Sentences with phrase «local high school academics»

Not exact matches

Also at 6 p.m., NYC Councilwoman Laurie Cumbo, joined by local agencies and nonprofit organizations, marks National Bullying Prevention Month with a community conversation and resource expo, W.E.B. DuBois Academic High School, 402 Eastern Parkway, Brooklyn.

Dr. Ganz was active in academic outreach throughout her time at Cornell, mentoring undergraduate students, co-teaching a weekly computer science course to a local high school chapter of the National Society of Black Engineers (NSBE) Jr., as well as a five - week mini-course on experiments in chemistry and biology to local elementary school students.

The superintendent's 10 - point plan includes full - day kindergarten, high academic standards, more professional development for teachers, and local school - governance councils.

The state's landmark 1993 Education Reform Act introduced not only high academic standards, accountability, and enhanced school choice, but curriculum frameworks with a subject - by - subject outline of the material intended to form the basis of local curricula statewide.

Academia has a set of standards that you move up based on the number of articles that you get published in the highest ranked publications, which cater to an exclusive audience of other academics that doesn't include the general public, community educators, and the people on the ground at local schools.»

While early - college high schools link students with local colleges, Schwartz says another option is to directly link high school students to business, like existing career academies, which started in 1969 in Philadelphia in collaboration with Philadelphia Electric Company and Bell of Pennsylvania, and talent development high schools, which allow struggling students to play academic «catch up» before learning about specific career paths.

We've worked with the local authority to meet this growing demand, by expanding Year 5 at Chantry Middle School by 30 places from the beginning of the next academic year, and if demand remains high, Newminster will also take on an extra 30 pupils in Year 5 from September 2019.»

Recent and ongoing projects include a researcher - practitioner partnership focused on familial and school - based relationships that support adolescents» emerging sense of purpose, academic engagement, achievement and post-secondary school transitions; Project Alliance / Projecto Alianzo, a multiethnic study of parental involvement in education during adolescence; and collaboration with a local school district focused on school choice policies to examine equity and access to high quality schools, along with demographic variations in parental priorities and experiences with these policies.

By shifting money to pay for more academic counselors and librarians next year at the lowest - performing schools, administrators of East Side Union High School District in San Jose have revised the district's draft three - year Local Control and Accountability Plan, incorporating key recommendations of parents and teachers.

In addition, the main thrust of the report's criticism, that the state's ESSA plan is not sufficiently similar to what it would have been had No Child Left Behind remained in effect, assumes the test - based accountability strategy that these reviewers have made their careers pursuing had been effective, which it has not; and therefore, when coupled with the false claim that California has high - quality academic standards and assessments, which it doesn't (California's standards being based on the Common Core, which leaves American students 2 - 3 years behind their peers in East Asia and northern Europe), California's families remain well advised to opt out of state schooling wherever and whenever possible, until the overreach from both the federal and state capitals is brought to an end and local schools that want to pursue genuinely world - class excellence can thrive.

The paper begins with an outline of the obstacles impeding the high school to college transition, which is rife with academic and non-academic hurdles for students and inefficiencies for local and state governments.

As our students excel in Advanced Placement courses, thrive in dual - enrollment classes at local community colleges, and consistently reach an increasingly higher academic bar, they prove that there is no reason for alternative schools to expect anything less from their students than academic excellence.

With high profile turnarounds operated by charter schools that have shown record gains or modest but steady cultural and academic improvement, the argument that charters can't serve local communities is ebbing.

The discrepancies underline the difficulty educators at the local and state level face in tracking students» academic growth through high school, especially when the only standardized tests students take cover narrow subject areas.

Local secondary schools including: Whitmore, Twyford, Bentley Wood, Harrow High, LAE Tottenham and St Dominic's are invited to attend all academic lectures (on a wide variety of subjects) held at Harrow School.

Almost every high - performing charter network in the country, from KIPP to Achievement First, uses significantly more scheduled time to achieve impressive academic gains, and many public schools, spurred by local initiatives, innovative state policies and federal leadership, are also adopting this promising practice.

The funding from Title II, Part B from the U.S. Department of Education supports a competitive grant competition for projects that increase the academic achievement of students in mathematics and science by encouraging state education agencies, institutions of higher education, local education agencies, elementary schools, and secondary schools to participate in programs that improve instruction and upgrade the status and stature of mathematics and science teaching.

Not long ago, students learned welding and other trade skills at New Jersey's county vocational - technical schools while college - bound kids got the best academic training at their local high schools.

For example, high - scoring countries tend to recruit and retain talented teachers and help them continually improve their classroom skills; they also combine clear, ambitious academic standards for all students with a strong degree of autonomy at the local school level, argues Schleicher, of the OECD.

Nor did Vallas mention the Mentoring for Academic Achievement and College Success (MAACS) program, a long - time effort in which «MAACS pairs high school students in all three Bridgeport public high schools with college mentors from local colleges and universities.

Despite local and state governments devoting considerable resources to these programs, only about 25 percent of the students enrolled in them earn a high school degree, and because the programs typically emphasize process (attendance and following instructions, for example) rather than academics, virtually none of the graduates acquire the learning typically expected of high school graduates.

that students attending private schools thanks to this program have equal or better academic performance than their peers in the local public schools, and have significantly higher graduation rates.

In a post featured on the Huffington Post's Education page, NEA President Dennis Van Roekel explains how «local teachers unions are stepping up to the challenge of raising academic performance» in schools serving high populations of poor students.

Title I Part A provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low - income families to help ensure that all children meet challenging state academic standards.

In passing the district's first Local Control and Accountability Plan, the trustees of the East Side Union High School District agreed that the LCAP needs more details to meet the commitment to improve the academic performance of African - American students.

Title IA is a federally funded program providing financial assistance to local educational agencies and schools with a high percentage of children from low income families to help ensure that all children meet state academic standards.

The Smaller Learning Communities (SLC) program awards discretionary grants to local educational agencies (LEAs) to support the implementation of SLCs and activities to improve student academic achievement in large public high schools with enrollments of 1,000 or more students.

The 21st Century Community Learning Centers (CCLC) Program provides federal funding for the establishment of community learning centers that provide academic, artistic and cultural enrichment opportunities — during non-school hours — for students, particularly those who attend high poverty and low - performing schools, to meet state and local standards in core academic subjects such as reading, math and science.

Federal Sources - Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low - income families to help ensure that all children meet challenging state academic standards.

In Japan, our group of technical high school students studying bookkeeping bested the local academic school in a debate competition.

Dr. Klein Friedman has served New York City students since the mid 1970s as a teacher of special education and reading in elementary, middle and high schools; staff development trainer; principal; director of literacy and social studies; regional director of academic intervention services and local instructional superintendent; director of secondary school reform, director of academic intervention services, director of a Supplemental Educational Services program internal to the New York City Department of Education (NYCDOE); interim superintendent; and currently as executive director of literacy and academic intervention services at NYCDOE.

In addition to its frequent local accolades, the school has been recognized repeatedly in the U.S. Department of Education's National Blue Ribbon Schools program, which honors schools for their academic excellence, and has been featured on «Best High Schools» lists provided by U.S. News and World Report, Newsweek and BusinesSchools program, which honors schools for their academic excellence, and has been featured on «Best High Schools» lists provided by U.S. News and World Report, Newsweek and Businesschools for their academic excellence, and has been featured on «Best High Schools» lists provided by U.S. News and World Report, Newsweek and BusinesSchools» lists provided by U.S. News and World Report, Newsweek and Business Week.

NSBA supports high academic standards, including Common Core standards, that are voluntarily adopted by states with local school board input and free from federal direction, federal mandates, funding conditions or coercion.

The Recovery Act provides $ 10 billion in additional Title I, Part A funds to state education agencies (SEAs) and local education agencies (LEAs) to support schools that have high concentrations of students from families that live in poverty in order to help improve teaching and learning for students most at risk of failing to meet state academic achievement standards.

High school service groups are raising money for academic competitions, to help families in need in their communities and to support local community projects.

High school service groups have utilized the funds for academic competitions, to help families in need in their communities and to support local community projects.

The curriculum vitae that Dr. Michaels submitted with his written testimony is lengthy, listing over one hundred publications and speaking engagements before audiences ranging from the United States Congress to academic institutions to local Rotary Clubs and high school students.

At Civitas Law, we offer representation to local authorities, students, parents, teachers and academic institutions (including schools, academies and institutes of higher education) in a variety of Education law matters and provide training on new developments in education law.

Elspeth, who also sits on the Board of Bright Light Relationship Counselling, has a background in academic teaching and, as Director of Lothians Equal Access Programme for Schools (LEAPS), led a team working with staff in local schools and universities to support young people disadvantaged by economic, social or cultural factors into higher education cSchools (LEAPS), led a team working with staff in local schools and universities to support young people disadvantaged by economic, social or cultural factors into higher education cschools and universities to support young people disadvantaged by economic, social or cultural factors into higher education courses.

Kings Local Schools rank high nationally in academics.