Sentences with phrase «meets graduation standards»

Each student receives guidance about how to design projects that incorporate personal interests and make sure their performance meets graduation standards.

With teacher support, students determine their own curriculum and decide how they will meet graduation standards through seminars or independent projects.

Not exact matches

«The rules adopted today by the Board of Regents maintain the rigor of our graduation requirements, while providing a new mechanism for students with disabilities to demonstrate they've met the State's graduation standards.»

Currently, those who scored a 2 or lower were judged to be not meeting the required standards, now children who receive a score of 2 or higher will be considered on track for meeting the new Regents requirements for high school graduation.

«But we know the graduation rate could be even higher if students were given the option to meet our standards in a different way.

The success has been astounding: over the past decade, the percentage of students meeting provincial standards in the annual literacy and numeracy tests for grades 3 and 6 has risen from 54 % to 71 %, and the high school graduation rate has grown from 68 % to 83 %.

Ostensibly, these alternatives would require that the student meets the same Common Core graduation standards, but just by means other than just passing the Common Core tests.

Small schools can also help boost graduation rates among these underserved students by providing them with a new version of the three Rs - rigorous academic coursework, meaningful relationships with instructors who can help them meet high standards, and relevant learning opportunities through internships, community partnerships, and real - world tasks.

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

Holding all students to a single performance standard, whether that is proficiency under NCLB or a single cut score for graduation under assessments linked to CCSS, will never meet the needs of all students.

With her degree from HGSE, Casselman hopes to start her own agriculture - based school within Medomak Valley High School where she pictures a «school within a school» — a place where students can focus on lessons in agriculture and sustainability while meeting the standards necessary for graduation, such as English and math.

We would like graduates to meet standards for graduation and not simply leave the system with a piece of paper and deficient skills.

Obstensively, these alternatives would require that the student meets the same Common Core graduation standards, but just by means other than just passing the Common Core tests.

The ESSA also requires that, if students fall behind in meeting these standards, States and local educational agencies (LEAs) implement evidence - based interventions to help them and their schools improve, with a particular focus on the lowest - performing schools, high schools with low graduation rates, and schools in which subgroups of students are underperforming.

Category 7: Graduation includes standards met as well as project credits, life skills gained, and a senior project.

Superintendents acknowledge that federal and state standards and accountability systems have created a situation in which district and school personnel can not ignore evidence about students who are struggling or failing to meet mandated standards for academic performance, as reflected in test results and other indicators of student success (e.g., attendance, graduation rates).

The yearslong districtwide scheme denied an untold number of students the right to a proper education by fraudulently boosted the district's test scores, attendance and graduation rates to meet federal accountability standards.

At the same time, the DOE augmented the new, small schools with expanded options, including opening new transfer schools and Young Adult Borough Centers to re-engage those students who were overage and under - credited (disconnected and seriously off - track for graduation) in planning their futures and graduating from high school, meeting the same standards for a diploma as comprehensive and small schools require.

Such policies forced policymakers to focus more than ever on helping high school students meet standards for graduation.

The academic program meets district and state standards for graduation and all graduates will meet the A-G requirements for admission to the California university systems.

VLAC mentors meet with each student to personalize their schedule to fulfill graduation standards while developing the student's interest.

For all students, including the 2.7 million enrolled in public charter schools, the upward trend in graduation is a sign that more students are being taught to state standards and meeting state graduation requirements.

Instead of setting high expectations for student learning and holding students and educators responsible for meeting or exceeding them, we've eased graduation standards and made them optional.

Someone should remind our loquacious governor that he was instrumental in passing legislation that's eerily similar — i.e., inasmuch as CT students can't meet NCLB's Adequate Yearly Progress standards, CT will now raise those performance standards by embracing the Common Core, increasing graduation requirements, and eliminating developmental education for entering college freshmen who need extra help.

There are high academic standards and students meet state graduation requirements for a diploma.

Inaccurate data impact the statistics generated from ethnic and racial classifications, such as graduation and dropout rates, attendance rates and percentages of students meeting academic standards.

To get a high school diploma, students must meet nearly 50 graduation standards, each of which has learning targets associated with it and specific competencies that reflect learning.

Research shows New York's small schools of choice have reduced dropout and increased graduation rates while encouraging more students to meet higher standards.

Schools will issue diplomas only to students who meet or exceed standards for graduation.

Sixty - two percent of the 2013 ACT - tested graduating class in Wyoming who met the Proficient standard in reading enrolled in college the fall after high school graduation.

Sixty - five percent of the 2013 ACT - tested graduating class in Wyoming who met the Proficient standard in science enrolled in college the fall after high school graduation.

Seventy - four percent of the 2013 ACT - tested graduating class in Wyoming who met the Advanced standard in reading enrolled in college the fall after high school graduation.

Forty percent of the 2013 ACT - tested graduating class in Wyoming who met the Basic standard in reading enrolled in college the fall after high school graduation.

Fifty - seven percent of the 2013 ACT - tested graduating class in Wyoming who met the Proficient standard in math enrolled in college the fall after high school graduation.

Texas modifies dropout counting procedures to conform to standards of the National Center for Education Statistics, which count as dropouts students enrolled in a GED program, students who meet all graduation requirements but do not pass the state exam and students previously counted as dropouts, among other procedures.

States have adopted more demanding state content standards, such as the Common Core State Standards in English language arts (ELA) and mathematics, and have raised graduation requirements, particularly in mathematics and science, in an effort to better prepare students to meet college and career expectations (Zinth, 2012).

To express support for challenging graduation requirements and provide recommendations for federal, state, and local policymakers to help schools ensure that all students meet those high standards.

States and districts should work together to build the capacity of principals and all teachers — especially content area teachers and career and technical education teachers — to align curriculum and assessments with the expectations of colleges and employers; to offer counseling services that prepare students for high school graduation, college admission, and career success; to engage and motivate students to meet higher standards; and to create positive relationships with parents and community members.

In addition to providing teachers with a resource to help boost the achievement of their LEP students, this guide addresses issues that are particularly relevant to the needs of migrant secondary students: • Focusing on credit accrual • Meeting graduation requirements in an era of rising standards • Promoting continuing education options • Suggesting ways of using technology to enhance continuity of instruction

They include middle schools that keep students on target for graduation from high school, school districts that know how to attract, retain, and develop strong principals, and accountability systems that show whether schools are helping students meet high academic standards.

Students at DREAM utilize individualized project - based learning to meet the state standards and requirements for graduation.

In a February 2009 position statement on preparing all students for postsecondary success, NASSP expressed support for challenging graduation requirements and provided recommendations for federal, state, and local policymakers to help schools ensure that all students meet those high standards.

This disconnect would sometimes pop up in the Post's coverage, such as this story about how at one school with a 76 percent graduation rate, only 1 percent of students met the math standards and just 4 percent met them in reading.

This includes: providing financial aid information about postsecondary education, encouraging student enrollment in rigorous and challenging curricula and coursework, implementing activities that help students obtain a secondary school diploma, supporting students with completing college applications, providing tutors, conducting outreach programs, helping students meet state standards, developing graduation and career plans, providing extended day learning programs, or offering other activities designed to ensure secondary school completion and postsecondary enrollment of at - risk children.

Like other public schools in our state, Avalon must meet intense external accountability measures, including 133 graduation standards and hundreds of benchmarks.

This collaboration has also resulted in developing high standards rooted in performance that meet our national goals of preparing every young person to be college -, career - and civically ready by high school graduation.

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Teens live at House of Hope for an average of 12 to 14 months, during which time they attend an on - campus accredited school that meets Florida state standards and graduation requirements.