Sentences with phrase «high achievement for students at»

This work is multifaceted and we want to appreciate all those committed to high achievement for students at Emerson, and across the district.

Not exact matches

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.

He earned his MBBS, (the equivalent of the MD degree) in 1967, at the age of 22, from Punjab University Medical College, in Amritsar, where he was named «Best Medical Graduate» for that year, winning the Pfizer Award and the Gold Medal for highest achievement as a medical student.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Most of the contributors to the volume have found evidence that policies that focus on high - stakes testing corrupt educational reform and undermine achievement, especially for at - risk students.

Perhaps it's because white students score higher on achievement tests and graduate at substantially higher rates that many of the loudest voices in this debate aren't troubled by asking for patience and time to get things exactly right before proceeding.

Despite the united front of opposition, with studies like Carol Klein's 2006 Virtual Charter Schools and Home Schooling finding high levels of parent satisfaction and student achievement at virtual schools, it is highly unlikely that independent home schoolers and advocates for traditional public schools will be able to stop them.

«The same NAPLAN achievement scale will be used, but students» achievements will be measured more precisely, particularly for students in the high - and low - achieving categories, and results will be returned much more quickly than at present.

Innovative and effective practices at Cleveland's MC2 STEM High School are driving learning and higher achievement for students in a district where every student qualifies for free or reduced - price meals.

«We feel student achievement is at a higher rate when students are in school regularly,» said Beth Shields, deputy superintendent for instruction in the School District of Hillsborough County, Florida.

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.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

The latter is one of nine principles of learning formulated by the Institute for Learning that I direct at the University of Pittsburgh to provide assistance to school systems in building organizational and instructional practices that will enable their students to meet higher achievement standards.

Such pay innovations should also boost student achievement and, because they are based on performance, strengthen the argument for dramatically raising teacher salaries — at least for those with the highest levels of professional expertise.

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.

Among students assigned to different teachers with the same Overall Classroom Practices score, math achievement will grow more for students whose teacher is better than his peers at classroom management (i.e., has a higher score on our Classroom Management vs. Instructional Practices measure).

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

Students with a growth mindset present a higher increase in achievement at higher grades, a difference that may be due to actual differences or to differences in the accuracy of reporting for older students relative to younger sStudents with a growth mindset present a higher increase in achievement at higher grades, a difference that may be due to actual differences or to differences in the accuracy of reporting for older students relative to younger sstudents relative to younger studentsstudents.

At the top, honors students fret not about boredom or weak achievement, but about the stress that attends all that cramming and homework as they compete for entry into high - status universities.

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...

The Commission will examine factors in raising student achievement from prekindergarten through high school including: state accountability and curriculum requirements; model programs to improve student achievement beginning in early learning programs and continuing throughout high school; strategies for every student to achieve at grade level such as intervention and support systems; and policies to improve student attendance and retention.

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.

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 success; and

The Education Trust (www.edtrust.org) works for the high academic achievement of all students at all levels, kindergarten through college.

We focus on the scores of students at the 25th percentile of the distribution of achievement for each group, because it is low - performing students who are at greatest risk of not graduating from high school.

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.

To explore this, I examined achievement changes by item type for low -, moderate -, and high - performing schools, as measured by the percentage of students scoring at or above national norms on the ITBS reading exam in 1995.

supporting higher student achievement for all children and destroying the belief that some groups of children can not achieve at high levels.

To explore this possibility, we assumed that students who reported that at least one parent had graduated from college were likely to be given the kind of support that is needed for many to reach high levels of achievement.

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.

The Executive Leadership Program for Educators at Harvard University in association with The Wallace Foundation will emphasize midcareer development of teams of high - level education leaders that share responsibility for making changes in their organizations and across their states to broadly improve school leadership and its impact on student achievement.

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.

At Brooke, students are closing the achievement gap and exceeding expectations for even Massachusetts» highest performing students.

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.

For instance, the high school graduation rate is at a record high, and the test scores of Black and Hispanic students have outpaced those of white students on long - term measures of reading and math achievement.

Increases in achievement for African American and Latino students, in particular, were substantially higher than the average gains for students overall at all three age groups and in both subjects.

CSDC has proven that through collaboration and leveraging, its innovative programs positively impact low - income and low - wealth communities by increasing access to high quality public education and reducing the «achievement gap» for minority and at - risk students.

This means that the SGP calculation compares the pre / post progress for a student with a history of high achievement to the pre / post progress of other high - achieving students nationwide at that grade level.

«I think aiming for grade - level achievement for all students is still an important goal for K - 12 schools — but not to the detriment of growth and achievement for all students, including those that are achieving at the highest levels,» Hayes says.

Improvements in discipline and teacher - student relations at Ware County High School were accompanied by improvements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most students».

For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).

For fifty years, the Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learning.

According to Every Student, Every Day: A National Initiative to Address and Eliminate Chronic Absenteeism, the problem is «typically defined as missing at least 10 % or more of school days in a year for any reason, excused or unexcused, chronic absenteeism affects as many as 7.5 million kids a year and is a strong predictor of low academic achievement and high school dropout.»

Research shows that chronic absenteeism in schools is a primary cause of low academic achievement and a powerful predictor of which students are at a higher risk for dropping out.

The election of three school board members comes at a particularly important time as the district faces critical budgetary decisions, the need to improve student achievement particularly for chronically underserved students and even greater parent demand for high quality educational options including charter public schools.

Although Gaetz's bill does not include fiscal expenditures, as noted in the main text (§ IV, supra), in reviewing the start time / academic achievement studies undertaken by fellow economists, Columbia University Assistant Professor of Finance and Economics Jonah Rockoff and the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Professor of Education at the University of Michigan, Brian Jacob, concluded that delaying middle and high school start times «from roughly 8 a.m. to 9 a.m. -LSB-,]» will increase academic achievement by 0.175 standard deviations on average, with effects for disadvantaged students roughly twice as large as advantaged students, at little or no cost to schools; i.e., a 9 to 1 benefits to costs ratio when utilizing single - tier busing, the most expensive transportation method available.

Rising proficiency for students with disabilities across most subjects (exceptions for middle school writing, high school math, and high school social studies), at a pace that can contribute importantly to narrowing one of our widest achievement gaps

Midtown Educational Foundation At MEF, we seek to impact the future of Chicago education by offering high - quality enrichment opportunities for low - income, at - risk, urban students and their parents through our unique, holistic approach to after - school and summertime programs at the Midtown Center for boys and Metro Achievement Center for girlAt MEF, we seek to impact the future of Chicago education by offering high - quality enrichment opportunities for low - income, at - risk, urban students and their parents through our unique, holistic approach to after - school and summertime programs at the Midtown Center for boys and Metro Achievement Center for girlat - risk, urban students and their parents through our unique, holistic approach to after - school and summertime programs at the Midtown Center for boys and Metro Achievement Center for girlat the Midtown Center for boys and Metro Achievement Center for girls.