Sentences with phrase «middle school levels stated»

A large number of schools at the elementary and middle school levels stated that their biggest concern regarding safety is not serious criminal acts, but less serious incidents such as bullying, disorderly conduct, fighting, and disrespect of authority.

Not exact matches

The reference was to the Department of Education's plan to reserve 25 percent of seats at 17 middle schools for kids who score below grade level on state exams.

City school results still fall well below state proficiency levels but sit within the middle of the pack among the five biggest urban districts in the state.

The state is one of only 12 that have standards - based exams at the elementary, middle, and high school levels in each core subject.

We look at level of school (high school, middle school, or elementary school), total enrollment, percentage of the student body that is white, average experience of teachers, and school performance, as measured by the school's academic rank within the state.

The state has clear and specific standards in social studies / history at the middle school level only.

South Dakota is one of 12 states offering standards - based tests in every core subject — English, math, science, and social studies — at the elementary, middle, and high school levels.

The state has clear and specific standards in English at the elementary and middle school levels and in social studies / history at the middle and high school levels.

A higher percentage of students in West Virginia attend small schools at all three levels — elementary, middle, and high school — than in most other states.

The state has some of the lowest percentages of students in small schools at the elementary, middle, and high school levels.

This past year, 92 percent of BVP's 7th graders (at the time the highest grade level enrolled) were proficient in math, a figure that topped every middle school in the state but one, a small suburban charter school (see Figure 1).

The state has clear and specific standards at the elementary, middle, and high school levels in English, mathematics, and science.

In fact, they made less progress than the state's average school at the elementary - and middle - school levels.

(Continued) Average start time and percentage distribution of start times for public middle, high, and combined schools, * by school level and state — Schools and Staffing Survey 2011 — 12 schoschools, * by school level and state — Schools and Staffing Survey 2011 — 12 schoSchools and Staffing Survey 2011 — 12 school year

This brief is designed to give guidance to practitioners at the school, district, and state levels based on the implementation activities of middle school practitioners across the country.

Even middle class Black students are denied a meaningful education in the state's urban schools: Just 12 percent of them are taught to read at grade level in eighth grade.

Shoemaker Campus was also recently recognized as one of the top ten middle school and top ten high schools in the state of Pennsylvania for accelerating the achievement levels of African - American students.

For the 2002 - 2003 through the 2005 - 2006 school year test administrations, for purposes of the commissioner's annual evaluation of public schools, public school districts, and charter schools, the following limited English proficient students may be considered to be meeting performance criteria in elementary or middle - level English language arts if they demonstrate a specified increment of progress on the New York State English as a Second Language Achievement Test (NYSESLAT) for their grade level.

During the last four years of her tenure, special education student proficiency on state reading and math assessments increased between 13 and 34 points at the elementary, middle, and high school levels.

Beginning with the 2006 - 2007 school year, a limited English proficient student enrolled in school in the United States (excluding Puerto Rico) for less than one year as of a date determined by the commissioner and who received a valid score on the NYSESLAT may be counted as participating in an elementary or middle level English language arts assessment.

But the American Federation of Teachers has rated the state's English standards as clear and specific only at the middle school level, while its social studies / history standards are clear and specific for middle and high schools.

The state administers tests that are based on state standards in elementary, middle, and high school for English and mathematics, but only at the high school level for science and social studies / history.

A new study of Massachusetts middle schools contends schools that don't track students of the same grade into multiple course levels based on their achievement have fewer students scoring at the advanced level on state standardized tests in mathematics.

However, it loses points in the area of assessments because it lacks tests aligned to state standards at the elementary and middle school levels in science and social studies.

For «Administrative Climate and Novices» Intent to Remain Teaching,» researchers from Wayne State University and Michigan State University surveyed 184 new elementary and middle - level teachers in Michigan and Indiana school districts.

At the same time, by encouraging states to use 40 % of their school improvement allocation for middle level and high schools, ARRA highlights an issue that for far too long has challenged federal education funding.

Individual or Institutional membership is $ 250 and open to all principals, assistant principals or administrators who are engaged in the practice or supervision of middle level and / or high school administration and who are a W - 2 payroll employee of a district / state / private school system.

A lack of resources at the state and local level for secondary schools caused many school systems to eliminate positions for reading teachers and literacy coaches at both the middle and high school levels.

About NASSP: The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States and 35 countries around the School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States and 35 countries around the school principals, assistant principals, and school leaders from across the United States and 35 countries around the school leaders from across the United States and 35 countries around the world.

These data show a clear, national trend of males lagging behind females in every state at the elementary, middle and high school levels.

Our forthcoming results from a series of school level studies at the middle school level produced similar results and raise questions about the appropriateness of using state test results to rank or evaluate teachers or make any potentially life - impacting decisions about educators or children.

Common Planning Time in Middle Level Schools: Research Studies from the MLER SIG's National Project 2013 Steven B. Mertens, Illinois State University; Vincent A. Anfara, Jr., University of Tennessee; Micki M. Caskey, Portland State University; Nancy Flowers, CPRD / University of Illinois

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).

The Master of Arts in Teaching Program is a 12 - month program for full - time students seeking initial licensure for teaching at the middle, junior, or senior high school levels in accordance with requirements in the state of Massachusetts.

A year later, Scholastic followed up with nearly 1,700 of the surveyed teachers at the elementary, middle, and high school levels in states where the Common Core is being implemented.

School choice advocates have praised Indiana's program for reaching into the middle income levels: A family of four making up to $ 62,000 per year could get a partial tuition scholarship from the state to attend a private sSchool choice advocates have praised Indiana's program for reaching into the middle income levels: A family of four making up to $ 62,000 per year could get a partial tuition scholarship from the state to attend a private schoolschool.

The post states that there are massive differences in how grade level (elementary, middle, and high school) teachers are evaluated.

Instead, require state - level reading, math and science assessments once each in elementary, middle and high school.

Visit our State Affiliate Portal for resources specifically designed to help you partner with NASSP in promoting national membership and further excellence in middle level and high school education nationwide.

During the 2012 - 2013 school year, 12 Grade 8 Earth and space science middle - level teachers in four urban schools in the northeast region of the United States participated in this curriculum reform initiative.

There are six schools in each state participating in these efforts and they are receiving support in the form of on - site coaching, MAMSE membership, seminars on middle - level education, attendance in the National Forums annual conference in Washington D.C., and reimbursement for some expenses.

Going back 25 years, he has been a classroom teacher at the middle and high school levels, a central office professional development coordinator in Los Angeles Unified School District, a school founder and administrator, and university professor in teacher education at the Cal State Univeschool levels, a central office professional development coordinator in Los Angeles Unified School District, a school founder and administrator, and university professor in teacher education at the Cal State UniveSchool District, a school founder and administrator, and university professor in teacher education at the Cal State Univeschool founder and administrator, and university professor in teacher education at the Cal State University.

Micki M. Caskey Professor and Associate Dean for Academic Affairs Graduate School of Education Portland State University Dr. Micki Caskey is a highly respected leader in the field of middle level education.

Encourage the National Center for Education Statistics to collect data on teacher recruitment and retention that would allow for a comparative analysis of the teacher shortage in states and districts by school level (elementary, middle, high); subject area; geographic region (rural, suburban, urban); gender; and race.

He has served as the Executive Director for the Iowa Association for Middle Level Education (IAMLE) and as North Region Trustee (2 terms) for the National Middle School Association and has spoken at numerous state, regional, provincial, and national conferences and forums.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Mia Williams Named Washington Middle School Principal of the Year 2016 Seattle Public Schools, Mar. 18, 2016 Mia Williams, Aki Kurose Middle School principal, named the Washington State 2016 Middle Level Principal of the Year... read more.

The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States and 35 countries around the School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States and 35 countries around the school principals, assistant principals, and school leaders from across the United States and 35 countries around the school leaders from across the United States and 35 countries around the world.

Since 2006, according to an analysis of state testing data by the city's Department of Education (which used 2010's recalibrated proficiency levels to compare 2006's testing data to 2010's), the city's elementary and middle schools have seen a 22 - point increase in the percentage of students at or above grade level in math (to 54 percent) and a 6 - point increase in English (to 42 percent).

The Role of Teacher Preparation, Licensure, and Retention in Creating High - Performing Middle Schools, C. Kenneth McEwin, Thomas S. Dickinson, and Tracy W. Smith Lessons Learned from Comprehensive School Reform Models, Nancy Ames State - Level Policy Development, David A. Payton Creating Common Middle - Level Knowledge: A New York Story, Jeannette Stern and Sandra L. Stacki A New Vision for Professional Learning, Stephanie Hirsh.