroup» students, such as English - language learners or students in special education.

Focus School: A school with persistent achievement gaps or poor performance among «subgroup» students, such as English - language learners or students in special education.

«We need to hone in on tackling the gender divide that has seen the results of Australia's boys trail behind girls and work to close the performance gap between students from high and low socio - economic status backgrounds,» he said.

[xi] Di Xu and Shanna Jaggars, «Performance Gaps Between Online and Face - to - Face Courses: Differences Across Types of Students and Academic Subject Areas,» Journal of Higher Education 85 (3), 633 - 659, 2014; Cassandra Hart, Elizabeth Friedmann, and Michael Hill, «Online Course - Taking and Student Outcomes in California Community Colleges,» Education Finance and Policy, forthcoming.

Based on such analysis, the student may not only get an academic «diagnosis» of his or her aptitude, but also determine ways in which performance can be strengthened and improved, and gaps can be closed.

To offset such misperceptions, we need to require that all schools in all districts report student performance — and calculate achievement gaps — using the same, internationally benchmarked standards.

The report, «Boosting Performance and Containing Cost through Mayoral Academies,» contrasts the low performance of low - income and minority students and the wide achievement gaps in traditional district schools, and the high performance of low - income and minority students and smaller achievement gaps in high - performing charter schools in neighborPerformance and Containing Cost through Mayoral Academies,» contrasts the low performance of low - income and minority students and the wide achievement gaps in traditional district schools, and the high performance of low - income and minority students and smaller achievement gaps in high - performing charter schools in neighborperformance of low - income and minority students and the wide achievement gaps in traditional district schools, and the high performance of low - income and minority students and smaller achievement gaps in high - performing charter schools in neighborperformance of low - income and minority students and smaller achievement gaps in high - performing charter schools in neighboring states.

Because Klein's educational record is strong, all those interested in narrowing the tragic education - performance gap between our well - off and our poor students should read this book.

In their avid focus on performance metrics and achievement gaps, contemporary reformers can sometimes seem unbothered that so many students find school so mind - numbing.

This analysis makes clear that large differences in the performance of high - SES students and low - SES students in the same schools do exist; that these apparent gaps are not simply reflective of gaps in preparation; and that while the variation across school districts is substantial, the variation within school districts may be even larger (at least among the largest districts in Florida).

This large cross-school variation in SES performance gaps could be because they educate high - SES and low - SES students differently, or it could be that there are major fundamental differences across schools in the relative pre-school preparation of high - SES and low - SES students.

It's apparent from Figure 5 that school districts vary considerably in their test performance gaps between high - SES and low - SES students; this is unsurprising given the large cross-district variation in racial / ethnic gaps found in the work by Reardon and colleagues mentioned in the introduction.

The «honesty gap» between the lofty level of academic performance required for students to succeed in the real world and what state tests say is good enough has closed dramatically in recent years.

Maria Izolda Cela Coelho, the secretary of education of Ceará State in Brazil, says the seminar was an excellent opportunity for her to reflect on relevant issues of public education improvement, such as the promotion of high - quality learning among students, performance gap reduction between different social groups, and the implementation of curricula focused on the development of 21st - century skills.

From studying the historical relationship, we can estimate that closing just half of the performance gap with Finland, one of the top international performers in terms of student achievement, could add more than $ 50 trillion to our gross domestic product between 2010 and 2090.

Aside from Google's own AI innovation, data and algorithms have the power to really transform learning and optimize teaching to drive progression: From teacher dashboards such as those that we're currently pioneering, which give that instant deep dive analysis on pupil performance to identify those all - important learning gaps, to the creation of a virtual tutor that will learn and remember — in intimate detail — every single exercise that you ever did, and compare that to the millions of other students in real time for a truly bespoke and personalized lesson.

To fill the gap, in 1999 it set up From Puppets to Empowerment to deliver interactive performances to primary school students.

We had a line graph showing the gap in performance between white and minority students.»

In «Beating the Odds,» [a CGCS report that provides a city - by - city analysis of student performance and gaps in achievement] one of the findings is that the average per - pupil expenditure in the nation's largest urban school systems is now below the national averagIn «Beating the Odds,» [a CGCS report that provides a city - by - city analysis of student performance and gaps in achievement] one of the findings is that the average per - pupil expenditure in the nation's largest urban school systems is now below the national averagin achievement] one of the findings is that the average per - pupil expenditure in the nation's largest urban school systems is now below the national averagin the nation's largest urban school systems is now below the national average.

With the understanding that no one exactly knows how money for schools is spent and who receives the money, the authors suggest that weighed student funding would show exactly where the money is going and foster transparency and accountability for performance, thereby potentially closing the gaps in local public service quality between the privileged and the disadvantaged.

With this year's IDEA determinations, the Department used multiple outcome measures that include students with disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each state.

How American schools are making inequality worse The Conversation, October 26, 2015 Study: Schools Exacerbate Growing Rich - Poor Achievement Gap U.S. News & World Report, October 19, 2015 Schools exacerbate the growing achievement gap between rich and poor, a 33 - country study finds The Hechinger Report, October 19, 2015 Report: U.S. Math Performance Gap Starts with Unequal Access Diverse Education, October 14, 2015 Inequality should scare us: Create great school options now The Seattle Times, October 11, 2015 Studies Probe How Schools Widen Achievement Gaps Education Week, October 6, 2015 New study reveals vast gap between rich and poor students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September 30, 2Gap U.S. News & World Report, October 19, 2015 Schools exacerbate the growing achievement gap between rich and poor, a 33 - country study finds The Hechinger Report, October 19, 2015 Report: U.S. Math Performance Gap Starts with Unequal Access Diverse Education, October 14, 2015 Inequality should scare us: Create great school options now The Seattle Times, October 11, 2015 Studies Probe How Schools Widen Achievement Gaps Education Week, October 6, 2015 New study reveals vast gap between rich and poor students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September 30, 2gap between rich and poor, a 33 - country study finds The Hechinger Report, October 19, 2015 Report: U.S. Math Performance Gap Starts with Unequal Access Diverse Education, October 14, 2015 Inequality should scare us: Create great school options now The Seattle Times, October 11, 2015 Studies Probe How Schools Widen Achievement Gaps Education Week, October 6, 2015 New study reveals vast gap between rich and poor students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September 30, 2Gap Starts with Unequal Access Diverse Education, October 14, 2015 Inequality should scare us: Create great school options now The Seattle Times, October 11, 2015 Studies Probe How Schools Widen Achievement Gaps Education Week, October 6, 2015 New study reveals vast gap between rich and poor students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September 30, 2gap between rich and poor students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September 30, 2gap, new study finds The Washington Post, September 30, 2015

Although the gap in academic performance between rural Hispanic and white students begins in elementary school, it grows as students move into middle and high school.

The achievement gaps in academic performance between students grouped by socioeconomic status and race / ethnicity have barely narrowed in the 50 years since this data has been collected in the United States.

While this is a reasonable approach, given the high percentages of students from low - income families in CEP schools, such a policy tends to conflict with the heavy emphasis placed by the ESEA on measuring achievement gaps between students from low - income families and other students in establishing performance consequences for schools.

«Sometimes people think education is an intractable problem,» McCartney said, citing the scale of the issues, the flood of unanalyzed data about students» performance, and the apparently inadequate American level of learning revealed on tests administered around the world — not to mention the daunting gaps in performance between and within U.S. districts.

Direct - to - student programs and changes in instructional practices have been linked to long - term gains in academic performance and reductions in achievement gaps on the basis of race / ethnicity, gender, and being the first in one's family to go to college.

While researching what happens to graduates of top charter schools when they go to college, Richard Whitmire noticed a gender gap in the performance of the students.

Hanushek points out that actual spending increases during the time period they studied was more like 100 percent, gaps have not closed, and other explanations for low performance such as increases in the numbers of students in poverty don't explain the difference.

To give but one of several examples, the authors offer a nuanced discussion of ability grouping in schools that highlights the potential tensions between the value of improving the performance of the weakest students and the consequences of increasing the gap between them and the most gifted, since the latter are likely to reap the greater gains from ability grouping.

The Port Clinton City School District received an «A» on graduation rate and a «B» on progress, but a «D» on achievement and an «F» in «gap closing,» which tracks «how well schools are meeting the performance expectations for our most vulnerable populations of students in English language arts, math and graduation.»

school - based factors that explain differences in student performance and program implementation (e.g., instructional expertise, curriculum implementation, learning gaps, staffing, leadership, material resources);

«While the performance of Virginia students compares favorably to that of students in other states, the disparities between subgroups underscore the importance of the Board of Education's policies and initiatives aimed at narrowing, and ultimately closing, achievement gaps,» Board of Education President David M. Foster said.

This REL Northwest study compared gaps in performance on state achievement tests between eighth - grade American Indian and Alaska Native students and all other eighth - grade students in 26 states serving large populations of American Indian and Alaska Native students.

Moreover, the demographic characteristics of the rural student population continue to shift, with rural schools becoming increasingly diverse and serving larger populations of students that schools have historically not served effectively (i.e., the students for whom performance is described in terms of achievement gaps).

IDRA's analysis of STAAR student group performance rates, college readiness outputs, graduation rates and dropout rates reflect significant gaps between economically disadvantaged and non - economically disadvantaged students and between EL and non-EL students, in spite of some success individual economically disadvantaged and EL students are experiencing in classroom across Texas.

Last week, one of our local charters, KIPP Bridge, was featured in CCSA's report «Chartering and Choice as an Achievement Gap Closing Reform: The Success of California Charter Schools in Promoting African American Achievement», which details the performance and enrollment trends of African American students in California's public schools, including charter schools.