Sentences with phrase «measured by graduation»

We were always looking for ways to improve the student experience, which is ultimately measured by graduation and job placement.»

This might account for the fact that, at least as measured by graduation rates and college attendance, the end of busing didn't hurt minority students too much.

Not exact matches

So I think it fair to say that by any conventional measure, a mere seven years after my graduation day, I had failed on an epic scale.

DISABLED STUDENT GRADUATION: One new measure will make it easier for disabled students to attend their high school graduation by closing a loophole that had allowed local education officials to keep some stuGRADUATION: One new measure will make it easier for disabled students to attend their high school graduation by closing a loophole that had allowed local education officials to keep some stugraduation by closing a loophole that had allowed local education officials to keep some students out.

Academic proficiency, academic growth (measured by a value table, as well as by double - counting a student who achieved proficiency after falling short the previous year); English - language proficiency; graduation rates.

The measures used in the NEPC report — whether schools make AYP, state accountability system ratings, the percentage of students that score proficient on state tests, and high - school graduation rates — are at best rough proxies for the quality of education provided by any school.

Plans by the Bush administration to set a uniform way for states to calculate and report their graduation rates could make it harder for high schools to avoid accountability measures under the No Child Left Behind Act.

Under the new system, grades one through three are measured against a goal of reading by the end of third grade; grades four through six on proficient or advanced performance on the English and math portions of a state test indicating middle school readiness; seven, eight, and nine on high school readiness with passing all ninth - grade; grades 10, 11, and 12 focus on the goal of high school graduation.

At best, they track aggregate measures such as overall proficiency and graduation rates, which can hide the consequences for the specific schools, or grades or subjects actually affected by their initiatives.

But the thinking goes like this: If you look at schools that «work,» as measured by test scores and graduation rates, they all have involved (overinvolved?)

These recruiting institutions, as measured by rankings, graduation rates, and average SAT scores published by Barron's Profiles of American Colleges, are more competitive, on average, than other, non-recruiting four - year institutions attended by Hispanic students who fall just short of qualifying for the NHRP program.

The ten indicators were: 9th - grade attendance rates; rates of college readiness at the end of each grade (as measured by the number of students on track to earn a Regents diploma as opposed to a less - rigorous «local» diploma); the number of credits earned and Regents exams passed by grade 12; dropout and transfer rates; graduation rates; and rates of receiving a Regents diploma.

The rationale behind this push to increase AP participation is the observation that students who take AP courses and examinations are much more likely to enroll and be successful in college, as measured by college GPA and graduation rates.

Researchers need to consider ways to measure other outcomes that are meaningful in the debate, such as by designing studies with long follow - up periods to enable future research on high school graduation, college - going, and labor - market outcomes.

Winners of the $ 4 billion Race to the Top jackpot committed to grand goals in using the federal grants to raise student achievement, as measured by higher test scores, narrowed achievement gaps, and increased graduation and college - going rates — all in four years.

Attainment is typically measured by benchmarks such as high school graduation, college enrollment, persistence in college, and college graduation.

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

They understand and actively work to eliminate gaps in school success between different groups of students, as measured by academic achievement, high school graduation rates, and preparation for college and other postsecondary pursuits.

The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1) academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.

By every criteria and measure we use, reading and math scores in NAEP, high school graduation, drop - out rates, college attendance rates, public education's performance is the best that is has ever been.

During that time, student performance, as measured by scores on the National Assessment of Educational Progress (NAEP) and high - school graduation rates, has remained basically unchanged.

What has happened in Gadsden shows how the push to rank schools based on measures like graduation rates — codified by the No Child Left Behind Act and still very much a fact of life in American public education — has transformed the country's approach to secondary education, as scores of districts have outsourced core instruction to computers and downgraded the role of the traditional teacher.

While observers will judge Bloomberg and Klein's tenure using standardized test scores — and even they agree those scores are important measures — Klein has made no secret of the fact that he wishes his team's work to be marked in the end by significant upticks in both the graduation rate and the numbers of students who pass basic tests in order to qualify for a Regents diploma.

The ultimate goal of the Comprehensive Secondary School Reform Plan is to promote student success, as measured by increased scores on high school assessments, increased attendance rate, increased graduation rate, decreased drop - out rate and decreased issues related to a safe and secure learning environment.

PARCC assessments measure students» progress towards what they need to learn by graduation to be ready for college and career.

From the embarrassment of approving abysmally low — and Plessy v. Ferguson - like — proficiency targets (including that for Virginia, which had only required districts to ensure that 57 percent of black students and 65 percent of Latino peers were proficient in math by 2016 - 2017), to complaints from House Education and the Workforce Committee Ranking Minority Member George Miller and civil rights - based reformers about how the administration allowed states such as South Dakota to count General Education Development certificates in their graduation rate calculations (and minimize graduation rates as a factor in accountability measures), the administration finds itself contending with complaints from civil rights - based reformers as well as from centrist Democrats finally acknowledging the high cost of their push for revamping No Child at any cost.

The state's headway with graduation rates has not been matched by similar success in measures that track students» college and career readiness, prompting questions about what it takes to earn a high school diploma.

«Beginning with first - time ninth grade students in 2018 - 2019, graduation requirements shall include a requirement that students either (i) complete an Advanced Placement, honors, or International Baccalaureate course or (ii) earn a career and technical education credential that has been approved by the Board, except when a career and technical education credential in a particular subject area is not readily available or appropriate or does not adequately measure student competency, in which case the student shall receive satisfactory competency - based instruction in the subject area to earn credit.

«Overcoming Obstacles leads the industry in purposeful life skills training that leads to greater success not just as measured by achievement, graduation, and college attendance, but to greater success in whatever path the student chooses.

In the May issue, I noted that it was crunch time for school accountability in Texas, as the Texas Legislature wound down to final decisions on several bills, most significantly one that would drastically reduce the standard for high school graduation as measured by standardized high school end of course assessments.

A 95 percent graduation rate was to be the standard by which we measured our success.

Kentucky's plan includes ambitious interim and long - term goals on which to measure progress including increasing academic achievement significantly for all students; cutting the achievement gap for each student group in half by 2030; and increasing the graduation rate significantly for all students and each student group.

NC's graduation rate has increased every year since it was first measured and is now over 85 % and Wake County Public Schools System's 2016 4 - year graduation rate is 87 % with a goal of 95 % by 2020.

For example, a student's Quantile measure should be at 1330Q by high school graduation to handle the math needed in college and most careers.

Student performance is measured in elementary and middle schools by pupils» scores on the New York state tests and in high schools by diplomas and graduation rates.

Previously I noted that it was crunch time for school accountability in Texas, as the Texas Legislature wound down to final decisions on several bills, most significantly one that would drastically reduce the standard for high school graduation as measured by standardized high school end - of - course assessments.

And for high schools, GreatSchools adds in a «college readiness factor,» which is measured by SAT scores and graduation rates — two more variables that correlate with race and class.

; 2) Gap (percentage of proficient and distinguished) for the Non-Duplicated Gap Group for all five content areas; 3) Growth in reading and mathematics (percentage of students at typical or higher levels of growth); 4) College Readiness as measured by the percentage of students meeting benchmarks in three content areas on EXPLORE at middle school; 5) College / Career - Readiness Rate as measured by ACT benchmarks, college placement tests and career measures and 6) Graduation Rate.

Here in New York City, while we've seen some improvement in recent years, our public schools struggle with low graduation rates — about 65 percent by the latest measure.

Also, the 62 schools targeted by the state must show improvement in test scores and graduation rates, among other measures, within one or two years or they may be taken over by an outside group.

APS student achievement, as measured by state standardized tests, high school graduation rates, and ACT scores, has remained stagnant over the past 5 years.

While the task force results may be eye - opening to the general public, they come as no surprise to local educators, who say they have known for years that the topics covered by New Jersey's High School Proficiency Assessment (HSPA), the standardized test used in grades 11 and 12 to measure achievement and required for graduation, is not a measure of college readiness.

The Obama administration's 2011 waivers from particular NCLB provisions, known as ESEA flexibility, marked the beginning of a departure from this limited focus.6 By 2015, the U.S. Department of Education had approved 42 states and the District of Columbia for ESEA flexibility, giving them the opportunity to expand accountability measures beyond test scores and graduation rates.

Grounded in the school effects research, Dr. Firn's leadership resulted in school system improvement as measured by student achievement and performance results, increased parent, community, and school engagement, increased graduation rates and decreased student suspensions.

Writes Gary Howard (2002), «Whether the measure is grades, test scores, attendance, discipline referrals, drop - out or graduation rates, those students who differ most from mainstream White, middle / upper class, English speaking America, are also most vulnerable to being mis - served by our nation's schools.»

TNReady is designed to measure whether students are actually on track for the next grade and are acquiring the 21st Century skills necessary to be prepared for college or a career by graduation.

By the traditional measure — graduation in four years — Wisconsin's rate is one of the best in America, but still below 90 percent using.

Charter schools are raising the bar on student academic growth and achievement by improving a number of student performance measures, including increasing graduation rates and college acceptance rates.

By most academic measures — including graduation rates, dropout rates and college attendance — they lag other students in the state.

It measures school improvement by assessing such factors as standardized tests, graduation rates, suspension, expulsion, chronic absences, English learner improvement and campus «culture and climate.»