Sentences with phrase «in a particular school performed»

We looked at whether 7th graders in a particular school performed better than the same school's 8th graders (relative to the national average for their respective grades) when, on average, the 7th - grade classes were smaller than the 8th - grade classes.

Not exact matches

Parental choice in general, and Catholic schools in particular, got a big boost when Mayor Giuliani of New York took Cardinal O'Connor up on his long - standing offer to accept a thousand of the poorest and most problem - ridden children in the public schools, those performing in the bottom five percentile.

I've already mentioned that kids behave and perform better in school once they've got something in their bellies, but there are other benefits associated with school breakfast — and with universal breakfast in the classroom in particular.

In the USA in particular, overall school grades performances tied to funding can put more pressure on classes, parents and students to perform betteIn the USA in particular, overall school grades performances tied to funding can put more pressure on classes, parents and students to perform bettein particular, overall school grades performances tied to funding can put more pressure on classes, parents and students to perform better.

More subtly, concluding that students in a particular school are performing well «given their socioeconomic backgrounds» or «given the proportion of Indigenous students in the school» reflect reduced expectations based on group membership.

Because the performances of all students would continue to be reported on the current NAPLAN score scale, it would still be possible to calculate year level averages, to show how students perform in relation to their year group, and to identify levels of proficiency that, ideally, all students should reach by particular times in their schooling.

Yet data clearly show that some groups of students, poor and minority students in particular, do not fare appreciably better in schools that are higher performing overall.

In particular, critics were concerned that all state schools, including high performing ones, were being forced to become academies.

Being able to draw in parents, the public, policymakers, and others who are interested in education, we need something to be able to say, «This particular school is high - performing or not a high - performing school,» and then provide additional information that supports that letter grade.

Urban school districts in particular have begun to show considerable progress in raising test scores and turning around low - performing schools.»

In Finland, between - school variance is relatively low; how students perform is not much associated with the particular school they attend.

In the charter sector, in particular, closure is an essential part of the model: Schools are supposed to perform or lose their contractIn the charter sector, in particular, closure is an essential part of the model: Schools are supposed to perform or lose their contractin particular, closure is an essential part of the model: Schools are supposed to perform or lose their contracts.

In particular, both the forced academisation of schools in areas considered to be «unviable», and the removal of the council role in school improvement, went against evidence that council - maintained schools perform more highly than academies and free schools in Ofsted inspections, and that conversion to academies did not in itself lead to better resultIn particular, both the forced academisation of schools in areas considered to be «unviable», and the removal of the council role in school improvement, went against evidence that council - maintained schools perform more highly than academies and free schools in Ofsted inspections, and that conversion to academies did not in itself lead to better resultin areas considered to be «unviable», and the removal of the council role in school improvement, went against evidence that council - maintained schools perform more highly than academies and free schools in Ofsted inspections, and that conversion to academies did not in itself lead to better resultin school improvement, went against evidence that council - maintained schools perform more highly than academies and free schools in Ofsted inspections, and that conversion to academies did not in itself lead to better resultin Ofsted inspections, and that conversion to academies did not in itself lead to better resultin itself lead to better results.

The ESSA also requires that, if students fall behind in meeting these standards, States and local educational agencies (LEAs) implement evidence - based interventions to help them and their schools improve, with a particular focus on the lowest - performing schools, high schools with low graduation rates, and schools in which subgroups of students are underperforming.

In particular, it could lower perceptions of school quality in states where many students perform poorly relative to national norms but are deemed proficient by the statIn particular, it could lower perceptions of school quality in states where many students perform poorly relative to national norms but are deemed proficient by the statin states where many students perform poorly relative to national norms but are deemed proficient by the state.

In particular, observers have expressed concerns that the lowest - performing schools have responded to the policy by simply focusing on test preparation.

In particular, I suggested that reflexive efforts to shift «effective» teachers from high - performing schools and classrooms to others — such as attempts potentially countenanced in some language proposed for NCLB reauthorization — may actually reduce the pool of effective teacherIn particular, I suggested that reflexive efforts to shift «effective» teachers from high - performing schools and classrooms to others — such as attempts potentially countenanced in some language proposed for NCLB reauthorization — may actually reduce the pool of effective teacherin some language proposed for NCLB reauthorization — may actually reduce the pool of effective teachers.

While it's understandable why school districts and others may want to claim a particular school works given pressure to perform (and pressure on balance is good in that it has led to some great new effective school models), we all have to be far more careful in not reinforcing false claims before having more substantial evidence that a school is working.

After all, a school that is top - performing in general may not be the right fit for particular groups of children, especially young black men who, along with American Indian peers, suffer the most from the nation's education crisis.

This qualitative study of some of the highest - performing charter schools in California offers new insights into the best ways to serve students with disabilities in all schools, in particular the benefits of inclusive education.

As a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in school.

In particular, NCTQ has found that some teacher prep programs do not do enough to give teachers hands - on training in high - performing, high - poverty schoolIn particular, NCTQ has found that some teacher prep programs do not do enough to give teachers hands - on training in high - performing, high - poverty schoolin high - performing, high - poverty schools.

The tables show how well a particular year group of pupils at a given school has performed in tests or exams.

«They know they have a voice and they want low - performing schools to improve not tomorrow, but yesterday,» she said, referencing in particular the parents in the east San Fernando Valley, which is heavily Latino, immigrant and poor.

«In particular, both the forced academisation of schools in areas considered to be «unviable», and the removal of the council role in school improvement, went against evidence that council - maintained schools perform more highly than academies and free schools in Ofsted inspections, and that conversion to academies did not in itself lead to better results,» said Richard Watts, chairman of the LGA's Children and Young People BoarIn particular, both the forced academisation of schools in areas considered to be «unviable», and the removal of the council role in school improvement, went against evidence that council - maintained schools perform more highly than academies and free schools in Ofsted inspections, and that conversion to academies did not in itself lead to better results,» said Richard Watts, chairman of the LGA's Children and Young People Boarin areas considered to be «unviable», and the removal of the council role in school improvement, went against evidence that council - maintained schools perform more highly than academies and free schools in Ofsted inspections, and that conversion to academies did not in itself lead to better results,» said Richard Watts, chairman of the LGA's Children and Young People Boarin school improvement, went against evidence that council - maintained schools perform more highly than academies and free schools in Ofsted inspections, and that conversion to academies did not in itself lead to better results,» said Richard Watts, chairman of the LGA's Children and Young People Boarin Ofsted inspections, and that conversion to academies did not in itself lead to better results,» said Richard Watts, chairman of the LGA's Children and Young People Boarin itself lead to better results,» said Richard Watts, chairman of the LGA's Children and Young People Board.

Even more than teacher inexperience, it is this disruptive effect that plagues WCCUSD's lowest - performing schools, and it is this burden the district's retention effort should address at these schools in particular.

In secondary school, a Principal Teacher is typically the head of a particular department within the school, in charge of running the department and ensuring it is performing to school standard, but can also refer to a «guidance» position with responsibility for the pastoral care of a cohort of pupils, or a staff member with specific managerial remits in a primary schooIn secondary school, a Principal Teacher is typically the head of a particular department within the school, in charge of running the department and ensuring it is performing to school standard, but can also refer to a «guidance» position with responsibility for the pastoral care of a cohort of pupils, or a staff member with specific managerial remits in a primary schooin charge of running the department and ensuring it is performing to school standard, but can also refer to a «guidance» position with responsibility for the pastoral care of a cohort of pupils, or a staff member with specific managerial remits in a primary schooin a primary school.

The result is what we describe as a policy «bubble,» where the combination of multiple authorizers and a lack of oversight can end up creating an abundance of poor performing schools in particular communities.

Although the article actually cites this research — noting that it is «considered the gold standard of measurement by charter school supporters across the country» — it only does so to show that one particular charter chain in Detroit is low performing.

The system also lets the district see how students are faring collectively in a particular classroom or school, and how subsets such as English learners or special education students are performing.

In particular, the evidence seems to point in the direction of requiring schools to give a test tied to the state curriculum, requiring a great deal of paperwork, and only making low - income students from the lowest performing school eligible represents creates a powerful incentive for schools not to participatIn particular, the evidence seems to point in the direction of requiring schools to give a test tied to the state curriculum, requiring a great deal of paperwork, and only making low - income students from the lowest performing school eligible represents creates a powerful incentive for schools not to participatin the direction of requiring schools to give a test tied to the state curriculum, requiring a great deal of paperwork, and only making low - income students from the lowest performing school eligible represents creates a powerful incentive for schools not to participate.

While the law aimed to close these gaps, they persist despite incremental progress.20 Even after making statistical adjustments to proficiency rates under NCLB, by 2005 — four years after the law passed — the rates of schools making «adequate yearly progress» started to decline.21 Any school missing a single target for any subgroup for two years in a row initiated particular actions, such as offering free tutoring or the option for students to transfer to a higher - performing school.

In Ohio for example, where the charter sector has been struggling with poor student achievement results for over a decade, charter schools in Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultIn Ohio for example, where the charter sector has been struggling with poor student achievement results for over a decade, charter schools in Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality rschools in Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultin Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultin both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality rschools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultin the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultIn Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultin particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality reSchool District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality resultin partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality rSchools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality rschools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality reschool facilities, necessary to produce high - quality results.

Higher - performing schools award greater influence to teacher teams, parents, and students, in particular.

A high school student who has experience putting together school dances, working for the school newspaper, or participating in school clubs probably has the transferable skills necessary to successfully perform that particular duty.

In particular, compared with their sisters, less - advantaged boys «have a higher incidence of truancy and behavioral problems throughout elementary and middle school, exhibit higher rates of behavioral and cognitive disability, perform worse on standardized tests, are less likely to graduate high school, and are more likely to commit serious crimes as juveniles.»