Information on academic performance for each district also was based on the 2012 U.S. News Best High Schools, the 2012 Newsweek Top High Schools and individual district websites.
As you search for schools that fit your family, you'll find
information on academic performance, extracurricular programs, school culture, and more.
Teachers, parents and students have the right to timely accurate
information on academic performance in order to make informed decisions and provide student support.
This anytime, anywhere access gives parents up - to - date
information on academic performance and behavior, and alerts parents to problems before they reach a crisis point.
Not exact matches
It wasn't until a decade later that Californians again had detailed
information on the state's
academic performance.
• there is no default assigned school (everyone must choose); • there is a common application; • there is rich, valid, and comparable
information on school
performance (including test results that incorporate
academic growth); • school
performance information is clearly presented (including support for less educated parents); and • there is an assignment algorithm that maximizes the preferences expressed by all parents and the resulting school assignment for all students.
The report cards must generally include
information on students»
academic performance disaggregated by race, ethnicity, and gender, as well as disability, migrant, and English proficiency status — and specifically for students from low - income families.
Prior to meetings send
information about magnet schools to supportive groups, including evaluative data
on student
academic achievement and
performance.
The report defines what it means to be academically prepared at key steps in a student's education, examines Illinois students»
academic performance from early childhood education to postsecondary, calls attention to lingering racial and economic achievement gaps, and shares
information on the school environment and other factors that contribute to student success.
This echoed findings from a previous study that analyzed
information search patterns
on the District's first public school
information site and revealed that parents were most interested in demographic characteristics of the student population, followed by location, and, only then,
academic performance (Schneider & Buckley, 2002).
• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their
performance to improve learning outcomes; • Public reporting
on school progress in
academic and non-
academic areas, using a variety of
information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.
This
information can fill the need cited by many of the most vociferous critics of accountability schemes in education, who have railed against reliance
on students»
academic test
performance as the sole criterion for judging school quality.
This is problematic, said the researchers, because, «If parents and the general public receive little
information on what is going
on in the education process, it is hard for them to gauge what steps are needed to improve
academic performance.
GPS reaches parents and students in multiple ways, including through its GreatPhillySchools.org website, which provides
information in one place
on the
academics, extracurriculars,
performance data, school incidents, and student engagement of Philadelphia's more than 400 public district, public charter, Catholic and private K - 12 schools.
For example, the student questionnaire
on the National Assessment of Educational Progress, or NAEP, will gather
information on students» social - emotional skills in 2017.51 Researchers intend to use these data to analyze the relationship between SEL and
academic achievement
on the NAEP exam.52 Districts and schools may find this
information particularly useful to inform local interventions and improve student
performance and behavior.
(e) The board shall establish the
information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research
on how the proposed program may improve the
academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students,
on a space available basis, and shall not discriminate
on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic
performance, special need, proficiency in the English language or
academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable
academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
Division - level
academic reviews provide
information to determine whether a local school board is meeting its responsibilities under the Standards of Quality (SOQ); provide the local school board with essential actions necessary to correct any areas of SOQ noncompliance and for improving educational
performance as part of a required corrective action plan; and to monitor, enforce and report
on the local school board's development and implementation of the required corrective action plan.
The present levels of
performance are a comprehensive description of the student's
academic achievement and functional
performance, and must include
information on how the student's disability affects the student's involvement and progress in the general curriculum.
PROFESSIONAL EXPERIENCE TOWNSHIP PUBLIC SCHOOLS, Grand Bay, AL (6/2010 to Present) School Administrator • Act as a first point of contact by welcoming new student, parents and visitors • Provide
information regarding the school system, curriculum and enrollment requirements • Assist in developing
academic programs and creating instructional resources for teachers to use in class • Train, encourage and mentor staff members and teachers and oversee their progress • Supervise teachers to ensure delivery of instruction in accordance to school curriculum • Confer with parents to provide them with feedback
on their child's
academic, personal, physical and emotional wellbeing • Prepare budgets
on an annual basis and ensure that they are adhered to during each financial year • Coordinate efforts with vendors and suppliers to ensure that school supplies and equipment are purchased / procured in a timely manner • Formulate mission statements and ensure that all staff members work according to them • Establish
performance goals and objectives and mentor staff members to work towards achieving them • Direct school maintenance services to ensure a consistently safe and clean school environment
Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused
on physical health, 9 our findings provide
information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and
academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average
performance or problems in every outcome examined.
Information and statistics
on tween and teen dating violence,
academic performance, and parental involvement.