NASSP acknowledges that within the school building, the principal bears the ultimate responsibility for implementing schoolwide reforms that will lead to
high academic achievement for all students.
A DC Public Charter School that ensures
high academic achievement for all students in both Spanish and English
The school focuses on
high academic achievements for each student through collaboration with students, staff, family, and community members.
«Focused on
high academic achievement for all students, she excels with diverse enrollments.»
In this episode of podcast «Highest Aspirations», Daniela Anello, DCB Head of School, in Washington D.C. speaks on how DCB ensures
high academic achievement for all students in both Spanish and English, develops leadership, and values all cultures.
Tests are meant to chart progress toward
high academic achievement for all students, not to become the sole focus of classroom time.
Former U.S. Secretary of Education, John B. King Jr, now President & CEO of Education Trust, a national nonprofit advocacy organization that promotes
high academic achievement for all students at all levels, particularly for students of color and low - income students, delivered the keynote address at the fall 2017 convening of the By All Means consortium.
It is our mission to ensure
high academic achievement for every student by attracting and preparing outstanding leaders and supporting the performance of the urban public schools they lead at scale.»
Not exact matches
He received the
highest recommendations
for character, family values and commitment to
academic achievement and
student - athlete welfare from his current and former athletics directors, players, coaching colleagues and experienced media figures.
And
for elementary school
students there is no proven correlation between homework and
higher academic achievement, except
for reading.
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.
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-...]
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.
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.
Advocates of accountability insist that
high standards
for all
students are necessary to promote
academic growth and spur
achievement to levels heretofore unseen.
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.
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.
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).
The effects on
academic achievement are greatest
for students from
higher income families, while the effects on behavior are more pronounced on
students who are less well - off.
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.
The
highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations
for both
academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation
for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive
student assessment systems.
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.
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.
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.
Instead of making
high academic achievement the centerpiece of the selection process, the application asks last
for evidence of
student learning.
; 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.
A thought - leader in
higher education, she has spent more than two decades at prominent national educational institutions and at the
highest levels of government, working to implement effective strategies to raise
academic achievement and opportunity
for low - income and minority
students.
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.
Charter schools are evolving and growing to meet parent demand
for high - performing public school options, and these finalists continue to show that
high academic achievement is possible
for all
students.
Annually measures,
for all
students and separately
for each subgroup of
students, the following indicators:
Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succ
Academic achievement (which,
for high schools, may include a measure of
student growth, at the State's discretion);
for elementary and middle schools, a measure of
student growth, if determined appropriate by the State, or another valid and reliable statewide
academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succ
academic indicator;
for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency
for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or
student success; and
The Education Trust (www.edtrust.org) works
for the
high academic achievement of all
students at all levels, kindergarten through college.
Our experienced consultants have helped schools and districts, including First Nation schools, create culturally relevant, engaging, standards - based curricula that motivates learning, boosts
academic achievement, and increases
student efficacy, creating a foundation
for a
high - quality education
for all
students.
According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and
students; (2) supportive relationships within the school; (3) engagement and empowerment of
students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all
students and staff; (5)
high expectations
for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).
They understand and actively work to eliminate gaps in school success between different groups of
students, as measured by
academic achievement,
high school graduation rates, and preparation
for college and other postsecondary pursuits.
The bill also eliminates goals and performance targets
for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to
high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged
students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.
The bill replaces AYP standards with a requirement
for states to annually measure all
students and individual subgroups by: (1)
academic achievement as measured by state assessments; (2)
for high schools, graduation rates; (3)
for schools that are not
high schools, a measure of
student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows
for meaningful differentiation in school performance.
A majority of St. Louis Public Schools
students scored below proficient in math and English, but
higher scores in the attendance and graduation - rate categories made up
for poor results in
academic achievement, Emily Stahly, a research assistant at the Show - Me Institute, found in an analysis earlier this year.
They also assign mountains of homework, set
high expectations, and pursue
academic achievement for all
students, regardless of background, with a secular religious zeal.
i. Lahaderne, «Attitudinal and Intellectual Correlates of Attention: A Study of Four Sixth - grade Classrooms,» Journal of Educational Psychology 59, no. 5 (October 1968), 320 — 324; E. Skinner et al., «What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and
Achievement in School,» Journal of Educational Psychology 82, no. 1 (1990), 22 — 32; J. Finn and D. Rock, «
Academic Success among
Students at Risk
for School Failure,» Journal of Applied Psychology 82, no. 2 (1997), 221 — 234; and J. Bridgeland et al., The Silent Epidemic: Perspectives of
High School Dropouts (Washington, D.C.: Civic Enterprises, LLC, March 2006), https://docs.gatesfoundation.org/documents/thesilentepidemic3-06final.pdf.
Greenwald et al.'s 1996 meta - analysis found that teachers»
academic skills were shown to have a positive relationship to
student achievement in 50 percent of the studies they analyzed, a much
higher proportion than
for teacher education or experience.
Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare
for their roles as leaders of
higher education institutions; scores of
academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and
student achievement.
A
high - powered commission appointed by Gov. Terry E. Branstad issued wide - ranging recommendations last week
for change in Iowa's schools, including a call
for measures of
academic achievement that all districts would be required to report
for their
students.
For example, to support its claim that «participation in high - quality arts programs... is valuable to all students,» the letter cites four articles, one titled, «Mute Those Claims: No Evidence (Yet) for a Causal Link between Arts Study and Academic Achievement.&raq
For example, to support its claim that «participation in
high - quality arts programs... is valuable to all
students,» the letter cites four articles, one titled, «Mute Those Claims: No Evidence (Yet)
for a Causal Link between Arts Study and Academic Achievement.&raq
for a Causal Link between Arts Study and
Academic Achievement.»
Moving
students from a belief in the limits of intelligence can counter the argument
for tracking by increasing
academic achievement for all
students, including
high needs subgroups.
Research has shown that these programs have positive benefits
for students including
higher academic achievement and increased cognitive abilities.
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.