Sentences with phrase «grade at another school in another state»

Now in second grade at another school in another state, she continues to blossom and grow, living comfortably outside the lines of what most of us consider «gender norms.»

Not exact matches

Tracey Gordon, who taught Tsarnaev in fifth and sixth grade at a Cambridge school, described him as an exceptionally intelligent child who easily mastered English after arriving in the United States from Russia and «was eager to learn whatever school had to offer.»

Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, inschool followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, inSchool, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.

At a school considered in some academic rankings as the No. 1 private school in the state and among the top 10 in the nation, both Jayda and Jayla are right at a 4.0 grade point averagAt a school considered in some academic rankings as the No. 1 private school in the state and among the top 10 in the nation, both Jayda and Jayla are right at a 4.0 grade point averagat a 4.0 grade point average.

Students would continue taking standardized state tests in reading and math annually in grades three to eight and at least once in high school.

The New York State Sheriffs» Association this week called on the Legislature to include funding in the next state budget for at least one armed school resource officer at every grade school and high school, which could run into the hundreds of millions of dolState Sheriffs» Association this week called on the Legislature to include funding in the next state budget for at least one armed school resource officer at every grade school and high school, which could run into the hundreds of millions of dolstate budget for at least one armed school resource officer at every grade school and high school, which could run into the hundreds of millions of dollars.

BUFFALO, N.Y. (WBEN)- As the New York State Sheriffs» Association requests the state legislature to include funding for at least one armed resource officer at every grade school and high school in New York State, they're finding support from New York State Senator - and former Erie County SheriState Sheriffs» Association requests the state legislature to include funding for at least one armed resource officer at every grade school and high school in New York State, they're finding support from New York State Senator - and former Erie County Sheristate legislature to include funding for at least one armed resource officer at every grade school and high school in New York State, they're finding support from New York State Senator - and former Erie County SheriState, they're finding support from New York State Senator - and former Erie County SheriState Senator - and former Erie County Sheriff...

Thursday's City Council schedule will include a meeting of the Committee on Governmental Operations for its preliminary budget oversight hearing; a meeting of the Committee on Veterans to consider a resolution «calling upon the New York State Legislature to pass and the Governor to sign S. 752, the Veterans» Education Through SUNY Credits Act»; and a meeting of the Committee on Education to consider multiple resolutions, including one «calling upon the New York State Legislature to reject any attempt to raise the cap on the number of charter schools,» one «calling upon the Department of Education to amend its Parent's Bill of Rights and Responsibilities to include information about opting out of high - stakes testing and distribute this document at the beginning of every school year, to every family, in every grade,» and one «calling upon the New York State Legislature to eliminate the Governor's receivership proposal in the executive budget for New York City.»

A new analysis from StudentsFirstNY found that at 75 city schools this year, all the students in at least one grade failed the state math or reading test.

Last week, the New York State Sheriff's Association endorsed funding armed school resource officers at every grade school and high school in the sState Sheriff's Association endorsed funding armed school resource officers at every grade school and high school in the statestate.

The New York State Sheriffs» Association is calling on lawmakers to include funding in the state budget to provide at least one armed school resource officer at every grade school and high school in the sState Sheriffs» Association is calling on lawmakers to include funding in the state budget to provide at least one armed school resource officer at every grade school and high school in the sstate budget to provide at least one armed school resource officer at every grade school and high school in the statestate.

The New York State Sheriffs» Association today called upon the State Legislature to include in the 2018 State Budget sufficient funding to provide at least one armed school resource officer at every grade school and high school in the sState Sheriffs» Association today called upon the State Legislature to include in the 2018 State Budget sufficient funding to provide at least one armed school resource officer at every grade school and high school in the sState Legislature to include in the 2018 State Budget sufficient funding to provide at least one armed school resource officer at every grade school and high school in the sState Budget sufficient funding to provide at least one armed school resource officer at every grade school and high school in the statestate.

An analysis of local news reports and school district data by The New York Times found that at least one out of every six students eligible to take the third - through eighth - grade tests in New York State sat at least one of them out this past school year, part of the so - called opt out movement.

Approximately equal numbers of women and men enter and graduate from medical school in the United States and United Kingdom.1 2 In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to closin the United States and United Kingdom.1 2 In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to closIn northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to closin the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to closin Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to closin the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to closin academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to closin leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to closin high impact journals also provides insights into the degree to which the gender gap can be expected to close.

In the state of Oklahoma, low - income high school students who agree to make good grades in a prescribed curriculum, attend school, and stay out of trouble can get free tuition at public and private colleges in the statIn the state of Oklahoma, low - income high school students who agree to make good grades in a prescribed curriculum, attend school, and stay out of trouble can get free tuition at public and private colleges in the statin a prescribed curriculum, attend school, and stay out of trouble can get free tuition at public and private colleges in the statin the state.

In the last decade, at least 15 state legislatures and boards of education have adopted policies incentivizing their public schools to prioritize measures other than grades when assessing students» skills and competencies.

For example, the report tells us that 70 percent of 8th - grade students at K12 - operated schools met proficiency standards in reading, as compared to 77 percent in all public schools in the same states.

Under the NCLB law, states must test students in math and reading in grades 3 - 8 and at least once in high school.

At the same time that thousands of school districts nationwide are beginning to implement the Common Core State Standards in English / language arts, many also face new state reading policies for the early grades that call for the identification of struggling readers, require interventions to help them, and, in some instances, mandate the retention of 3rd graders who lack adequate reading skState Standards in English / language arts, many also face new state reading policies for the early grades that call for the identification of struggling readers, require interventions to help them, and, in some instances, mandate the retention of 3rd graders who lack adequate reading skstate reading policies for the early grades that call for the identification of struggling readers, require interventions to help them, and, in some instances, mandate the retention of 3rd graders who lack adequate reading skills.

NCLB mandated reading and math testing in grades 3 through 8 and at least once in high school, and it required states to rate schools on the basis of test performance overall and for key subgroups.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards statIn addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards statin the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

In 2009, with funding from the Bill & Melinda Gates Foundation, the National Governors Association and the Council of Chief State School Officers formed a consortium that established the Common Core State Standards (CCSS), curricular standards that outline what students should know and be able to do at each grade level.

NCLB requires annual testing of students in reading and mathematics in grades 3 through 8 (and at least once in grades 10 through 12) and that states rate schools, both as a whole and for key subgroups, with regard to whether they are making adequate yearly progress (AYP) toward their state's proficiency goals.

The success of the Massachusetts approach has important implications, especially as states roll out the new Common Core standards academic goals for what students should be able to do in reading and math at each grade level to ensure high school students graduate ready for the demands of higher education and the 21st century workforce.

But in May 2002, the state legislature made one of its boldest moves, revising the School Code, the state's education law, to require 3rd - grade students to score at the Level - 2 benchmark or above on the reading portion of the FCAT in order to be promoted to 4th grade.

Researcher Douglas Gentile, an assistant professor of psychology at Iowa State University, in Ames, found that pathological gamers were more likely to report trouble paying attention at school, received lower grades in school, and had more health problems than nonpathological gamers.

As happens every year for Butts, a 3rd grade teacher at Blaney Elementary School in a suburb of the South Carolina state capital, a flurry of thoughts about lesson plans and bulletin boards quickly supplanted the usual summer lull.

States and / or the federal government could identify best practices for online skill assessments that all students could take at key break points in their school careers (e.g., 6th grade or 9th grade).

This past year, 92 percent of BVP's 7th graders (at the time the highest grade level enrolled) were proficient in math, a figure that topped every middle school in the state but one, a small suburban charter school (see Figure 1).

The study from the Council of Chief State School Officers, in Washington, looks at data from a federal survey of 60,000 public school teachers conducted in the 1999 - 2000 school year to gauge how many teachers in grades 7 - 12 are highly qualified in the subjects they School Officers, in Washington, looks at data from a federal survey of 60,000 public school teachers conducted in the 1999 - 2000 school year to gauge how many teachers in grades 7 - 12 are highly qualified in the subjects they school teachers conducted in the 1999 - 2000 school year to gauge how many teachers in grades 7 - 12 are highly qualified in the subjects they school year to gauge how many teachers in grades 7 - 12 are highly qualified in the subjects they teach.

Staffers also conduct summer, fall, and spring home visits between and during the sophomore and junior years to students who are at risk of not graduating because of deficiencies in course credits, the possibility of failing the state high school exit exam (a condition of graduation), or poor grades.

They identified 26 chains out of 48, more than half, where disadvantaged pupils with lower grades at the end of primary schools made more progress than in state schools generally.

This year's recipients are Marisa Bober, a mathematics teacher at Charlestown High School for grades 9 - 12; Elise Cucchi, a seventh grade humanities and French teacher at the Mary Lyon K - 8 in Brighton; Xavier Rozas, who has built an integrated media program to support and highlight staff and student achievements at The English High School in Jamaica Plain; Christopher Tsang, a sixth, seventh, and eighth grade humanities teacher at The Harbor School; and Tanya Milner, an eleventh grade United States history and freshman Advancement Via Individual Determination teacher at Cambridge Rindge and Latin School.

In these studies (separated by a year and composed of a separate set of students), seventh - grade students at a racially diverse middle school in the northeast United States were randomly assigned to self - affirm or not to self - affirm as part of a brief classroom exercisIn these studies (separated by a year and composed of a separate set of students), seventh - grade students at a racially diverse middle school in the northeast United States were randomly assigned to self - affirm or not to self - affirm as part of a brief classroom exercisin the northeast United States were randomly assigned to self - affirm or not to self - affirm as part of a brief classroom exercise.

Two of its Brooklyn schools have posted math scores that were the best in the state, Excellence Boys Charter School (6th grade) and Kings Collegiate Charter School (7th grade); ELA test scores of 8th graders at True North Rochester Preparatory Charter School in Rochester placed that school at number 6 out of 1,450 schools tSchool (6th grade) and Kings Collegiate Charter School (7th grade); ELA test scores of 8th graders at True North Rochester Preparatory Charter School in Rochester placed that school at number 6 out of 1,450 schools tSchool (7th grade); ELA test scores of 8th graders at True North Rochester Preparatory Charter School in Rochester placed that school at number 6 out of 1,450 schools tSchool in Rochester placed that school at number 6 out of 1,450 schools tschool at number 6 out of 1,450 schools tested.

Students themselves and the United States as a whole benefit from improved performance in the early grades only if that translates into measurably higher skills at the end of school.

At Manzanita Community School, in Oakland, California, third - grade teacher Allison Stormont says many of her students» families fled Laos and stayed in refugee camps in Thailand while they waited to come to the United States.

NEPC notes, for example, that 70 percent of 8th - grade students at K12 schools met proficiency standards in reading, as compared to 77 percent in all public schools in the same states in which K12 operates.

And on the Massachusetts Comprehensive Assessment System (MCAS)- the state's standardized test, first administered in the spring of 1998 - Worcester public school students in different grade levels were 8 to 20 percentage points less likely to score at or above proficiency than were students statewide.

This was possible because the children originally randomized were subject to the state tests required of all children in public schools that are administered for the first time at the end of third grade.

In addition, beginning in the 2007 - 08 school year, states must administer annual science tests at three grade levels (once each in grades 3 - 5, 6 - 9, and 10 - 12In addition, beginning in the 2007 - 08 school year, states must administer annual science tests at three grade levels (once each in grades 3 - 5, 6 - 9, and 10 - 12in the 2007 - 08 school year, states must administer annual science tests at three grade levels (once each in grades 3 - 5, 6 - 9, and 10 - 12in grades 3 - 5, 6 - 9, and 10 - 12).

The state has tests aligned with its standards in each grade span in English and mathematics, but only at the high school level in science.

The United Federation of Teachers had expected the trustees of the State University of New York to vote at their May 24 board meeting on the union's application to open a 450 - student charter school serving grades K - 5, starting in September.

For this analysis, we restrict our attention to schools that have a reasonable degree of heterogeneity — at least three students in every birth cohort who come from all four quartiles of the socioeconomic status distribution: 568 elementary schools in the state of Florida satisfy this heterogeneity criterion simultaneously in grades three and five.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

«If you look at international comparisons, kids in the United States perform better at elementary school than the later grades... so it made sense to look at whether grade configuration influenced this.»

Sixth - and seventh - grade Citizen Schools participants earned better grades than peers who did not attend the program in English and math and scored higher on a state English exam during their first year in the program, all at statistically significant levels.

Her research revealed that 43 percent of Massachusetts third - graders read below grade level, which may lead to continued struggles in high school and puts them at significant risk of not graduating or contributing to the state's knowledge - based economy.

The program is a hybrid: it gives formula grants to states, but to receive their share of funds (fixed amounts calculated by a formula tied to the states» levels of need) states had to submit applications specifying in detail how they would set up competitive grant programs for their districts aimed at helping low - performing, high - poverty schools improve reading instruction in grades K — 3.

In order to receive a grade, schools must test at least 90 percent of their students; otherwise, they receive an Incomplete and, after an investigation, the state commissioner of education assigns a grade to the school.