Sentences with phrase «higher expectations for student achievement»

The higher expectations for student achievement will help Wisconsin succeed in the knowledge - based economy of the future.

Besides high expectations for student achievement, Lambe said small classes, providing all schools with the same amount of resources, and solid community support also contribute to a high level of student learning.

A lingering concern, however, is that the analysis may be contaminated by the fact that the very cultures that introduce merit pay are those that set high expectations for student achievement.

Principals must establish high expectations for student achievement, and then must verify that teachers accept responsibility for seeing these expectations realized

Teacher's well - being is often forgotten amidst setting the high expectations for student achievement.

He has written widely on the issues of effective teaching, effective schools, helping teachers use research findings, and high expectations for student achievement.

Not exact matches

A commonly proposed strategy for raising achievement levels in schools is to specify high expectations or «standards» of student performance and to hold students, teachers and schools accountable for achieving those standards.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Research shows that increasing the time students are actually engaged in learning, along with other factors such as high expectations and the use of data to guide instruction, results in what we want for all students: confidence, love of learning, and higher achievement.

He sees high expectations as essential to student achievement, but not an occasion for grandstanding and motivational speeches.

WASHINGTON — Asserting that the current education system has produced expectations for student performance that are «simply too low,» a Congressionally mandated panel last week called for high national standards for student achievement and a national system of assessments to gauge their attainment.

For example, performance pay could be more widely used in places where, as in Asia, cultural expectations for student performance are high, making it appear that performance pay systems are effective, when in fact both performance pay plans and student achievement are the result of underlying cultural characteristiFor example, performance pay could be more widely used in places where, as in Asia, cultural expectations for student performance are high, making it appear that performance pay systems are effective, when in fact both performance pay plans and student achievement are the result of underlying cultural characteristifor student performance are high, making it appear that performance pay systems are effective, when in fact both performance pay plans and student achievement are the result of underlying cultural characteristics.

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 survey, released this month by MetLife Inc., found that nearly nine in 10 teachers and principals — 86 percent and 89 percent, respectively — believe that setting high expectations for students can have a major impact on student achievement.

He improved student achievement and changed the schools culture by setting high expectations for everyone in the building.

According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).

They also assign mountains of homework, set high expectations, and pursue academic achievement for all students, regardless of background, with a secular religious zeal.

He found that the most effective teachers were businesslike with a strong sense of task and direction for themselves and their students, had high expectations for their students» achievement, and redoubled efforts when failure was experienced, especially in low socioeconomic status (SES) environments.

At Brooke, students are closing the achievement gap and exceeding expectations for even Massachusetts» highest performing students.

They apparently thought it more important to ensure that students would feel validated and supported than that they would perform well academically, and this view effectively displaced high expectations for achievement in many classrooms.

Focusing the schools» and teachers» attention on goals and expectations for instruction and student achievement is part of Building a shared vision, Fostering acceptance of group goals, and Creating high performance expectations.

In two of the most effective schools, teachers mentioned high expectations for students» achievement as a factor contributing to their success.

Expectations and achievement for white and Asian students was high; for black, Hispanic, and poor students, both were low.

KIPP schools have clearly defined and measurable high expectations for academic achievement and conduct that make no excuses based on the background of students.

NSCS is committed to improving student achievement through high expectations for student engagement and meaningful preparation for postsecondary education and careers.

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, 199For 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, 199for 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, 199for 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, 199for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).

Specifically, they say, «The research literature over the last quarter century has consistently supported the notion that having high expectations for all, including clear and public standards, is one key to closing the achievement gap between advantaged and less advantaged students and for raising the overall achievement of all students.

In MPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.

High expectations for all, including clear and public standards, is one key to closing the achievement gap between advantaged and less advantaged students and for raising the overall achievement of all students.

This publication builds on the 2015 Professional Standards for Educational Leaders, which aim to ensure district and school leaders are able to improve student achievement and meet new, higher expectations.

It is built on a foundation of rigorous standards and high expectations for each student, with an intentional focus on low - performing students and closing achievement gaps through many inclusive strategies.

The Opportunity The Elementary School Theater Teacher plans, implements, and reflects upon... Maintain high expectations for students academic achievement and conduct * Value and draw upon...

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.

KIPP schools have clearly - defined and measurable high expectations for academic achievement and conduct that make no excuses based on the students» backgrounds.

We will explore how high expectations and concrete goals for districts and schools are vital in keeping teacher morale high and increasing student achievement.

A school is more likely to retain effective teachers, a new study reports, if it is led by a principal who promotes professional development for teachers, is characterized by collaborative relationships among teachers, has a safe and orderly learning environment and sets high expectations for academic achievement among students, a new study reports.

We applaud the National Center on Educational Outcomes for providing these very real examples of districts that, despite widely varying demographics and economic situations, have demonstrated that it is possible to improve achievement for all students, including those identified as students with disabilities, when professionals set high expectations and work together to reach them.

Researchers from the University of North Carolina at Greensboro conducted a longitudinal study of almost 1,000 elementary school students and reported that teachers had higher expectations for the reading achievement of girls than boys.

Expect High Comparable Achievement: Schools must establish high comparable achievement and performance goals and expectations for ELL students compared to non-ELLs at the state leHigh Comparable Achievement: Schools must establish high comparable achievement and performance goals and expectations for ELL students compared to non-ELLs at the sAchievement: Schools must establish high comparable achievement and performance goals and expectations for ELL students compared to non-ELLs at the state lehigh comparable achievement and performance goals and expectations for ELL students compared to non-ELLs at the sachievement and performance goals and expectations for ELL students compared to non-ELLs at the state level.

«The professional development opportunities provided through this program over the last 15 years have been critical to the commonwealth's efforts to equip teachers with the knowledge and skills they need to prepare their students to meet Virginia's high expectations for learning and achievement in mathematics and science,» said Superintendent of Public Instruction Steven R. Staples.

Methodology NSCS is committed to improving student achievement through high expectations for student engagement and meaningful preparation for postsecondary education and careers.

Principal DeSantis took those keys, instilled an expectation for high achievement in his students at Grant and used that combination to unlock the door to unprecedented success school - wide on state mathematics tests last year.

This purpose can be accomplished by ensuring that high - quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with state academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement.

In this way, they intend to gradually raise expectations for all students and all schools — making excellence and high achievement the norm in North Carolina high schools.

«By incorporating high academic standards and clear expectations with plans for greater student engagement and achievement, Alabama stands ready to meet the rigorous demands of preparing students for the work force and for their roles as citizens in our democratic system.

Most students hold high expectations for academic achievement, rigor, diligence, effort, and future prospects.

Implementing instruction: Employs different techniques and instructional strategies, suits instruction to students» achievement levels and needs, sets high expectations for improvement and growth, gives clear examples and offers guided practice.

The focus on high expectations, high levels of achievement, and college readiness for all has lead to a school year that has not time for anything except academics, and it doesn't even have time to do that properly if you're a student who doesn't get something the first time it's taught.

They want to set rigorous expectations for preparation and performance and lead their state and the nation toward a high - quality education workforce that will put our nation's student achievement back on top.

Goal: Provide charter schools with resources that promote (1) student learning through a clear vision, high expectations, and data - informed decision making at the school level, (2) measurable program goals and student learning objectives that increase the academic outcomes for all students, and (3) closing the achievement gap.