Sentences with phrase «high achieving students do»

Not exact matches

The question is whether or not these same motivated and high - achieving students would have done just as well in college without taking AP courses in high school.

A new study shows that students who achieve the highest gains on standardized tests do not show improvements in their cognitive skills.

Do you work in a Missouri school or district with a high free - and - reduced rate student population, but you're struggling to achieve good participation at school breakfast?

Do you work in a Nebraska school or district with a high free - and - reduced rate student population, but you're struggling to achieve good participation at school breakfast?

The majority of minorities entering science and engineering are from the middle - and upper - income families, but considerable debt and modest earnings (compared to business, law, and medicine) may deter even some high - achieving minority students from choosing these fields.1 Up to 25 % of academically qualified low - income students either do not apply to college2 or drop out, unable to keep pace with escalating prices.3

The hope is that the educational needs of high - achieving students get the attention they deserve — and that they didn't get in the NCLB era.

EW: What do you think is needed to attract more high - achieving students to teaching?

Instead we need to be doing what an increasing number of schools like another Arizona - based school, the Carpe Diem Collegiate High School and Middle School, are doing and disrupting that flawed paradigm by implementing online learning to create a student - centric system — not to increase costs for the community through bond measures or otherwise, as the article reports — but to use existing resources to prioritize student learning and achieve great results.

Similarly, because growth measures may do a poor job of capturing the progress of high - achieving students, some states may want the weights assigned to achievement and growth to vary based on the level at which a school's students are achieving.

That being said, if I do my job well, my hope is that I can leave DCPS as a district where students are achieving at high levels no matter their backgrounds, families are choosing DCPS schools because of the world - class education we provide, and parents and community members feel like they've contributed to DCPS» amazing successes.

Do high - achieving minority students have fewer, less - popular friends than lower - achieving peers?

CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving students — known as gifted and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost students» achievement over and above what is learned in a regular classroom from the start of 6th grade to mid-way through 7th grade.

If students at a particular school achieve at high levels and show strong growth, that school probably doesn't have the same urgency around identifying poor performers.

Teach First believes that doing this will help students to achieve high academic standards and also broaden their perception of what they are capable of achieving.

It shows students exactly what they must do to achieve a high grade and dissects a sample answer, highlighting the areas that are key.

Or does it make sense to be clear in education what it is we're trying to achieve with young people and recognize that no matter whether students live in the Berkshires or whether they live in Chelsea, they're all students here in the commonwealth, they're going to move around as adults and it's in our interest to have them all educated to a high level?

For example, Darling - Hammond, in NCTAF's 1997 report Doing What Matters Most, asserts, «Students will achieve at higher levels and are less likely to drop out when taught by certified teachers.»

Not only does the Whitefield student body seem cohesive, but the black students are achieving at high levels.

What is exceptional about these outcomes is that are being achieved in remote settings, where a high percentage of students probably do not continue schooling past Year 8,» the review authors comment.

In short, traditional information channels may bypass high - achieving, low - income students, even if counselors and admissions staff conscientiously do everything that they can for these students.

We designed the Expanding College Opportunities Project to test several hypotheses about why most high - achieving, low - income students do not apply to and attend selective colleges.

The high - achieving, low - income students who do apply are admitted, enroll, progress, and graduate at the same rates as high - income students with equivalent test scores and grades.

According to findings released by researchers at the Strategic Data Project (SDP), as many as 16 percent of the students in SDP partner districts who are high achieving, as indicated by superior grades and SAT scores, do not attend college once they complete high school.

At the same time, most studies (Eren and Henderson, 2006) agree that homework benefits lower - achieving students more than it does high achievers.

Similarly, at Meigs Academic Magnet Middle School, SEL coordinator Susan Purcell - Orleck created mini-booklets containing cards with simple mindfulness exercises and prompts for teachers to use at their staff meetings, after realizing the teachers needed to combat the same issues their high - achieving students did.

Unfortunately, high - quality summer enrichment programs remain out of reach for many low - income, high - achieving youth who can not afford the tuition and related costs of residential programs or whose local community does not offer a program specifically geared toward such students.

Findings: New York, NY — The voucher students had higher scores, but the results did not achieve statistical significance.

If the Success Academies and schools like it didn't exist, many of those hard - working, high - achieving students would be in chaotic, low - performing public schools.

High - achieving students, however, fared six percentage points worse in such classes — and middle - achieving students fared two percentage points worse than they did when placed in «tracked» classes.

They also say there is a «peer effect,» in which high - achieving children do better if paired with other high - achieving students.

Harvard Kennedy School of Government public policy professor Christopher Avery, who recently co-authored a study on the lack of high - achieving low - income students at top schools, said that even at selective institutions, «diverse» still does not imply total representation.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

In fact, according to a scholarly 2011 content analysis published in Education Researcher by Andrew Porter and colleagues, the Common Core math standards bear little resemblance to the national curriculum standards in countries with high - achieving math students: «Top - achieving countries for which we had content standards,» these scholars note, «put a greater emphasis on [the category] «perform procedures» than do the U.S. Common Core standards.»

Knowledgeable, passionate, engaging, consistent, in control, able to set high standards and help their students achieve them, as well as not prone to accepting excuses when students didn't.

Paul Peterson and Marty West discuss a new study that examines how high - achieving math students in the U.S. trail those from other countries and what could be done to boost the percentage of high performers in the U.S.

So what do the high achieving and more compliant students want?

«People don't expect black or Latino students to be high achieving.

Overall, across the two analyses, it does not appear that charter schools are systematically skimming high - achieving students or dramatically affecting the racial mix of schools for transferring students.

The answer to that puzzle is actually quite simple and has little to do with the fact that Phillips compares average student performance while our study focuses on advanced students: many OECD countries, including those that had a high percentage of high - achieving students, participated in PISA 2006 (upon which our analysis is based) but did not participate in either TIMSS 2003 or TIMSS 2007, the two surveys included in the Phillips studies.

I jokingly say that I don't care if a teacher is juggling flaming chainsaws while standing on their desk if the students are achieving at the highest level.

To see how well schools in the United States do at producing high - achieving math students, we compared the percentage of U.S. students in the high - school graduating Class of 2009 with advanced skills in mathematics to percentages of similarly high achievers in other countries.

Since the grades assigned vary much less across classrooms than does students» performance on standardized tests, high - achieving students should be more likely to earn high grades in classrooms where the other students, on average, do not perform well on external assessments.

I know there will be critics out there and some who may suggest that actually, schools with a higher ability intake face an equally tough challenge, meaning that if those higher ability students don't achieve then the cliff face they fall off as a school will significantly impact upon their progress score too.

From At Risk to Academic Excellence: What Successful Leaders Do provides examples of places where schools should be failing but, in reality, they are helping students to achieve at high levels.

Many high - performing charter schools have proven that no matter the race or socio - economic status of a student, all kids can and do achieve academically» (New Jersey Charter School Association, 2014).

This book highlights the abundance of data available about the plight of at - risk students and reminds us that we know what to do to help students achieve at high levels, but often fail to do it.

BASIS does well because the ranking system is designed to reward schools that have a high - achieving student body and give lots of AP tests.

We all know that being an educator today has its share of challenges and responsibilities: ensuring all students achieve at high levels, acquiring the skills and expertise to support 21st century learning, making sure that cows don't collide with departing school buses... Well, most educators don't have to address this last responsibility, unless you're in Prosser, WA - a small town located about 50 miles from Yakima.

Enabled by the philosophy of «Excellence in all we do», striving to achieve at the highest level in an environment of mutual trust and respect that allows personal development to flourish, students will develop as independent lifelong learners, creative risk - takers and innovators.

• Test - based incentive programs have not raised student achievement in the United States to the level achieved in the highest - performing countries (and) incentives / sanctions can give a false view of exactly how well students are doing.