Sentences with phrase «high needs students across»

Not exact matches

Mayor de Blasio doesn't seem to want to have that discussion and just wants a rubber stamp renewal, but when 8 out of 10 students who walk across a stage and receive a New York City high school diploma need remediation in college, how can we say that this public school system is doing its job?»

NEW YORK — Twenty city public schools will implement longer school days for thousands of high - need students across the city as part of a pilot program this fall, the Department of Education and City Council Speaker Christine Quinn announced Monday.

Schools will be randomly selected «by the end of the school year» from a pool «schools across the city that serve high - needs students,» the department said.

«These schools would provide a high quality, culturally relevant curriculum; health, social and emotional services in high needs communities for both students and their families; and sahre best practices across the state and nation,» she wrote in the letter.

If Labour can really turn out university students and young ethnic minorities, it can take a couple of these seats - but to take any others it would need a high youth turnout across the board, or to significantly increase its support among Kippers.

Future research is needed to establish the benefits of the program across different age groups and populations, for example, college versus high school students.

Formative and summative assessments Old - fashioned assessments consume much valuable class - time, are either simple - minded in construction or labor intensive to evaluate, rarely work well across a broad range of students (it takes far too many questions to differentiate at the low and high ends as well as in the middle), and their turnaround is too slow to yield useful information when you really need it.

Notably, we found that the schools identified for closure served similar proportions of low - income and special - needs students compared to other high schools across the city (Figure 2).

The second is that the Common Core movement muddles through, meaning that we end up, eventually, with a nearly national set of standards for what students need to know and do at each grade, high quality assessments aligned to those standards, cut scores for proficiency on those assessments that are challenging and equal across the nation, and a set of meaningful carrots and sticks for holding educators accountable for preparing all their students for success.

Schools across the U.S. — especially those with high - needs, low - income populations — are finding they just do nt have the time in a typical day to do much more than prepare students for high - stakes tests in reading and math.

Author Bio: Blair Mann is Director of Media Relations for the Collaborative for Student Success which works to educate and inform all stakeholders about the needs for and benefits of high standards, high - quality assessments and comparability across states.

Analyzing how districts distributed their state allocations across schools under California's landmark 2013 weighted student funding overhaul, districts varied enormously on whether they distributed more or fewer of the new and newly flexible dollars to the highest - needs schools.

Across nine tested schools in Manhattan, the Bronx and Brooklyn, Success Academy students scored on average 39 points higher than their peers attending schools with similar economic needs.

This does not mean English teachers need to cut literature from their syllabi; it means that, across all of their high school classes, students should be spending 70 percent of their time reading nonfiction texts.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

«This newly formed partnership with Liber highlights Discovery Education's commitment to transforming teaching and learning across the globe with the highest quality, relevant digital content,» said Chris Mathews, Vice-President, International Partnerships «We are pleased to be working with such an esteemed partner and we are confident that Discovery Education Espresso will continue to provide Swedish educators with the high quality resources they need to build engaging digital learning environments for their students.»

The draft accountability rules, to be released this summer, will encourage states to identify high - and low - performing teacher preparation programs across all kinds of educational models, not just those based in colleges and universities; urge a transition from current input - based reporting requirements to a focus on more meaningful outcomes; and likely limit program eligibility for TEACH grants — which are available to students who are planning to become teachers in a high - need field in a low - income school — to only effective teacher preparation programs.

And a 2014 study of Massachusetts school districts found that school finance reforms that increased state funding and directed more of it to the highest - need districts «led to a substantial increase in student performance across all districts.»

«Collaborating with Discovery Education to bring free financial education to high school classrooms across the country continues our commitment to providing students and their parents with the personal finance skills they need to help them achieve a brighter financial future,» said David Nelms, Chairman and CEO of Discover.

These required pension contributions will likely constrain the district from spending money on anything else, including field trips, classroom supplies, extra services for high - need students, technology, and raises, which is unfortunate because our teachers remain underpaid compared to the average across Alameda County school districts.

Matching principals to schools is not strategic, leading to an inequitable distribution of principals across schools; the least experienced principals often end up in the highest - needs schools, a result that takes a toll on students of color, low - income students, and low - achieving students.

Our program, devoted to bringing a financial education curriculum into public high schools across the country, had one simple goal: provide funding to teachers for financial education curriculum, materials and training so they can teach their students the skills they need to help them succeed and achieve brighter future.

This program expands Advanced Placement and high interest course offerings across the district to meet students» needs and interests.

This unique combination of grade - specific content helps students interact and compare across multiple sources and focus on citing evidence for their text - based writing — just like they will need to do to succeed on rigorous, high - stakes assessments.

Starting as a pilot in high - need, hard - to - reach communities in 2010, the program has gained legislative support over the years and been expanded to reach tens of thousands of students across the state.

Across the country, millions of students enroll in college every year only to learn that they need to take classes that will not count toward their degrees because they cover material that they should have learned in high school.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Tenth - graders made across - the - board improvements on the MCAS last academic year, and 84 percent of students have already met the state's minimum testing requirements needed to earn a high school diploma on their first try.

In Ascension Parish, Louisiana, a suburban district just south of Baton Rouge, district and school leaders use data on teacher effectiveness with students to analyze strategies, both within and across schools, to ensure that high - need students are taught by effective educators.

«We have used this process to re-engage with many of our schools, districts and stakeholders across the state over the last two years to get feedback on how our current education system is working.The conversations were deep and very helpful to the department and other stakeholders as we work collectively to leverage ESSA to improve outcomes for our highest need students in Colorado.»

He is a leader and a co-founder of Diplomas Now, an evidence based school transformation model for high needs middle and high schools which combines whole school reform with enhance student supports guided by an early warning system and winner of a federal Investing in Innovation (I3) validation grant which is currently being implemented in forty schools across twelve school districts.

In Figure 2, the curved lines provide a sense of how this relationship varied across districts.6 The lines indicate the upper and lower bounds for the shares of 4th graders who met the ELA standard in 68 percent of demographically similar school districts.7 Overall, the scores were lower in districts with larger shares of high - need students, but in some districts student performance was either better or worse than expected, based on the shares of high - need students.8 The orange dots (for the CST) and the teal dots (for the SBAC) represent the 20 school districts that were furthest above or below expectations — these dots are mostly outside the curved lines.

Create an elite corps of proven teachers who can digitally teach students across the state, with a focus on teachers of classes needed for college and courses that allow high school students to earn college credit.

Public schools across the country have chosen to partner with Catapult Learning on the basis of our high - caliber special education and alternative education programs and services that fully accommodate specific school district requirements and fulfill individualized student placement needs.

With partners in the business, philanthropic, media, and education realm, Reach Higher stretches across the country to inspire students and give them the tools they need to reach higher for coHigher stretches across the country to inspire students and give them the tools they need to reach higher for cohigher for college.

We further explore the relationship in performance across the two tests, still focusing on high - need students, but analyzing the results separately for EL and economically disadvantaged students, both of which are treated separately in LCAPs and accountability measures.

Faced with high proportions of students needing remedial math courses in college, education systems across the country are prioritizing the goal of improving college readiness.

«When you look at the performance of students across the state, we have a long way to go before we feel like even our highest - achieving students are demonstrating the skills that they need based on our more rigorous standards,» Towns says.

With aligned goals across the education system, states can ensure that all students graduate high school prepared for college and careers and transition seamlessly into higher education, ultimately reducing the need for remediation and increasing postsecondary completion rates.

Across her 10 - year career, she has worked with Special Needs students from Kindergarten through High School.

Reaching understanding across the school district community on which needs represent the highest priorities for action based upon the potential to improve overall student and school performance and growth;

Researchers cited the need for informative student data across K - 12, higher education and employment environments in order to produce sound evidence - based policy and programming.

I'm proud of the impact we've made, but we need to double - down on our efforts at a time when so many students are being targeted or unfairly treated because of their race, religion, gender, and nation of origin; when vital funding that helps disadvantaged children is at risk; and when proven solutions that can significantly increase the number of children who read by third grade and who graduate high school career or college ready still aren't in place across our nation.

Using a value - added model to analyze performance data from 179 high - need charter schools across the country during the 2008 - 2009 school year, EPIC identified 22 schools that have made the most dramatic gains in student achievement.

«We are putting strategies in place to assist schools that are in the highest need across the State, and we are entrusted to be a partner to ensure dramatic results for students.»

Though the school lunch program currently intends to provide meals for low - income students who need it most, stigma and shame prevent many students — particularly at the high school level — from accessing these meals, which is especially troubling since childhood hunger is still a pressing concern across the nation.

In their coursework and clinical experience, residents are given opportunities to learn, rehearse, enact and reflect on practices like designing high quality lessons and student assessments, eliciting and interpreting student thinking, and supporting students across their social, emotional and academic needs.

«It validates our work and will allow us to expand nationally and fulfill our mission to eliminate the achievement gap, so that many more high - need students in cities across the country can excel academically.»

In her conversations with 65 students across the United States, the author got a clear idea of what high school students need to become engaged in their schools: a voice in determining course offerings; academic courses that relate to things they care about; respect for their nonacademic interests; inspiring role models; and opportunities to connect with the community.

Another focus of the National Writing Project grant is to provide at least 30 hours of professional development in writing instruction throughout the school year for teachers serving high - need students in 100 schools and districts across the country.