Sentences with phrase «more high need students»

What is clever about the tactic is that it is shrouded in a worthy - sounding goal: charters should serve more high need students to better reflect the public school community.

Institutions have been named in an Education Health and Care (EHC) plan for 10 or more high needs students for the first time.

Not exact matches

«College students who reported positive fantasies tended to report putting less effort into their coursework; this was, in turn, associated with lower grades and higher depression scores,» reports the release, though the study's authors caution more research is needed.

«What we really need is a more flexible and accessible system of post-secondary education that's affordable, that allows people to shift between fields while they're in study, to train or retrain as market demands change, and right now, it's quite difficult to do that because of high tuition and high student debt,» said McCormick.

Our grant is designed to help high - need schools and districts implement breakfast - in - the - classroom, at no charge to students, in one or more schools.

Next we heard from Mark Terry, who gave a compelling comparison of his old school district — a low SES urban district with a high ELL population, an 85 % free / reduced qualifying rate, and a high need for meal and nutrition education services — and his current district, which is more affluent with a much lower free / reduced qualification rate and a community of parents who have high expectations for student success and a healthy lifestyle.

Reading the comment carefully, you understand that the father (and child) feel less shame about taking advantage of school meals at breakfast, where the service is universal (available to all regardless of economic need) versus at lunch, where there is often a more visible distinction between paying and nonpaying students, or between students on the federally reimbursable lunch line versus those who can purchase for - cash (and often more desirable) «a la carte» food, or (in the case of high schoolers) between students who can go off campus to buy lunch at convenience stores and restaurants versus those with no money in their pockets.

Governor Larry Hogan signed The Hunger - Free Schools Act of 2017 (House Bill 287 / Senate Bill 361) yesterday, which will extend the successful Community Eligibility Provision to allow more high - need schools in Maryland to provide free school breakfast and lunch to all students.

Institutions should refer to the Student Eligibility Guidance for more general student eligibility criteria, information on funding rates and formula, and other ESFA supporting documents, in addition to the high needs funding operational guStudent Eligibility Guidance for more general student eligibility criteria, information on funding rates and formula, and other ESFA supporting documents, in addition to the high needs funding operational gustudent eligibility criteria, information on funding rates and formula, and other ESFA supporting documents, in addition to the high needs funding operational guidance.

Post-16 students whose additional support funding totals more than # 6,000 (if provided over the full academic year), are also classed as high needs students.

The Academy's principal has heard that schools in high - need areas that expand school meal participation often don't just feed more students, but see their bottom line improve too.

This winter students in the school's PTECH, Pathways in Technology Early College High School, program came up with an idea to collect socks, gloves, granola bars, mittens, scarves and more to distribute to locals who need them during the cold weather.

The state should encourage high - performing colleges to improve access by enrolling more low - income students, and it should ensure equitable per - student support for the institutions that serve students with the greatest needs.

Mr. Speaker, Mr. Vice President, Members of Congress, my fellow Americans: Today in America, a teacher spent extra time with a student who needed it, and did her part to lift America's graduation rate to its highest level in more than three decades.

The students spoke about the fear they felt in the wake of the mass shooting at Marjory Stoneman Douglas High School in Parkland, Fla. and the need for more action to prevent future massacres.

«We also need to embed employability in education, with a greater focus from schools on employability outcomes for their pupils, and with management modules becoming mandatory in higher education, to give students in different disciplines more opportunities to learn to lead.»

And a push for more oversight of per - school spending is seen as an effort to highlight school funding issues in New York City, silencing critics of the governor that he is not doing enough to help high - needs schools and students.

But teachers should be high paid, advocates argue, adding that more teachers are needed in New York given the high number of students in the state living in poverty, with special needs or learning to speak English.

- See more at: http://www.buffalo.edu/news/releases/2014/09/023.html#sthash.zHw6tEoF.dpuf «Under the leadership of Dr. Koury, this program will provide hundreds of high school students with the skills they need to pursue a career in life sciences on the Buffalo Niagara Medical Campus, where the UB medical school will be located in just a few years,» Cain said.

New research from the National Bureau of Economics confirms what teachers have always known: Money does make a difference for schools, and districts with large proportions of high - need students need comparatively more money than districts with fewer high - need students.

So - called high needs schools will be able to raise a maximum of $ 10 more per pupil, while wealthy or low needs schools can raise up to $ 27 per student, under the cap.

«We need to make our higher education systems more attractive to students from elsewhere in Europe and around the world.»

Jonathan Osborne, a professor at Stanford University in California and a former head of the education department at King's College London, gives the report high marks for arguing that most students need more math and science to function in today's world.

More and more students are pursuing higher levels of education at a time when budget - strapped principals and universities can not hire the staff they nMore and more students are pursuing higher levels of education at a time when budget - strapped principals and universities can not hire the staff they nmore students are pursuing higher levels of education at a time when budget - strapped principals and universities can not hire the staff they need.

The Higher Education Research Institute reports that 40 % of incoming first - year students in the fall of 2004 come from families making more than $ 100,000, despite «need - blind» admissions policies at the 42 most selective state universities.8

Students with high NQs are needed now more than ever.

When teachers tell their students before a lesson that they will need to prepare to teach what they learn, pupils tend to work harder to understand the material, search for the main points, organize and apply knowledge more effectively, and score higher on tests.

The field also likely needs to take the simpler, seemingly more straightforward innovations and create opportunities for them to scale to pave the way for high quality personalized learning options for all students.

But the underlying issues that lead D.C. and so many school districts to this point are far more intractable: students arriving at high school without the skills they need and missing so much school they never catch up.

It will take a lot to make public schools more effective for all students: greater academic rigor, higher standards of conduct, more parental involvement, meaningful professional development for teachers, stronger incentives for the students themselves, and, of course, more access to health and social services for the many students who are in need of such.

Michèle Artigue: The first is the fact that our school does not reduce enough the social inequalities - we need to have a [school system that's] more fair, more inclusive and, at the same time, keeping a high level of demand on the students.

As a result, students are — more than ever before - looking to maximise on their higher education experiences meaning universities are having to continuously improve to meet their needs.

That means that our elementary and middle schools need to help many more students get ready for rigorous programs in high school — academically, socially, and otherwise.

EW: What do you think is needed to attract more high - achieving students to teaching?

With the nation's economic recovery seemingly stuck in low gear, the need to better understand the link between learning and a career seems more critical than ever for high school students preparing to graduate and enter the next phase of their lives.

She notes that supporting teacher professional learning, a funding system more tightly targeted to high needs schools, and policies requiring all schools to take a percentage of disadvantaged students would be a good place improve the system.

The current research consensus points to high - poverty schools facing disproportionate challenges: that is, to get the same outcome, they need more resources per student — and per poor student.

One reason students in middle school need to learn more is to prepare for high school work.

A high school physics teacher, for example, said many students «are used to a more passive method,» and needed to get used to directing their own learning.

Two high - need schools in Charlotte, North Carolina are trying something different to help their students catch up with students in more advantaged communities.

Reality: While it's true that younger students, whether they be elementary school students or freshmen at your high school, need a more fundamental set of skills for both academics and behavior, students of all ages can work to know themselves better, relate better to others, and make responsible choices.

And of the students who score well on the PSAT / NMSQT, indicating a 70 percent likelihood of thriving in an AP course, of those students, six out of ten Asians will take an AP course, [compared with] four out of ten white students and two out of ten African American students... In other words there is a racial break among kids who could achieve at a high level and are being propelled into more challenging academic experiences; that data needs to be understood.

The release of the 2017 National Assessment of Educational Progress (NAEP) in reading and mathematics shows widening gaps between the highest and lowest achieving students in America, underscoring a continuing need for investment in efforts to make education systems more equitable.

We need to see many more investments in efforts to create new high - school designs aligned to design principles, as well as in learning resources that specifically target the needs of underprepared high - school students.

But we're going to need to rethink our approach to high school if we want many more students to be able to take this promising path.

That means putting money into initiatives that will bring achievement for all students: historically low performers, who must be able to compete in a world that demands higher skills; average students, who need to care more about their studies if they are going to succeed; and top students, who will drive the country's future innovations.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

We also need to hear much more about creating increased opportunities for students to learn other languages, starting in early grades, so they may have sufficient opportunities to reach high levels of communicative proficiency and intercultural competence.

Policymakers are now coming to grips with the reality that if we want all students to attain proficiency, weâ $ ™ ve got to work harder, differently, deeper, and in a more coordinated fashion to get students, and their teachers, the help they need to attain those high standards.

As a balance to that strategy, however, there also needs to be an effort to expand the reach of the highest performers, particularly those that are able to scale their work to serve more students.