Sentences with phrase «larger middle school year»
«We are now working with Northumberland County Council to ensure The King Edward VI School has the necessary facilities to support the increased demand as these larger middle school year groups progress through their school careers.»
http://www.education-today.co.uk/ Not exact matches
That action has already led to the bankruptcy of a large school bus company in the middle of the school year and threatens to further unsettle the industry on... (read more)
Its staffers were informed in early April 2006 that Elle Girl (USA)'s last issue would be its June / July 2006 Summer Issue, while they were already in the middle of working on the August 2006 issue, which is traditionally the largest issue of the year — covering fall fashion and back - to - school topics.
This notion of targeted teaching was prompted by the findings of two large - scale projects that revealed a seven to eight year range in mathematics achievement in each year level in the middle years of schooling (Siemon, Virgona & Corneille, 2001) that was explained by student's access to multiplicative thinking (Siemon, Breed, Dole, Izard & Virgona, 2006).
The Big Picture Over the last year, Making Caring Common (MCC) set out to investigate gender bias in young people, conducting a large study of roughly 19,800 middle and high school students from a diverse...
Even more troubling, the middle - school disadvantage grows larger over the course of the middle - school years.
Even when attrition and replacement throughout the middle school years are taken into account, the limited range of potential peer effects at KIPP schools does not explain the large cumulative impacts on student achievement identified by prior studies.
Each country administered the test to a nationally representative sample of middle - school students, defined as those students enrolled in the two adjacent grades that contained the largest proportion of 13 - year - old students at the time of testing (grades 7 and 8 in most countries).
Our own study (the largest rigorous study of KIPP) estimated that over three years KIPP middle schools have an average cumulative impact of 0.21 standard deviations in reading and 0.36 standard deviations in math, roughly equivalent to an additional eight to 11 months of learning.
The criteria are set up, and students are rewarded district - wide at the trimester in the elementary level and at semester end in high school and middle school, as well as a year - end drawing for larger prizes.»
This paper focuses on the middle - school years, where students enrolled in the two adjacent grades containing the largest proportion of 13 - year - old students (7th - and 8th - graders in most countries) were tested.
Looping, or teachers» staying with the same students over two years, and carving out smaller units within large schools are also established middle school organizational designs.
A study of elementary and middle - school funding in the 2007 08 school year found that the 18 smallest elementary and middle schools received 28 percent more dollars per student than the six largest: $ 10,900 compared to $ 7,800.
Contrast this with the local school where class sizes are notoriously large and there has been a «white flight» of middle class students out of this school to private schools in the last few years.
«We are saving 90 of our kids that we used to lose every year when they moved from our middle schools to our large 1,700 - student high school.
In joining the Beyond Wild Justice project, Gonzalo became part of a larger group of learners examining the groundbreaking legal case in which middle school bullies were charged in a case of a 14 - year - old student who committed suicide.
In recent years, several studies using randomized admission lotteries have found large and persistent impacts on student achievement, even for middle school and high school students.
We found that attrition and replacement patterns could not explain most of KIPP's positive effects on student achievement, because (a) early attrition patterns at KIPP schools are similar to those at nearby district middle schools; and (b) KIPP schools have large achievement effects in the first year of students» enrollment, before replacement patterns could have any effects.
The impact on middle school math was particularly dramatic; the effect here amounts to half of a standard deviation, an effect large enough to move a student from the 50th to the 69th percentile in student performance in one year.
State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).
In 2011 Baltimore City Schools submitted a successful proposal for an Investing in Innovations (i3) grant to offer a three year (2012 - 2014) summer program designed to expose rising sixth through eighth grade students to VEX robotics.1 The i3 - funded Middle School Science, Technology, Engineering and Mathematics (STEM) Summer Learning Program was part of a larger Baltimore City STEM summer learning program entitled «Create the Solution» in 2012 and «22nd Century Pioneers» in 2013 and 2014.
In 2011 Baltimore City Schools submitted a successful proposal for an Investing in Innovations (i3) grant to offer a three year (2012 - 2014) summer program designed to expose rising sixth through eighth grade students to VEX robotics.1 The i3 - funded Middle School Science, Technology, Engineering and Mathematics (STEM) Summer Learning Program was part of a larger Baltimore -LSB-...]
«On average, summer vacation creates a three - month gap in reading achievement between students from low - and middle - income families... even small differences in summer learning can accumulate across the elementary years, resulting in a large achievement gap by the time students enter high school.»
At nearly 85,000 students, APS is one of the largest districts in the U.S. and surely a tough job, but I can't help but think of last year when tough times called for... cutting middle school sports.
In order to be used successfully with a larger audience of upper elementary, middle school, and high school classrooms, a model VFT module should be designed for use at various times over the course of the year, and at multiple times during the day.
Officials say good progress was made during the first year of an initiative to turn around the struggling middle schools in the second largest public school system in Massachusetts.
In 2010, Romulus Middle School was awarded one of Michigan's largest School Improvement Grants (SIG), $ 5.3 million over three years.
I decided to pursue a career as an exotic animal vet the year after I graduated from veterinary school, when I was in the middle of a one - year internship at a very large animal hospital in New York City — the Animal Medical Center (AMC).
The 50 - year - old school needs a larger campus because plans call for it to become an elementary / middle school in...