Sentences with phrase «high poverty schools on»

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Diverse data: In a briefing with reporters, NIH officials said they are focusing on gathering health and genetic data from diverse and historically underrepresented groups — including ethnic and sexual minorities, as well as people with disabilities, with less than a high school education, and with income below the poverty level.

«Research on both inequality across schools and tracking within schools has suggested that students in more affluent schools and top tracks are given the kind of problem - solving education that befits the future managerial class, whereas students in lower tracks and higher - poverty schools are given the kind of rule - following tasks that mirror much of factory and other working - class work.»

That puts a considerable administrative burden on high - poverty schools, which may have to chase down applications and partial payments from thousands of children.

Investigating successful kids and programs at low - income schools and high - achieving prep schools, as well as interviewing psychologists and neuroscientists, Tough challenges some conventional wisdom on causes of failure (poverty, teacher quality) and contends that nurturing character in children and young adults is the key to success.

«Under Mayor Miner's leadership and Colleen Deacon's assistance as Sen. Gillibrand's point person in the region, the infrastructure in our city is crumbling, there is decreased police presence on our streets, the poverty rate is skyrocketing, and the high school graduation rate hovers around 50 percent,» O'Connor said.

The latest in our series on education, «What it Takes: Chasing Graduation at High Poverty High Schools,» examines the reason why nearly 20 percent of students don't finish high schHigh Poverty High Schools,» examines the reason why nearly 20 percent of students don't finish high schHigh Schools,» examines the reason why nearly 20 percent of students don't finish high schhigh school.

At 8:30 a.m., Board of Regents Chancellor Betty Rosa and Regent Judith Chin will participate in a panel discussion on a new study by the Learning Policy Institute and the National Education Policy Center showing that well - implemented community schools can lift achievement in high - poverty communities, Teachers College, Columbia University, Joyce Berger Cowin Auditorium, Broadway, Manhattan.

Though the student bodies in her schools have an overall poverty rate of 77 percent, they regularly register among the highest - scoring schools on standardized math and reading tests.

Lavine, focusing on education policy, said improved school districts and graduation rates would help prevent crime and reduce the city's high rate of poverty.

«Under Mayor Miner's leadership and Colleen Deacon's assistance as Sen. Gillibrand's point person in the region, the infrastructure in our city is crumbling, there is decreased police presence on our streets, the poverty rate is skyrocketing and the high school graduation rate hovers around 50 percent,» she said.

During his initial primary campaign for District 4's council seat last year, Greene focused on Syracuse's high poverty rate and the city's school district.

I had a chance to see work from one of my favorite artist, Jean - Michel Basquiat, he was an American artist who became known for his graffiti work in the Lower East Side of NYC, a high school drop out; he gained fame and Basquiat's art focused on «suggestive dichotomies», such as wealth versus poverty, integration versus segregation, and inner versus outer experience.

Bolder, Broader Action: Strategies for Closing the Poverty Gap Education Week, May 27, 2011 «We have set the nation's highest standards, been tough on accountability and invested billions in building school capacity, yet we still see a very strong correlation between socioeconomic background and educational achievement and attainment,» writes Senior Lecturer Paul Reville.

There is research that shows that schools with high poverty are more likely to focus on reading and math in order to meet AYP at the expense of quality hours studying science.

In our study, we randomly assigned second - grade teachers in high - poverty schools that had low performance on state tests to two groups.

That includes any effect of student poverty on teacher quality; in a 2004 study, Eric Hanushek, John Kain, and I found that poverty contributes to teacher turnover and to schools having a higher share of teachers with little or no prior teaching experience.

As researchers long focused on social studies and informational reading and writing education in the early elementary grades, we were frustrated by this pattern of neglect, and troubled that it is even worse in high - poverty school settings.

Students at high - poverty schools score 11 percent of a standard deviation higher on the cultural consumer scale if they were randomly assigned to tour the museum.

The critical - thinking gap between field trip students from rural and high - poverty schools and similar students who didn't go on the trip was significantly larger than the gap between affluent students who went and affluent students who didn't go.

In high - poverty schools, we estimate that the overall effect of all teacher turnover on student achievement is 0.08 of a standard deviation in math and 0.05 of a standard deviation in reading.

We plan a set of at least three papers based on these data as well as a comprehensive literature review on the topic of staffing high - poverty schools.

But after working in high - poverty schools on both coasts, she became frustrated with the lack of books available to her students at school and during the summer.

Urban school districts spend significantly less per pupil on their high - poverty schools than their low - poverty ones, a fact that is routinely masked by school budgets that use average - salary figures rather than actual ones, a new paper suggests.

K - 12's new evaluation and pay systems focus on «effectiveness» and whether teachers teach in a high - poverty school, but most pay little or no attention to what a teacher actually teaches.

On the second point, Hess notes that Ingersoll and others have found that teachers in high - poverty schools leave teaching at twice the rate of teachers in medium - poverty schools.

Maybe we've «cracked the code» on making high - poverty schools more effective, but we're far from cracking the code on how to scale them up to serve lots more kids.

The study focused on the 16 percent to 17 percent of elementary schools nationwide that the researchers deemed to be «high poverty» schools.

Child and youth programs tend to be on the fringe of school reform discourse; yet, they can be a positive influence on student learning, particularly in high - poverty communities.

Rothstein continually asks whether schooling is the most effective way to elevate students from poverty and launch them on a road to higher academic achievement.

We find that parents making requests in high - poverty schools place less value on student satisfaction than those in lower - poverty schools.

On the one hand, sensible steps to encourage district and union officials to get more effective teachers in high - poverty schools is obviously a good thing.

As Davis Guggenheim, the director of «Superman,» put it: «we've cracked the code» on how to make high - poverty schools work.

By 2008, the highest - poverty schools were actually hiring fewer teachers on temporary licenses than wealthy schools.»

The Carlston Family Foundation was recognizing six outstanding California teachers, nominated by their former students who graduated from high schools in high poverty / high risk environments and went on to succeed at prestigious universities.

A research team led by Harvard Graduate School of Education's Susan Moore Johnson at the Project on the Next Generation of Teachers spoke to 95 teachers and administrators in six high - poverty, high - minority schools in a large, urban district.

For example, if higher - quality principals and teachers are concentrated in higher - achieving, lower - poverty schools, it should not be surprising that a program that relies on high - quality principals and teachers has larger effects in these schools.

That's how he frames his role as superintendent of the Enlarged City School District of Middletown, New York, delegating much of the day - to - day work of running a high - poverty turnaround district of 6,800 students to look ahead and concentrate on the big picture.

On the other end of the distribution, there was no detectable EITP effect at higher - poverty schools.

Yet this refrain is not heard in high - performing / high - poverty schools, where a premium is placed on relationships.

Or Los Angeles, where a Boston University doctoral candidate found significant declines in achievement in high - poverty schools after a ban on suspensions for low - level infractions was put in place.

The report said: «In the context of creating a fairly funded system, government should also consider the external effects that may combine to compound the effects on pupils from disadvantaged backgrounds, including place poverty (living in neighbourhoods with high proportions of poor children, attending schools serving higher proportions of disadvantaged pupils) gender and ethnicity.»

Here and there, a few school - reform advocates began to realize that diverse charter schools might be a way to engage middle - class parents, and that focusing exclusively on high - poverty minority communities was an understandable but flawed strategy.

For example, high - poverty schools (those with at least 80 percent FRL students) make up just 4 percent of schools in the top one - quarter of all schools based on the SGP approach and 10 percent of top - quarter schools based on the one - step value - added approach.

When students do not learn to read by third grade or develop reading difficulties after third grade, as is disproportionately the case for students living in poverty (Kieffer, 2010), it is critically important that an emphasis on learning to read remain an instructional priority in upper - elementary classrooms as well as in middle and high schools.

As stakes become attached to school rankings based on growth measures, systems that disproportionately identify high - poverty schools as «losers» will make positions at these schools even less desirable to prospective educators.

Preliminary results from a two - year research engagement include: Newest teachers are more likely to be assigned to the least prepared students There is significant variation in Delaware teachers» impact on student test scores Teachers» impact on student test scores increases most in the first few years of teaching A significant share of new teachers leave teaching in Delaware within four years High poverty schools in Delaware have higher rates of teacher turnover...

In criticizing the federal regulation, for example, Weingarten claimed that «the flawed framework... will punish teacher - prep programs whose graduates go on to teach in our highest - needs schools, most often those with high concentrations of students who live in poverty and English language learners.»

In the 2000 — 01 school year, during the last round of acute shortages, 40,000 California teachers were working on emergency credentials, the vast majority of them in high - minority and high - poverty schools.

[5] For much more comprehensive information on the CEP program, see Madeleine Levin and Zoë Neuberger, «Community Eligibility: Making High - Poverty Schools Hunger - Free,» Food Research Action Center and Center on Budget and Policy Priorities, October 1, 2013, http://www.cbpp.org/cms/?fa=view&id=4026.

For example, the state plans to continue identifying some high - poverty schools as «priority» or «focus» schools based on low test scores or wide achievement gaps.