Sentences with phrase «graduate higher numbers of students»

Research shows Oakland charter public schools have successfully demonstrated that they are able to deliver a high - quality public education for their students and graduate higher numbers of students ready for college.

Not exact matches

In communities of color, that number is closer to one in 10 students, with only 13 percent of black and Latino students graduate high school ready for the next level.

In 2002, latest data and the first since 9/11, the number of foreign students enrolled in U.S. science and engineering graduate programs increased by 8 % to a new, all - time high.

While the number of graduate students supported by research grants has been higher than the number supported on training grants since the early 1980s, the gap steadily widened as NIH's research budget grew — then shot up in the early 2000s when NIH's budget doubled over 5 years (see graph below).

This growth, reflecting the high interest of students in the astronomical sciences and the job opportunities that exist, contrasts with the declining number of graduates in physics (down by 11 percent) and chemistry (down by 6 percent) over the same period (NSF, 1999b).

«There were a number of things that appealed to me about the part,» the 21 - year - old actor says of Elio, a precocious high schooler summering with his parents — and a visiting graduate student, a friend of his father's — in their family seat in northern Italy.

A recent investigation revealed that several high schools in Washington, D.C., skirted district rules to graduate large numbers of their students who didn't meet the standards for earning diplomas.

Looking at high school graduates, a number of recent state and national reports — including a report from the United States Chamber of Commerce — estimate that in around half of all states, at least 40 percent of higher education students are taking remedial courses, a clear sign that many high school graduates are unprepared for post-secondary work.

During the past 12 years, the period in which inclusion has been used more extensively, the number of students with disabilities who have graduated from high school has tripled; the number attending college has doubled.

While this number was, and essentially remains, twice the national average of high school graduates who graduate from a four - year college, we were concerned because although nearly all of the students who left our school were college - bound, we suspected we had missed the mark of college readiness for some of our students.

Expressing concern about the number of high - school graduates who require remedial education in college, the North Carolina State Board of Education has approved a $ 100,000 study of the students» educational history to determine «where things went wrong.»

Or look at Niobrara County's Wyoming Virtual Academy, which receives a high number of high school transfer students who are behind in credits and not on track to graduate.

Natasha Patterson School Leadership Program Current City: Chicago Current job: Assistant principal, Chicago Public Schools Career highlights: Serving as school director / principal of UCSN — Rogers Park for the 2013 - 2014 academic year and earning a Level 1 + on the SQRP; securing a partnership with the David Lynch Foundation and the University of Chicago Crime Lab to bring Transcendental Meditation and the Quiet Time program to the students and staff of Gage Park High School, a valuable tool in helping teachers and staff deal with stress and trauma; increased the number of 2016 Gage Park High School graduates earning early college and career credentials.

Number of private schools, students, full - time equivalent (FTE) teachers, and 2014 - 15 high school graduates, by state: United States, 2015 — 16.

Released in August and dubbed, Mapping Australian higher education 2016, the report led the Melbourne - based think tank to warn that encouraging young students to pursue higher education in STEM - based courses could leave an increasing number of graduates unemployed.6

Their quarrel centers on high school exit exams: the tests that an increasing number of states are requiring students to pass before they can graduate from high school.

«A growing number of other countries are turning out entire high school graduating classes that are much better educated than ours, with much more equity, and they are doing it at a lower cost per student,» says Marc.

The program is not associated with improved high school graduation rates or increases in the number of students taking college entrance exams, suggesting that the APIP improves the outcomes of high - achieving students rather than those students who may not have graduated from high school or even applied to college.

The regulations seemed simple: Take the number of students who graduated, then divide by the number of students who entered high school four years earlier.

A growing number of other countries are turning out entire high school graduating classes that are much better educated than ours, with much more equity, and they are doing it at a lower cost per student.

The number of «high school dropout factories,» where less than 60 percent of students graduate, is declining rapidly.

But in just a few years, the high school's dropout rate has decreased by over half, and both student engagement and the number of students who receive college credit before they graduate have increased.

Professional Education at the Harvard Graduate School of Education offers a limited number of custom programs for districts, schools, universities, and private and public organizations serving students in PreK - 12 and higher education.

So, as much as we may want ever - increasing numbers of students to graduate high school ready for college and career, amping up the criteria for attaining the general diploma to such a high degree, at least too quickly, is neither the right thing to do, nor is it practically or politically sensible.

In response to the slow rate of economic growth after 1973, states took a number of actions to improve the skills of students graduating from public high schools.

Last year, the number of Boston students who graduated in four years hit a record high of 72.4 percent.

This will require a jump in the number of students who graduate from high school ready for college.

For the class of 2006, the difference was quite large — 21 percent of black high school graduates completed college, but just 16 percent left high school at a college - ready level in reading (almost exactly the inverse of the numbers for Hispanic students).

But that number is still less than 20 percent of high school graduates and only about 15 percent of all those in the age cohort (as only about 75 percent of high school students graduate within four years).

There are still too many NYC high school graduates who fall far short of college and career readiness — especially among African - American and Hispanic students, where the numbers, though improved, remain tragically low.

One of the overarching goals of the national push to redesign high schools is increasing the number of students who graduate ready for college.

The guide fits in nicely with our overall strategic vision of increasing the number of students who graduate high school with a postsecondary plan.

But when New York State began requiring students to pass the standardized Regents tests in order to graduate from high school, Beacon was forced to reduce the number of projects and cut the time for assessing them.

Here's why: The National Governor's Association (NGA) says, with the signatures of all 50 states, the definition of when a student should graduate from high school: As defined in 34 C.F.R. § 200.19 (b)(1)(i)- (iv), the four - year adjusted cohort graduation rate (hereafter referred to as «the four - year graduation rate») is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class.

One category that lobbyists like Rome want to boost is the number of states that require students to take at least some sort of art class to graduate from high school.

And as the student population continues to grow more racially, ethnically, and linguistically diverse, the teacher workforce remains overwhelmingly white.3 Research shows, however, that students of color benefit from having teachers with whom they share the same race or ethnicity, 4 and white students benefit from having nonwhite teachers as well.5 In order to increase the number of teacher candidates of color enrolling in and graduating from teacher preparation programs, several states are developing initiatives to intentionally recruit high - achieving people of color into the teaching profession.

We're in a state with a shamefully low number of college graduates — we can't change that unless more students graduate from high school college ready.

In addition to more than eight out of 10 high school students graduating on time, the number of students enrolled in dropout factories has dropped 47 percent over the last decade and minority students have led the way in increasing graduation rates and leaving dropout factories all while quality standards have grown increasingly strict.

With good data, the calculation of the rate is simple; divide the number of students who graduate by the number of students who enrolled in high school four years earlier.

The 2012 Annual Update of Building a Grad Nation: Progress and Challenge in Ending the Dropout Epidemic report found that 24 states increased their high school graduation rates by modest to large gains, while the number of high schools graduating 60 percent or fewer students on time — often referred to as «dropout factories» — decreased by 457 between 2002 and 2010, with the rate of decline accelerating since 2008.

A study of a federally - funded voucher program in Washington D.C. found that students graduated from small private high schools in larger numbers.

Graham previously served as chairman of the District of Columbia College Access Program, a private foundation which, since 1999, has helped double the number of DC public high school students going on to college and has helped triple the number graduating from college.

Last year, we reported that the number of «dropout factories» — those high schools that graduate 60 percent or less of their students — had declined from 2,007 in 2002 to 1,746 in 2008.

This new report, produced by the National Center for Education Statistics, covers six different areas: elementary and secondary enrollment; enrollment in degree - granting postsecondary institutions; high school graduates; degrees conferred; elementary and secondary teachers (including the number of teachers in elementary and secondary schools as well as student - teacher ratios and new teacher hires); and expenditures of public elementary and secondary schools.

As we strive to improve high school achievement, we must not forget the increasing number of students who fail to graduate.

The trip enabled participants to see programs intended to increase the number of students graduating with a high school diploma ready for college and careers.

This results in an increasing number of students who do not graduate, according to speakers at a White House summit on higher education.

As a side note, the Post reported this afternoon that of the 3,371 high school graduates from the City's 31 Renewal high schools, 242 earned diplomas through a new «appeals process [approved by the Board of Regents] that allows for lower scores on exams or other side - door routes... This led to a tripling of the number of students graduating using the appeals process in 2016 over 2015, city data show.»

In it, she said that the Common Core standards will ensure that Connecticut remains a place where people want to live, work and invest in their future, that the standards are clear and high and will make students ready for college and careers, and that those standards will cause children of poverty to graduate from high school in increasing numbers.

«Our goal is to turn around the 5,000 lowest - performing schools over the next five years, as part of our overall strategy for dramatically reducing the dropout rate, improving high school graduation rates and increasing the number of students who graduate prepared for success in college and the workplace,» said Arne Duncan, the administration's new secretary of education in August of that year.