Sentences with phrase «higher achieving students take»

Not exact matches

Taking a step back from the specific question of what the Parkland students achieved, it's clear from the polling data that support for increased gun control remains high and has steadily increased in recent years.

Many middle schools offer gifted or high achieving students the option of taking high school courses before high school even begins.

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.

Ms. Moskowitz proudly touted the success of Success, noting with real joy how three students at the school in Bed - Stuy had achieved a perfect score on an international math test «out of 30 or 40 worldwide» and taking particular pride in how many of the schools» high achievers are «black and brown» and from neighborhoods that face enormous disadvantages.

With this in mind, I've long supported opportunity scholarships, which allow students transfer from underperforming schools to higher achieving schools where they can take advantage of the best our education system has to offer.

After taking into account their parents» income and education — factors that are known to affect exam scores — the highest - achieving students were more than three times more likely to suffer from the mental illness than their average peers.

The current tests are not as high a barrier to high school graduation as they are often alleged to be, as a student may generally take the exam multiple times in order to achieve a passing score.

Students who took Silver CREST achieved half a grade higher on their best science GCSE result compared to a statistically matched control group.

This will be a huge challenge for students, particularly in high school, as NAEP proficiency is the equivalent of an SAT score in verbal and math of nearly 1200 — or 200 points higher than the average student taking the SAT today achieves.

«Double - dose» algebra — providing two consecutive periods of math instruction for under - achieving 9th grade students — is considered a potentially promising alternative to the «algebra for all» policy, which encourages more students to take algebra and at earlier ages, but may put struggling students at higher risk of failure.

I remember being astounded as a group of students who typically struggled outperformed a higher - achieving group because the leadership and risk - taking opportunity patterns were different.

The first shows that barely eligible students who participated in LUSD's G&T curriculum for all of 6th grade and half of 7th grade exhibit no significant improvement in test scores across a range of subjects, despite their being surrounded by higher - achieving peers and taking more advanced courses.

After taking into account differences in socioeconomic status, we found that parents of higher - achieving students are more likely to make a request, which perhaps reflects greater sophistication or interest on the part of these families.

The last few years have brought long - overdue attention to the needs of high - achieving, low - income students, as well as new initiatives to ensure that they have opportunities to take rigorous coursework in high school and apply to selective colleges upon graduation.

And of the students who score well on the PSAT / NMSQT, indicating a 70 percent likelihood of thriving in an AP course, of those students, six out of ten Asians will take an AP course, [compared with] four out of ten white students and two out of ten African American students... In other words there is a racial break among kids who could achieve at a high level and are being propelled into more challenging academic experiences; that data needs to be understood.

According to the College Board, in order to have a 65 percent chance of getting a B - average in college, students should achieve about 1030 on the math and verbal SATs and earn a B average in high school (taking courses of at least «average» rigor).

Earlier this year, we published a report produced by a team of volunteer economists from Pro Bono Economics, which revealed that students who have taken a CREST Silver Award achieved half a grade higher on their best science GCSE result and were more likely to continue with STEM education, compared to a matched control group.

They cite a 2014 UK study showing students who attended two to three years of preschool achieved higher overall exam scores, better grades in English and maths, and took more final year exams.

Such initiatives can give high - achieving students an incentive to work hard by taking summer school or online classes to wrap up their requirements a semester or two early.

The first, Crimson Summer Academy, brings approximately 90 high - achieving, economically disadvantaged students from Boston and Cambridge to live in Harvard dorms and take rigorous classes for six weeks each summer.

The program is not associated with improved high school graduation rates or increases in the number of students taking college entrance exams, suggesting that the APIP improves the outcomes of high - achieving students rather than those students who may not have graduated from high school or even applied to college.

«We want to make certain that our students that leave school are academically achieving at their highest level of ability, but also their mental health is actually taken care of and they've got the skills and strategies to live a wonderful flourishing life,» Principal Warren Symonds says.

Furthermore, the new tests also led to large and statistically significant reductions in credits for taking calculus, a margin relevant only for high - achieving students.

While every student is expected to achieve high standards eventually, this approach recognises that, because of their less advanced starting points, some students take longer to reach high standards than others.

The research also found that: students who took a Silver CREST achieved half a grade higher on their best science GCSE result compared to a statistically matched control group; students who undertake a CREST Silver Award are 21 per cent more likely to take a STEM AS Level.

«We believe that taking a holistic approach to student learning, examining social and emotional needs and creating individual plans to support each student will enable our kids to better focus in school and achieve their highest potential,» says superintendent Ruiz.

She believed that by taking more advanced courses, students could achieve higher scores on standardized tests.

This can happen in a traditional public high school where high - achieving students only take honors or AP courses.

Of course, so are China and India, and when they starting taking the PISA exam we might discover that their high - achieving students outnumber ours many times over.

Education reform in the trenches: Increased academic course taking in high schools with lower achieving students in states with higher graduation requirements.

Providing additional resources for low - income schools through an increase in the Title I program would be a good step for Congress to take toward ensuring that disadvantaged students have the supplemental resources they need to achieve at high levels.

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.

In general, the subject tests are taken by a higher percentage of high - achieving students than the regular SAT.

While some gains in students» academic outcomes have been achieved, no schools have budged much higher than the bottom five percent and the school takeovers have rankled parents who say that management has failed to get community support or take the time to truly understand the needs of their students.

This holistic approach has yielded results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade leHigh School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade lehigh achieving» school where only five years ago, less than a quarter of students were at grade level.

SAT Subject Test scores aren't comparable to general SAT scores because the Subject Tests tend to be taken by a higher percentage of high - achieving students than the SAT.

At the high school level, more students are taking the ACT — up 11 percent in the last two years — and more eleventh grade students are achieving a 3.0 GPA, according to the report, demonstrating that «more students are graduating with higher skills.»

Teachers expect all students, including LEP students, to achieve at high standards and are willing to do whatever it takes to reach this goal.

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.

While there is not a clear causal effect between a teacher's own academic record and his or her ability to achieve the kinds of learning gains that help students excel, most studies do find a correlation between higher GPA and teacher effectiveness.43 Taken in aggregate with other factors, such as experience and rank of undergraduate school, some studies have found larger positive impacts, especially for math achievement.44 For this reason, a high GPA should not be the only factor that determines entry into the profession.

Taken together, these recommendations — which have been successfully employed by some teacher preparation programs — provide several options for other such programs to more intentionally recruit diverse, high - achieving students into the teaching profession and provide them with support.

Our network prides itself on a student - centered culture with 100 % mission and core values alignment, dedication to high standards for all students, and the drive for taking on the hardest work and achieving breakthrough results.

But critics say the measure is too simple — it fails to sufficiently account for the academic growth that good schools help students achieve and does not take into consideration the challenges that schools serving a high number of poor students face.

In our monograph entitled Building Towards Mastery, which is part of a series capturing practices and tools that support deeper learning for overage and under - credited adolescents at transfer schools across New York City, we share how Bronx Arena High School developed a mastery - based curriculum that empowered students to take ownership over their own learning, overcome their challenges, and achieve success in college and careers.

Principals from high - performing, high - poverty, and high - minority schools discuss what it takes to ensure that all students achieve.

In contrast, instead of focusing on achieving high scores, integrating the skills of entrepreneurship into curriculum could prepare students to innovation, risk - taking and collaboration skills.

Opponents argue that vouchers take funds and higher - achieving students away from public schools and divert them into private schools, undermining the quality of public education.

The study found that students who took CREST achieved half a grade higher on their best science GCSE result and that FSM eligible students made even greater progress, increasing their best GCSE science score by two thirds of a grade.

This is because the subject tests are taken by a higher percentage of high - achieving students than the regular SAT.

According to the Coalition, all students can achieve high levels of learning if 1) the school has a core instructional program with qualified teachers, a challenging curriculum, and high expectations for all students; 2) students are motivated and engaged in learning — both in school and in community settings; 3) the basic physical, mental, and emotional health needs of young people and their families are recognized and addressed; 4) mutual respect and effective collaboration take place among parents, families, and school staff; and 5) community engagement, together with school efforts, promote a school climate that is safe, supportive, and respectful and that connects students to a broader learning community.