Sentences with phrase «high early achievement»

However, growth data from 2013 suggests that in the upper grades, on average, students maintain their high early achievement rather than moving further ahead.

Not exact matches

Katherine High, Spark's president and chief scientific officer, expressed her enthusiasm for the early clinical data related to SPK - 8011: «The encouraging start of our SPK - 8011 clinical trial reinforces the strength of our gene therapy platform, delivers human proof - of - concept in a second liver - mediated disease — a significant achievement in the gene therapy field — and positions us well to potentially transform the current treatment approach for this life - altering disease with a one - time intervention.»

Now a new study of a large ethnically and socioeconomically diverse group of children from across the United States has identified poor planning skills as one reason for the income - achievement gap, which can emerge as early as kindergarten and continue through high school.

Participation in high - quality early childhood programs at ages 3 and 4 years is associated with greater school readiness and achievement, higher rates of educational attainment and socioeconomic status, and lower rates of crime.

Offering high - quality child care beginning at age one is reducing early achievement gaps in Norwegian communities, the team reported in a recent edition of the education research journal AERA Open.

According to the study's authors, successful early childhood programs not only may lead to higher adult educational achievement, but also to improved health.

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.

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.

I guess some of that early work done by Marzano shows that we can actually have academic achievement scores increase by 20 percentile points and engagement scores go up by 23 percentile points, higher in classrooms where effective management techniques are being employed.

But the key to narrowing the achievement gap is high - quality literacy and numeracy interventions that are targeted towards pupils who are falling behind in primary and early secondary school.

A study released earlier this month by Mathematica finds that students attending charter high schools in Florida scored lower on achievement tests than students in traditional public schools, but years later, the charter students were more likely to have attended at least two years of college and also had higher earnings.

· tracking high - performer data more thoroughly · universal screening through achievement tests and teacher recommendations to identify the top 10 percent · afterschool programs of independent study · more acceleration and early graduation · more training of teachers in gifted education.

High school students in a half - dozen states are scoring much worse in reading on one version of the Stanford Achievement Test - 9th Edition than students in earlier grades.

Drawing on a study by Stanford education professor Sean Reardon, Ladd says that the gap in reading achievement between students from families in the lowest and highest income deciles is larger for those born in 2001 than for those born in the early 1940s.

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.

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

Earlier this month, Teacher looked at some of the research around the link between reading for pleasure and higher academic achievement.

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.

But Latinos also have the lowest student achievement levels, with less access to early childhood programs, lower reading and math scores, a higher chance of dropping out of high school and worse odds of attending college than any other group.

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.

An earlier evaluation found that after two years, Higher Achievement had statistically significant positive impacts on both math and reading test scores.

The study, conducted with Stanford GSE alumna Ximena Portilla, compared the achievement gaps between high - and lower - income children entering kindergarten in 1998 and 2010 using the most recent data from the U.S. Department of Education's Early Childhood Longitudinal Study (ECLS).

Academic achievement gaps between high - and low - income students born in the 1990s were much larger than among cohorts born two decades earlier.

High - quality early education programs can improve outcomes and narrow achievement gaps for all kids, particularly children from low - income families.

Aboriginal education, Aboriginal achievement, Aboriginal students, Torres Strait Islander education, Torres Strait Islander students, Disadvantaged, Socioeconomic influences, Constitutional law, Early childhood education, Primary secondary education, Vocational education and training, Higher education, Attendance, Large scale assessment, Government Aboriginal relationship, Boarding schools, Communities, Outreach programs

Over the past three years, Dr. Cassellius has delivered on Governor Dayton's 7 - point Plan, Better Schools for a Better Minnesota; which puts a sharp focus on early learning, third grade reading, high school graduation and the elimination of achievement gaps.

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.

Oklahoma's program has narrowed the achievement gap between lower - and higher - income children while elevating early math and literacy skills for all participants.

«Although it is too early to draw sweeping conclusions, the initial indications are that the average student attending a charter school has higher achievement than he or she otherwise would,» Miss Hoxby said.

In a multiple - regression analysis, fractions and whole - number division were the only two early math concepts that had a significant correlation with students» overall mathematics achievement in high school in both countries.2

Moving forward requires additional descriptive studies of early reading programs and attempts to understand the relationships among the schoolwide and other factors that promote early reading achievement in high - poverty schools.

Early predictors of high school mathematics achievement.

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, 1995).

The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher - leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California.

Early intervention effects include lower rates of retention, higher levels of academic achievement, fewer special education services, and a stronger commitment to graduating from high school (Stegelin, 2004).

A new study from the National Institute for Early Education Research at Rutgers University is just the latest to suggest that preschool, when it's high - quality, can narrow achievement gaps before they grow too wide.

State investments in early learning can close opportunity and achievement gaps by focusing on students who would not have otherwise had access to high - quality, early learning opportunities.

As Governor Patrick's top education adviser, Mr. Reville established a new Executive Office of Education and had oversight of higher education, K - 12, and early education in the nation's leading student achievement state.

The relationship between overweight and low achievement is fairly consistent from early childhood through high school.

LAMB has consistently earned high marks in early childhood pre-literacy in Math 94.4 % (meet and / or exceed expectations for achievement)

In February 2016, the district announced that beginning in the fall of 2016, the junior high school start time would be advanced to 7:20 a.m. and, based upon «significant research,» the high school start time would be delayed to 7:55 a.m. Remarkably, the district claims the earlier junior high school start time «will improve student achievement by allowing the school to incorporate a «team teaching» approach, more teacher collaboration and planning.»

Dolores Gonzalez, the chief program officer for IDEA Public Schools, has shaped an academic program that focuses on erasing achievement gaps in the earliest grades and putting first - generation college - goers on a firm path to higher education.

City Year's work with 3rd through 9th graders is guided by a groundbreaking 2006 study from Johns Hopkins University that found that if 6th - grade students demonstrated «early warning indicators» — poor attendance, behavior issues, and low achievement in math and English coursework — their chances of graduating from high school plummeted to 25 percent.

The research reinforces the fact that investments in high quality early childhood education and care programs for at - risk children is not only a solution for reducing achievement gaps and improving academic performance, but pays long - term dividends beyond school.

Achievement gaps begin early, and many expand between kindergarten and high school graduation.

In Los Angeles County, two school districts, a high school, and an early education center are modeling what needs to be done to close the achievement gap for Latino students, according to «The Majority Report: Supporting the Educational Success of Latino Students in California,» released this month by

In Los Angeles County, two school districts, a high school, and an early education center are modeling what needs to be done to close the achievement gap for Latino students, according to «The Majority Report: Supporting the Educational Success of Latino Students in California,» released this month by Education Trust — West.

Recognizing the tremendous potential for high - quality preschool to improve children's outcomes, this report considers how a universal publicly funded pre-kindergarten program in the United States could decrease both disparities in access to early learning and achievement gaps at kindergarten entry.

Research suggests that participation in a high - quality early childhood education program can enhance children's development, reduce achievement gaps at kindergarten entry, and even have long - term benefits for children's school trajectories.

Six years earlier, in 1999, the first group of students to enter KIPP Academy middle school, which Levin founded and ran in the South Bronx, triumphed on the eighth - grade citywide achievement test, graduating with the highest scores in the Bronx and the fifth - highest in all of New York City.