Not exact matches
«Despite all these shortcomings in way in which GCSEs have been
reformed, teachers and
school leaders have continued, as ever, to ensure that pupils receive
high quality learning experiences and can secure the best possible chance of exam
success tomorrow.
Special coverage of district and
high school reform and its impact on student opportunities for
success is supported in part by a grant from the Carnegie Corporation of New York.
The spread of whole -
school reform models such as
Success for All; the imposition of standards and
high - stakes tests; the lowering of class sizes and slicing of
schools into smaller, independent academies; the explosion of charter
schools and push for
school vouchers — all these
reforms signal a vibrantly democratic
school system.
Fueled by a confluence of interests among urban parents, progressive educators, and
school reform refugees, a small but growing handful of diverse charter schools like Capital City has sprouted up in big cities over the past decade: others are High Tech High in San Diego; E. L. Haynes in Washington, D.C.; Larchmont Charter School and Citizens of the World Prep in Los Angeles; Summit in Northern California; the five - school Denver School of Science and Technology (DSST) network; Community Roots, Brooklyn Prospect Charter School, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, pag
school reform refugees, a small but growing handful of diverse charter
schools like Capital City has sprouted up in big cities over the past decade: others are
High Tech
High in San Diego; E. L. Haynes in Washington, D.C.; Larchmont Charter
School and Citizens of the World Prep in Los Angeles; Summit in Northern California; the five - school Denver School of Science and Technology (DSST) network; Community Roots, Brooklyn Prospect Charter School, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, pag
School and Citizens of the World Prep in Los Angeles; Summit in Northern California; the five -
school Denver School of Science and Technology (DSST) network; Community Roots, Brooklyn Prospect Charter School, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, pag
school Denver
School of Science and Technology (DSST) network; Community Roots, Brooklyn Prospect Charter School, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, pag
School of Science and Technology (DSST) network; Community Roots, Brooklyn Prospect Charter
School, and Upper West Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, pag
School, and Upper West
Success Academy in New York City; and Bricolage Academy, planned for New Orleans (see sidebar, page 33).
Of 24 whole -
school reform designs, AIR found that only three had «strong» positive effects on student achievement: Direct Instruction,
High Schools That Work, and
Success for All, none of which were NAS designs.
However, it's only part of the story, and if we are serious about
reforming our
high schools, we need a more complete picture in order to determine if this is a
success story worth praising and, where possible, replicating.
The ultimate goal of the Comprehensive Secondary
School Reform Plan is to promote student success, as measured by increased scores on high school assessments, increased attendance rate, increased graduation rate, decreased drop - out rate and decreased issues related to a safe and secure learning enviro
School Reform Plan is to promote student
success, as measured by increased scores on
high school assessments, increased attendance rate, increased graduation rate, decreased drop - out rate and decreased issues related to a safe and secure learning enviro
school assessments, increased attendance rate, increased graduation rate, decreased drop - out rate and decreased issues related to a safe and secure learning environment.
What reformers should do is develop the tools that can allow families to make
school overhauls successful; this includes building comprehensive
school data systems that can be used in measuring
success, and continuing to advance teacher quality
reforms (including comprehensive teacher and principal evaluations based mostly on value - added analysis of student test score growth data, a subject of this week's Dropout Nation Podcast) that can allow
school operators of all types to select
high - quality talents.
The promise of CSR models — such as Accelerated
School Project, Core Knowledge, Direct Instruction,
High Schools That Work,
School Development Program,
Success for All — and the comprehensive reform that they support is that they are research - based and provide the training and other supports needed to encourage a coordinated approach to improvement that addresses curriculum and instruction, professional development, leadership, parental and community involvement, and other components needed for student s
Success for All — and the comprehensive
reform that they support is that they are research - based and provide the training and other supports needed to encourage a coordinated approach to improvement that addresses curriculum and instruction, professional development, leadership, parental and community involvement, and other components needed for student
successsuccess.
But the lower levels of eighth - grade achievement serves as evidence of a point Dropout Nation has made over the past few years: That the generation of
reforms that culminated with the passage of No Child aren't enough to help children master the knowledge they need — from algebra and statistics, to mastering the lessons from the Wealth of Nations and other great texts — for
success in
higher education and in life outside of
school.
As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the
higher expectations for student
success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of
school choice,
reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve
success.
The issue of adolescent literacy is, therefore central to the
success of any middle and
high school reform effort.
Last year the House passed the Student
Success Act, a broad based
reform of federal education policy that would maintain the
high standards the President called for while giving state and local
school districts back the money and authority they need to meet those standards.
The agreement also includes a number of other
reform - minded components directed at the targeted
schools, with the aim of retaining teachers in
schools that traditionally have
high teacher turnover to improve the overall growth and
success on those campuses.
Time Well Spent offers an in - depth examination of 30 expanded - time
schools serving
high - poverty populations with impressive track records of student
success, and demonstrates how these
schools leverage their additional time in order to implement other critical
reforms.
Here we're talking about programs such as Leadership, Education, Athletics in Partnership (LEAP); Connecticut PreEngineering Program; Connecticut Writing Project; neighborhood youth centers; Parent Trust; science program for Educational
Reform Districts; wrap - around services; Parent Universities;
school health coordinator pilot; technical assistance — Regional Cooperation; Bridges to Success; Alternative High School and Adult Reading; and School to Work Opportun
school health coordinator pilot; technical assistance — Regional Cooperation; Bridges to
Success; Alternative
High School and Adult Reading; and School to Work Opportun
School and Adult Reading; and
School to Work Opportun
School to Work Opportunities.
Response Most
school reform programs, such as Success for All, Comer School Development Program, Knowledge is Power Program and High Schools That Work, have their own strategies and their own pro
school reform programs, such as
Success for All, Comer
School Development Program, Knowledge is Power Program and High Schools That Work, have their own strategies and their own pro
School Development Program, Knowledge is Power Program and
High Schools That Work, have their own strategies and their own profiles.
According to a press release issued at the time, «The reorganization addresses Governor Dannel P. Malloy's six principles on education
reform, including: (1) Enhancing families» access to
high - quality early childhood; (2) Turning around Connecticut's lowest - performing
schools and districts; (3) Expanding the availability of
high - quality
school models; (4) Removing red tape and other barriers to
success; (5) Ensuring that our
schools are home to the very best teachers and principals; and (6) Delivering more resources, targeted to districts with the greatest need - provided that they embrace key
reforms that position our students for
success.»
Quality
schools that support
high student achievement,
school graduation, college attendance, and life success for all diverse learners can only occur in a context of educational equity, such as where the Goals of Educational Equity and School Reform (Scott, 1999; Scott, 2000) create a high equity context for action, transformation and school r
school graduation, college attendance, and life
success for all diverse learners can only occur in a context of educational equity, such as where the Goals of Educational Equity and
School Reform (Scott, 1999; Scott, 2000) create a high equity context for action, transformation and school r
School Reform (Scott, 1999; Scott, 2000) create a high equity context for action, transformation and school r
Reform (Scott, 1999; Scott, 2000) create a
high equity context for action, transformation and
school r
school reformreform.
In addition to not adequately addressing factors that are essential to the
success of
high - performing countries, the U.S. is pursuing
school reforms unknown in those countries.
The
success of
high - quality charter
schools serving mostly - minority children in those urban communities (where the
schools tend to also be segregated thanks to pernicious zip code education policies) also proves lie to the idea of integration as
school reform.
Key examples include Cawelti and Protheroe's (2001) study of change in six
school districts in four states; Snipes, Dolittle and Herlihy's (2002) case studies of improvement in four urban
school systems and states; Massell and Goertz's (2002) investigation of standards - based
reform in 23
school districts across eight states; McLaughlin and Talbert's (2002) analysis of three urban or metropolitan area California districts; Togneri and Anderson's (2003) investigation of five
high poverty districts (four urban, one rural) from five states; and several single - site case studies of district
success (e.g., Hightower, 2002; Snyder, 2002).
These results are highlighted in CCSA's Chartering and Choice as an Achievement Gap - Closing
Reform: The
Success of California Charter
Schools in Promoting African American Achievement, which shows that, overall, charter schools in California are effectively accelerating the performance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public s
Schools in Promoting African American Achievement, which shows that, overall, charter
schools in California are effectively accelerating the performance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public s
schools in California are effectively accelerating the performance of African American public
school students, and are earning
higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public
schoolsschools.