Sentences with phrase «middle school population»

They were using directive instruction modes designed to impart information and learning within a specific topic area, often in isolation from other topic areas, and they were having inconsistent student achievement results with inner - city middle school populations.

Not exact matches

It has been estimated that toward the close of the Middle Ages, England and Wales, with a population of about two and a half million, had 400 grammar schools - a rather better provision than in Victorian England.

And while the Science authors found instruction to be basic and repetitive even in American schools with a mostly middle - class or upper - middle - class student population, they found that the situation was considerably worse in schools that enrolled a lot of low - income children.

The funding included in the budget will target $ 350,000 for outreach coordinators at each school that will focus on underrepresented middle schools, $ 650,000 for test preparation at middle school students for underrepresented populations and $ 750,000 for test prep that targets students receiving free or reduced lunch in New York City.

«Our population is exploding Downtown, but we don't have enough schools — we need a middle school, we need to alleviate overcrowding.»

And while the CDC reported that the percentage of middle and high school students who smoke declined from 2011 to 2015, it also said the use of electronic cigarettes in those populations has increased nearly tenfold over that period of time.

Spruce can hold only two classes per grade but this fall will take in four kindergartens because of the swelling population downtown, which parents fear could put the middle school in jeopardy down the road.

In all those success stories, three - quarters or more of the working population had completed high school while the country was still in the middle - income bracket.

In the middle of the last decade, in urban communities across America, middle - class and upper - middle - class parents started sending their children to public schools again — schools that for decades had overwhelmingly served poor and (and overwhelmingly minority) populations.

It argued, «Renewed resistance to accountability is now a middle - class project to «reclaim» schools for a select slice of the American population who no longer want teachers and schools to be on the hook for results or equity.»

Adverse gender effects have an impact on both boys and girls, but that effect falls more heavily on the male half of the population in middle school, simply because most middle - school teachers are female.

A US study titled Schoolwide intervention to reduce chronic tardiness at the middle and high school levels found that «instructional time lost to widespread tardiness is likely to significantly affect the capacity of the entire student population to meet rigorous academic standards».

Berea Middle School, in Greenville, South Carolina, for example, not only has developed a laptop initiative using Title I funds that provide low - income students with much - needed access to Web - enabled computers, it also reaches out to the school's parent population at the sameSchool, in Greenville, South Carolina, for example, not only has developed a laptop initiative using Title I funds that provide low - income students with much - needed access to Web - enabled computers, it also reaches out to the school's parent population at the sameschool's parent population at the same time.

Its Edgewood Middle campus, a Tier - 1 school for four consecutive years, secured the highest score on the PCSB tool and serves a predominantly low - income African American population.

Hear what school administrators, teachers, and students at a Georgia middle school have to say about the school's diverse population.

And middle schools often serve a more diverse student population than many students encountered in elementary school.

If that is the case, studying New York City students, who arguably come from less advantaged backgrounds than, say, the students in New York City suburbs, may have led us to find a larger middle - school effect than had we followed a more - affluent student population.

LACES» results stand out even more because the school has many of the challenges that often sink urban schools into the lower - performing category and anchor them there: a predominately urban, minority population; large classes (the average is 29 students in middle - school classes, 34 in high school); few computers, no computer lab, and a building that was new when Franklin D. Roosevelt served as president.

Our school — let's call it Jefferson — serves a high - poverty population of middle and high school students.

That's what Denise Moser does at Lanier Middle School in Fairfax, Virginia, a school with a mix of ethnicities and income levels that mirrors that of the general populSchool in Fairfax, Virginia, a school with a mix of ethnicities and income levels that mirrors that of the general populschool with a mix of ethnicities and income levels that mirrors that of the general population.

Whitwell's population of 1,600 is fairly homogeneous, and middle school teachers decided to offer a course on the Holocaust to help students appreciate diversity and understand how dangerous intolerance can be.

With age appropriate visuals (featuring upper elementary, middle school kids, and teens), this resource was designed to make communication clearer for students with learning disabilities, ESL / ELL and language barriers, autism spectrum / nonverbal populations, and beyond.

At these schools, the population of entering 9th graders was less likely to be older than usual for their grade, had higher middle - school attendance rates, and had higher average 8th - grade test scores.

The children here at Eckstein Middle School, a school with a diverse student population, prove the School, a school with a diverse student population, prove the school with a diverse student population, prove the point.

Their small sample of schools was further stretched so as to compare private versus public sponsorship, elementary versus middle schools (the sample included no high schools), and higher - versus lower - income student populations.

But to capitalize on this opportunity, urban schools that currently serve a predominantly poor and minority population must find a way to attract and retain the gentrifiers — mostly white, upper - middle - class, highly educated parents.

06, a special education teacher and reading specialist at the Clarence R. Edwards Middle School in Charlestown, Mass., «Some states, including California, use third - grade reading scores to help predict prison populations for 10 years down the road.»

Lee, who at the time was teaching high school history, focused on this population because, he says, «there was a lot of emerging research that middle school was really a critical juncture, especially for kids with limited experience.

Schools with large populations, schools exclusively serving middle school grades (e.g., grades six to eight), and schools serving a high proportion of poor or black students are all associated with elevated suspension rates for African - AmeSchools with large populations, schools exclusively serving middle school grades (e.g., grades six to eight), and schools serving a high proportion of poor or black students are all associated with elevated suspension rates for African - Ameschools exclusively serving middle school grades (e.g., grades six to eight), and schools serving a high proportion of poor or black students are all associated with elevated suspension rates for African - Ameschools serving a high proportion of poor or black students are all associated with elevated suspension rates for African - Americans.

For example, just over 7 % of charter middle schools students are LEP, whereas the traditional Boston population is 20 % LEP (pilot schools are also at 20 % LEP).

Massachusetts» urban charter school students are drawn from a population in which middle school students generally score below the average on state - wide math and English tests.

Ms. Cristina L. Heffernan is a former middle school mathematics teacher with classroom experience working with urban and suburban populations and in public and private schools.

An ANOVA indicates that responses to the six questions did not differ significantly by school level (elementary, middle, high school), school size, or characteristics of the student population (percent non-white and percent eligible for free and reduced - price lunch).

Most social - emotional awareness interventions tend to overlook elementary - aged populations and instead focus on middle and high school students (Schwartz, 2000 & Taub, 2001).

In nine middle schools in the Bronx that serve a combined student population of over 6,000 students, 26 % of the students are overage.

In elementary and middle / junior high schools, the average population of students was larger in the HSS than in the LSS (538 vs. 378 in elementary schools; 763 vs. 549 in middle schools).

Overall, charter high schools, like charter elementary and middle schools serve different populations of students than their public school counterparts (See here).

Rhodes Middle School is located in a low - income community; at the time of our study, 13 % of the population fell below the poverty line, and 60 % of the Rhodes students qualified for free or reduced - price lunch.

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 three ELL contexts identified are: a middle school experiencing an increasing ELL population shift, an elementary school in a long - standing ELL community, and a secondary school in a long - standing ELL community.

While KIPP serves a majority of black students, Hiawatha's student population — spread out at the elementary and middle school levels, with a new high school set to open in the fall of 2018 — is mostly Hispanic (89 percent of students).

We have used 3D Growth data to identify middle schools from across the region which have the greatest potential for improvement, and thus provide an objective way to make the largest possible impact on the population - level performance of our students.

And what are the best and worst performing middle schools that serve low - income populations?

For over two decades, Robert Ward has taught English to a diverse population of students at public middle schools in Los Angeles.

Both communities have seen a significant surge in their youth populations, and the existing public middle schools do not have enough seats to comfortably serve the growing number of students.

This September 2014 policy report brings attention to the unique needs of over-age middle schoolers and provides the New York City Department of Education (DOE) with recommendations for improving outcomes for this population.

This laminated guide from Eric Jensen discusses how poverty affects students and the best teaching strategies to meet the differing needs of this population, whether elementary, middle, or high school age.

«When low - performing students are concentrated in the same schools, it is more difficult to raise their achievement than when these children are integrated into the middle - class population,» Rothstein writes.

Without further ado, the top 20 middle schools in LA serving Low populations are:

Future teachers of English to upper - elementary, middle school, and high school students, and it is most appropriate for teachers and administrators who hope to learn more about best practices for meeting the needs of an increasingly diverse student population.