For the purposes of the brief, we operationalized access and equity as follows: to evaluate access, we examined districts» choice and recruitment policies and assessed the degree to which pathways were representative of their districts» high school student populations; to evaluate equity, we compared academic outcomes for Linked Learning student subgroups with those of similar peers
in traditional high school settings.
Each student studies the same core subjects taught
in traditional high school settings and can choose from a wide selection of elective, AP and honors classes.
It serves 12 to 25 students who were not succeeding
in the traditional high school setting, said Diane Walery, the lead teacher.
Accustomed to dealing with hundreds of kids
in a traditional high school setting, Boston - area refugee Brennan admits she was nervous in 2005 when she began instructing at Build SF.
AUS, an Ohio school district, was established in 2011 as an educational institution with a mission to provide high quality education for under - served youth unable to attain a high school diploma
in a traditional high school setting.
Not exact matches
It's with this goal
in mind that he founded The Flatiron
School alongside Adam Enbar, a graduate of Harvard Business
School, who two years
set out to rethink
traditional higher education.
«Athletic Trainers no longer work
in only the
traditional high school, college and professional
settings.
The study showed that prediction of student graduation may be significantly improved by including
in the college admission process consideration of AP exam performance and a small
set of personality traits, along with
traditional indicators of student abilities and
high school grades.
Set in 1976 Texas, Dazed and Confused flows from one group of
high -
school and middle -
school students over the course of one night — the
traditional cinematic one - night - that - changes - everything.
The appeal of
traditional VE has diminished as
high school students realized that the
highest - paying jobs required college degrees and
set their sights on college
in order to get these jobs.
«It is the best educational initiative
in which I've ever been involved, and I believe it has the potential to change the
traditional high school into a place where students are actively, independently engaged
in setting and reaching academic and professional goals.»
That means they «do» middle or
high school in a multiage
setting without
traditional classes.
These
schools,
in turn, will provide an initial test case of an operating hypothesis
in the personalized learning space: that a
high - quality platform and professional development supports surrounding platform implementation could be critical levers to scaling personalized approaches across
traditional settings.
After studying teacher training at Boston College, Hristic spent a few years teaching
in Massachusetts, first at an alternative
high school for «behaviorally and emotionally challenged students, but also students so bright and brilliant they were bored out of their minds
in a
traditional setting,» he says.
A public middle
school and
high school in Whitfield County, Georgia show how to recreate the learning strategies of a renowned charter
school in a
traditional setting.
With the enabling technology of online learning
in a blended - learning
setting, micro-
schools are able to offer similar or even
higher levels of personalization than
traditional independent
schools with a lower - cost business model.
Finally, imagine that by
high school only one - third of a student's time was
in a
traditional classroom
setting.
MYcroSchool Jacksonville Charter
High School seeks to provide students who have not been successful in the traditional system an innovative «micro-high school» se
School seeks to provide students who have not been successful
in the
traditional system an innovative «micro-
high school» se
school»
setting.
She previously taught English at the middle and
high school level
in independent,
traditional public, and charter
school settings.
ELOs include
traditional afterschool activities with an academic focus, but also incorporate activities such as internships with employers, independent study
in alternative
settings, classes on college campuses for
high school students, and wraparound support services.
(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist
in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page
in the Untracking of American
Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of
High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior
in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page
in an Untracked Middle
School Setting» (Thomas O. Erb et al.); «Untracking Your Middle
School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «
In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page
In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry
in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page
in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating
Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional
School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page
in a
Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success
in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page
in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia
School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).
The project will have two main components: (1) The implementation of a model, named «The Link Crew
High School Orientation and Transition Model,» designed to create a shared experience for freshmen, upperclassmen, and staff, where a group of upperclassmen will serve as mentors and tour guides to help the freshmen understand how to be successful at the high school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&ra
High School Orientation and Transition Model,» designed to create a shared experience for freshmen, upperclassmen, and staff, where a group of upperclassmen will serve as mentors and tour guides to help the freshmen understand how to be successful at the high school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&
School Orientation and Transition Model,» designed to create a shared experience for freshmen, upperclassmen, and staff, where a group of upperclassmen will serve as mentors and tour guides to help the freshmen understand how to be successful at the
high school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&ra
high school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&
school level; and (2) an overhaul of the
In -
School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&
School Suspension program (ISS) to transform ISS from a
traditional punitive intervention to a non-punitive, strengths - based, educational
setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).»
In many ways, these outstanding school leaders reflect the diversity of the dedicated principals leading schools across the country — supporting students on the West Coast and East Coast, at the prekindergarten, elementary, middle, and high school levels, and in traditional district and charter school setting
In many ways, these outstanding
school leaders reflect the diversity of the dedicated principals leading
schools across the country — supporting students on the West Coast and East Coast, at the prekindergarten, elementary, middle, and
high school levels, and
in traditional district and charter school setting
in traditional district and charter
school settings.
US News & World Report's «
High School Notes» queries NDPC / N Director Sandy Addis in a look at how alternative education settings provide a model for students to earn their diploma outside the traditional high school sett
High School Notes» queries NDPC / N Director Sandy Addis in a look at how alternative education settings provide a model for students to earn their diploma outside the traditional high school se
School Notes» queries NDPC / N Director Sandy Addis
in a look at how alternative education
settings provide a model for students to earn their diploma outside the
traditional high school sett
high school se
school setting.
First, we find that teachers working
in above - average poverty charter
schools have significantly
higher value - added scores compared to
traditional public
school teachers working
in similar
settings, which is mainly driven by the right tail of the value - added score distribution, yet we find no such differences
in below - average poverty
settings.
In a previous study (Booker et al., 2011), we found that students attending charter high schools were 7 to 15 percentage points more likely to graduate from high school and 8 to 10 percentage points more likely to enroll in college than a comparison set of students attending traditional public high school
In a previous study (Booker et al., 2011), we found that students attending charter
high schools were 7 to 15 percentage points more likely to graduate from
high school and 8 to 10 percentage points more likely to enroll
in college than a comparison set of students attending traditional public high school
in college than a comparison
set of students attending
traditional public
high schools.
The Catoosa Online Academy opened
in 2013 to expand offerings to students who were seeking alternatives to the
traditional high school setting or who needed a flexible schedule to stay
in school.
Students who attend Central Alternative
High School in Dubuque, Iowa, have been unable to succeed in a traditional school se
School in Dubuque, Iowa, have been unable to succeed
in a
traditional school se
school setting.
The majority of my students have come from
traditional high school settings that did not work best for them for some reason, but here, at Catapult Learning, I am able to teach
in an alternative learning environment specific to each student.
In Houston, implementing a set of charter school «best practices» in traditional public schools led students to earn higher math test score
In Houston, implementing a
set of charter
school «best practices»
in traditional public schools led students to earn higher math test score
in traditional public
schools led students to earn
higher math test scores.
If you want to take traffic
school in a more
traditional classroom
setting, you can do so prior to receiving a traffic violation by contacting the
High Point North Carolina DMV for more information about the
High Point North Carolina Driver Improvement Program, or ask a
High Point North Carolina DMV hearing officer during your meeting for a list of approved
High Point North Carolina traffic
schools.