Sentences with phrase «in class sizes within»

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Unlike your personal credit, it's not expressed in a fairly universal score, but rather is typically expressed in a series of reports that address how timely a business repays vendors who offer payment terms, their payment history with any current small business loans, industry information (including the overall creditworthiness of other businesses within that industry), and comparisons between the business and others within the same revenue class, size, number of employees, and the region where they do business.

In their survey of planets within 0.5 to 10 AUs of their host star, the astronomers found that 17 +6 / -9 percent of observed stars had Jupiter - class planets (of 0.3 to 10 Jupiter masses), 52 +22 / -29 percent had Neptune - class planets (of 10 to 30 Earth - masses), and that 62 +35 / -37 percent had super-Earths of 5 to 10 Earth - masses, which is consistent with the conclusion that an average star in the Milky Way should have one or more planets within an orbital distance of 0.5 to 10 AUs, and that there may be some 10 billion Earth - sized planets in the galaxy (ESO press release; Anil Ananthaswamy, New Scientist, January 11, 2012; Jason Palmer, BBC News, January 11, 2012; and Cassan et al, 2012In their survey of planets within 0.5 to 10 AUs of their host star, the astronomers found that 17 +6 / -9 percent of observed stars had Jupiter - class planets (of 0.3 to 10 Jupiter masses), 52 +22 / -29 percent had Neptune - class planets (of 10 to 30 Earth - masses), and that 62 +35 / -37 percent had super-Earths of 5 to 10 Earth - masses, which is consistent with the conclusion that an average star in the Milky Way should have one or more planets within an orbital distance of 0.5 to 10 AUs, and that there may be some 10 billion Earth - sized planets in the galaxy (ESO press release; Anil Ananthaswamy, New Scientist, January 11, 2012; Jason Palmer, BBC News, January 11, 2012; and Cassan et al, 2012in the Milky Way should have one or more planets within an orbital distance of 0.5 to 10 AUs, and that there may be some 10 billion Earth - sized planets in the galaxy (ESO press release; Anil Ananthaswamy, New Scientist, January 11, 2012; Jason Palmer, BBC News, January 11, 2012; and Cassan et al, 2012in the galaxy (ESO press release; Anil Ananthaswamy, New Scientist, January 11, 2012; Jason Palmer, BBC News, January 11, 2012; and Cassan et al, 2012).

Districts could address within - district inequities in lots of ways — they could offer higher salaries to teachers in poorer schools, they could have lower class sizes in poorer schools, or they could expand other services within poorer schools — but local teachers» union contracts often prohibit all of these policy options.

In a similar vein, the Tennessee class - size experiment compared classrooms within the same schools.

The only way to implement any of these reforms successfully, within budget and at scale, is to help excellent teachers increase their productivity: swap portions of excellent teachers» time with digital instruction so they can teach more classes with similar or even smaller group sizes; let them delegate nonessential tasks to other adults; use digital tools to save time on instructional monitoring and planning; put them in charge of other teachers; and let the willing have more students to nurture under their strong wings.

This is greater than the two - point gain we found in Iceland and Greece, but it is within the standard error of these estimates, suggesting that the actual effect of reducing class size in Iceland and Greece could be as large as Krueger found in the United States.

Class Size In Paul E. Peterson's recent editorial («What Is Good for General Motors... Is Good for Education,» from the editors, Spring 2009), he optimistically suggests that the economic crisis could spur some much - needed fiscal reform within the education sector.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Cass Street School, located on the lower east side within walking distance of museums and downtown cultural attractions, offers the SAGE small class size (18:1) program from 5 - year - old kindergarten through third grade and strong college and career readiness curriculum in all grades along with art, physical education and music classes.

To what extent is the large variation between pupils» maths achievement within classes a result of widening access, large class sizes and a lack of tracking in the education system?

We found that schools could free funds to pay excellent teachers in teaching roles up to 40 percent more and teacher - leaders up to about 130 percent more, within current budgets and without increasing class sizes.

We have just released our latest calculations in the Opportunity Culture series, which indicate that middle and high school teachers who use blended learning and lead teaching teams can earn 20 to 67 percent more, within current budgets, and without class - size increases.

At Lawrence, small class sizes (1:9 teacher / student ratio in the Lower School and 1:13 in the Upper School) allow teachers to present appropriately challenging curriculum within functional and flexible groupings.

Taking Steps Toward PK - 3 Success offers National Education Association (NEA) affiliates specific advice on state and district policies addressing class size, supporting full - day Prekindergarten and Kindergarten programs, promoting high quality teachers, targeting professional development to improve PreK - 3rd practice, clarifying the role of para-educators (especially in support of bilingual and bicultural children), and providing for adequate planning time for teachers within grades and between grades to develop integrated and coherent programs and practices throughout the age span (alignment).

Do you know the maximum average class size that the school can operate at within the context of the pupil admissions, the structure of the building, the numbers in different year groups and the need for intervention strategies?

In an Opportunity Culture, great teachers and the teams they lead extend their reach to more students, for more pay, within budget and without forcing class - size increases.

Unlike your personal credit, it's not expressed in a fairly universal score, but rather is typically expressed in a series of reports that address how timely a business repays vendors who offer payment terms, their payment history with any current small business loans, industry information (including the overall creditworthiness of other businesses within that industry), and comparisons between the business and others within the same revenue class, size, number of employees, and the region where they do business.

There is a lot of variety within each asset class: large -, medium -, and small - company stock funds, and funds that own stock in companies of all sizes.

· Competitive full - tuition stipends and partial - tuition stipends for incoming and second - year graduate art students; · Full schedule of lectures and visiting artist studio visits, as well as regular interaction among all the programs; · Faculty comprised of nationally and internationally recognized artists and scholars; · Teaching opportunities, internships, and assistantships within the Art Department and throughout NYC; · Active dialog among the programs, students, and faculty; · Individual attention, small class sizes, and historic campus with Neo-Gothic architecture in Manhattan; · CUNY's modest graduate tuition of 2,435 USD per semester [for New York State resident students] and 435 USD per credit [for non-resident students] The four different graduate art degree options at CCNY are:

If this policy creates too much congestion on HOV lanes (as has been suggested in Northern Virginia), the proper solution is not to eliminate the privilege but to focus it on a more limited class of vehicles that achieve the highest fuel economy within size or weight class.

RC = reference category, # studies = number of independent studies; # ES = number of effect sizes, Z = difference in mean r with reference category, mean r = mean effect size (r), heterogeneity = within class heterogeneity (Z), Δfit = difference with model without moderators (χ2)