Prior to her service in the presidential administration of President Barack Obama, Ericka was Vice President for Operations and Strategic Leadership at the Education Trust, a nationally recognized research and advocacy organization dedicated to promoting
high academic achievement of all students, kindergarten through college.
The Education Trust (www.edtrust.org) works for
the high academic achievement of all students at all levels, kindergarten through college.
Prior to her service in the presidential administration of President Barack Obama, Miller was vice president for operations and strategic leadership at the Education Trust, a nationally recognized research and advocacy organization dedicated to promoting
high academic achievement of all students, kindergarten through college.
The Education Trust — West works for
the high academic achievement of all students at all levels, pre-k through college.
Not exact matches
Admission to the program is based on criteria that ensure
high standards
of academic quality and
student achievement, as well as diversity.
The term «Gifted» is defined by the Elementary and Secondary Education Act as
Students, children, or youth who give evidence
of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific
academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.
National studies show that
students who eat school breakfast are more likely to: reach
higher levels
of math
achievement; score
higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and
academic performance; and maintain a healthy weight
Here in the Ctiy
of Buffalo this year a report from the Council on Great City Schools on Improving the
Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language inst
Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language i
Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 %
of these
students graduate from
high school and the
academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language inst
academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language i
achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.
This drive for
academic achievement leads to
high attainment in international
academic assessments but has contributed to the curtailment
of nocturnal sleep on school nights to well below the recommended eight to ten hours
of sleep, putting
students at risk
of cognitive and psychological problems.
«Maintaining and improving school integration is important, as previous research has shown that
students of all races who attend diverse schools demonstrate
higher academic achievement in reading, language, mathematics and science,» reported Frankenberg.
Benefits to School Life Looking at the lasting impact
of LOtC experiences in terms
of academic performance, Learning Away's recent research found that school trips resulted in
higher academic achievement, with 61 per cent
of students achieving
higher than their predicted grade following a school trip based on the subject area.
While the word «accountability» never appears in Risk, its call for
higher academic standards and its focus on
student achievement as the main barometer
of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters
of standards - based -LSB-...]
And the principals» advisory groups — also composed
of high school
students — help administrators address issues like school safety and
academic achievement through a
student lens.
Many pundits point to the fact that in the United States, teachers tend not to be drawn from the top
of the
academic - performance distribution, as is the case in countries with
higher student achievement, such as Finland, Korea, and Singapore.
The Impact
of Student Composition on
Academic Achievement in
High School», Teachers College Record, 107 (9).
I was especially interested in the influence
of a teacher's gender on
students» perceptions, because engagement with an
academic subject may be an important precursor to subsequent
achievement levels, course selection in
high school and college, and also occupational choice.
However,
high - performing countries tend to require
high academic achievement of entering teacher education
students, and then select on the basis
of skills and personal attributes required for effective teaching.
President Barack Obama has often noted in speeches the enthusiasm
of Korean parents for their children's education, the
high quality
of Korean teachers, the number
of learning hours that Korean
students spend, and the outstanding educational
achievements these have produced; for example, top rankings in international
academic -
achievement tests, and low rates
of school dropouts and juvenile delinquency.
Although there is some indication that the implementation
of MCAS testing has improved curriculum and helped push
students and teachers to focus more aggressively on
academic achievement, the potential consequences
of depriving thousands
of students a
high - school diploma is simply unacceptable to most teachers.
In her first year on the job, Jewell - Sherman launched Excellence for All, a comprehensive plan aimed at improving teaching and learning to enable
students to reach
high academic standards, and promoting involvement with the community as a way
of addressing nonacademic barriers to
student achievement.
Students who are not engaged in school are at a
higher risk
of poor
academic achievement, but leaders
of after - school programs may not have a good understanding
of how to captivate those they serve.
Advocates
of accountability insist that
high standards for all
students are necessary to promote
academic growth and spur
achievement to levels heretofore unseen.
Because teachers were considering intangible factors, even when race, gender, family income, and
academic achievement are the same, there was no way to isolate the effect
of being held back, much less to make reasonable conclusions about the effects
of retention on a
student's
academic achievement or the probability
of his dropping out
of high school.
The average
achievement of the peers in G&T
students» classrooms were between 0.25 and 0.33
of a standard deviation
higher in each core
academic subject.
Amrein and Berliner concluded, as announced in their press release, «
High - stakes tests may inhibit the
academic achievement of students, not foster their
academic growth.»
In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have
high national standards
of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give
students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from
students and teachers, principals and parents.
Specific strategies for middle school administrators to use to improve
academic achievement and better prepare
students for
high school are outlined in a report released last week by the National Association
of Secondary School Principals.
The
high scores
of students in a wealthy suburban New Jersey school will reflect the contributions
of well - educated parents, a communal emphasis on
academic achievement, a stable learning environment at home, and enriching extracurricular opportunities.
In the specific year when
students move to a middle school (or to a junior
high), their
academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that
of their counterparts who continue to attend a K — 8 elementary school.
If
high - income parents are more likely to make a request, and such requests are for better teachers on average, then the availability
of requests could exacerbate the
achievement gap between
students from low - and
high - income families, even if all families equally value
academic achievement.
Because
academic resources are relatively scarce in
higher - poverty schools (e.g., there are more disruptive peers, lower
academic expectations, fewer financial resources, and less - competent teachers), parents in these schools seek teachers skilled at improving
achievement even if this comes at the cost
of student satisfaction.
In tackling this task, Feinberg says, they «backed into» the five essential tenets
of the KIPP model:
High Expectations (for
academic achievement and conduct); Choice and Commitment (KIPP
students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).
«In every class in this building, you have kids
of all levels
of prior
academic achievement,» says Principal Dan St. Louis, including kids who are «
high flyers,» kids with Individualized Education Programs who are receiving special education support,
students with disabilities, and English - language learners.
Students who were able to identify and reappraise their own feelings
of boredom had fewer bored episodes and
higher academic achievement, according to the research
of Ulrike Nett's group in Germany.
In most industrialized countries — nearly all
of which outperform us on measures
of academic achievement, such as PISA and TIMSS —
students begin preparing for a career while still in
high school.
Since 2006, the number
of Houston schools earning one
of the state's top ratings has more than doubled to exceed 200 campuses, fewer
students are repeating a grade level, and more are testing at the
highest levels
of academic achievement.
Experiments in schools have found that sessions designed to promote a growth mindset [4] benefit
academic achievement of students, especially those with initially low grades or in
higher risk
of failing.
As Stanford University professor Larry Cuban writes in Oversold and Underused, «There have been no advances (measured by
higher academic achievement of urban, suburban, or rural
students) over the past decade that can be confidently attributed to broader access to computers....
Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms
of media («cross-media»), children's and adolescents» exposure to
high quality youth - oriented social and ethical story content, i.e. stories
of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth
academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming
of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use
of peer to peer, and adult facilitated group discussion and debate as a primary form
of instruction, and B) takes advantage
of access to the texts
of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster
students» critical thinking and ethical reflection skills.
The authors found that in the specific year when
students move to a middle school (or to a junior
high), their
academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that
of their counterparts who continue to attend a K — 8 elementary school.
In light
of abundant data on low
academic achievement and effort among
high school
students, Wagner's goal sounds impossible, but years
of experience plus 150 interviews he conducted for the book convince him otherwise.
For all
of the talk about «raising standards» and implementing «
high stakes testing,» the United States is an outlier among developed nations when it comes to holding
students themselves to account, and linking real - world consequences to
academic achievement or the lack thereof.
For the past 16 years, the Puente program has strived to boost the
academic achievement of underserved Latino
high school
students, who have the
highest dropout rate and lowest college attendance among all racial and ethnic groups in the United States.
At the Saracens
High School we will combine our sporting beliefs to create a unique school environment where every individual
student matters,
academic achievement is important and a real emphasis is placed on teamwork and the creation
of great memories.
This meta - analysis
of social and emotional learning interventions (including 213 school - based SEL programs and 270,000
students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on
students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including
higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved
academic performance (e.g. standardized
achievement test scores).
His dissertation, «The Effects
of School Context and Course Placement on Racial
Achievement Dynamics in High School: Modeling Key Elements of Social and Structural Theory,» explores how school setting, socio - economic status, and academic engagement relate to the achievement of students of diffe
Achievement Dynamics in
High School: Modeling Key Elements
of Social and Structural Theory,» explores how school setting, socio - economic status, and
academic engagement relate to the
achievement of students of diffe
achievement of students of different races.
They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director
of The Birth
of a Nation; Scott Harrison, the founder
of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director
of the ACLU, who has dedicated his life to protecting the liberties
of Americans; Louise Psihoyos, the award - winning filmmaker and executive director
of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author
of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator
of Rockin» 1000, co-founder
of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the
highest exit altitude skydive; Renaud Laplanche, founder and CEO
of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits
of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder
of SCDAO, a reading project designed to bridge the
achievement gap
of area elementary school
students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers
of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in
academic programs culminating ultimately in college degrees.
Together, these results provide direct evidence that removing low - VA teachers (bottom 5 percent) and retaining
high - VA teachers (top 5 percent) improves the
academic achievement of students.
Perhaps two
of the most significant findings from the list above are that
students are developing
higher levels
of academic engagement, collaboration, motivation, and self efficacy and that deeper learning is working with
students regardless
of their income levels or prior school
achievement.
While the push for
higher levels
of academic achievement and accountability continues to increase, more people have realized that a single test can not provide a comprehensive evaluation
of student performance.