Sentences with phrase «most high poverty schools»

It's a societal problem imposed on schools, in effect increasing the likelihood of failure — or at best sporadic success — for most high poverty schools.

Not exact matches

As we've seen in New York, which is a few years ahead of the curve when it comes to making its tests much harder, a higher cut score will make achievement gaps look much bigger, and the achievement of most high - poverty schools look much worse.

K - 12's new evaluation and pay systems focus on «effectiveness» and whether teachers teach in a high - poverty school, but most pay little or no attention to what a teacher actually teaches.

As in most other school districts, the teachers in higher - poverty schools in our sample have fewer years of experience than their counterparts in lower - poverty schools (11.8 years vs. 14.0 years).

Rothstein continually asks whether schooling is the most effective way to elevate students from poverty and launch them on a road to higher academic achievement.

Indeed, concentrated poverty may be the single best predictor of school performance and high - poverty schools remain the most difficult nut to crack in attempts to improve educational outcomes.

A school system with a 35 percent annual student mobility rate, with half of its students living at the poverty line, with most of their parents having only a high school education — with National Assessment of Educational Progress (NAEP) scores among the highest in the U.S.?

It could move federal funds away from high - poverty schools (which get most Title I dollars today) to low - poverty ones;

Probably the most convincing argument for the fundamental difference between start - ups and turnarounds comes from those actually running high - performing high - poverty urban schools (see sidebar).

Seventy percent of children in high - poverty schools scored below even the most basic level of reading.

But today most charter schools have even higher concentrations of poverty than traditional public schools.

He has co-authored nine books, the most recent being the 2012 award - winning Turning High - Poverty Schools Into High - Performing Schools, written with Kathleen Budge.

Preliminary results from a two - year research engagement include: Newest teachers are more likely to be assigned to the least prepared students There is significant variation in Delaware teachers» impact on student test scores Teachers» impact on student test scores increases most in the first few years of teaching A significant share of new teachers leave teaching in Delaware within four years High poverty schools in Delaware have higher rates of teacher turnover...

«The most challenged schools are high poverty and high minority schools, and that's where we are struggling as a country to fulfill this promise.

Most or all parents attend school open house events in 72 percent of schools that have a low concentration of poverty compared with only 28 percent of schools with a high poverty concentration.

In criticizing the federal regulation, for example, Weingarten claimed that «the flawed framework... will punish teacher - prep programs whose graduates go on to teach in our highest - needs schools, most often those with high concentrations of students who live in poverty and English language learners.»

As a result, the problem the law sought to tackle is still dire: Students in high - poverty schools, a national survey has shown, are twice as likely to have their most important classes taught by teachers without proper certification.

SJHA is just one of a handful of community schools that have been dramatically closing opportunity and achievement gaps in some of Los Angeles Unified School District's (LAUSD) toughest and most reform - resistant, high - poverty neighborhoods.

In the United States, the problem is most obvious in high poverty urban schools, where boys are losing sight of the girls.

Duffett and Farkas reported that this phenomenon was most evident in high - poverty schools, where 34 % of AP teachers believed «administrators [were] pushing unqualified minority or low - income students into AP» and 50 % said that their African - American and Hispanic students were not adequately prepared for AP instruction.

Most of these schools and districts have two features in common: poverty and high concentrations of racial minorities.

The greater focus on student growth versus mere proficiency in most states should make it somewhat likelier for high - poverty schools to get decent grades, but it could also result in many schools in affluent suburbs getting mediocre marks.

Consider the Columbus Collegiate Academy, a «no excuses» school we sponsor, and by most measures one of the best high - poverty schools in the state.

The first is the quality of teachers: Research shows that the country's best and most experienced teachers are more likely to work in schools with low levels of poverty.49 On the other hand, new and inexperienced teachers disproportionately work in high - poverty school settings.

For two years running, it's been recognized as one of 33 high - poverty schools making the most academic progress in Colorado.

The most experienced teachers, and thus the highest paid, are much more likely to work in low - poverty schools and serve a lower percentage of students of color.

Larger schools with high - poverty student populations are most likely to experience limited leadership — even when we control for the effects of school level and urbanicity.

Additionally, these efforts undoubtedly contributed to positive communication of ideas across teachers, which Wilder (1977) had identified as important in most of the effective high - poverty schools he studied.

The «Gifted Gap» report found that while most high - poverty schools offer programs for gifted students, they tend to be sparsely populated.

Unfortunately, we could not locate financial data for every PTA, so we could not identify PTA revenues for all of the most affluent and highest - poverty schools.51 Based on available information, however, we expect that, with more financial information, the total PTA revenue for the most affluent schools would be even higher, and students at the highest - poverty schools still would receive minimal parent contributions.

That's left Bell and a paraprofessional overseeing reading instruction — arguably the most important period of the day — for the other 33 students at this high - poverty school.

Average district per - pupil spending does not always capture staffing and funding inequities.14 Many districts do not consider actual teacher salaries when budgeting for and reporting each school's expenditures, and the highest - poverty schools are often staffed by less - experienced teachers who typically earn lower salaries.15 Because educator salaries are, by far, schools» largest budget item, schools serving the poorest children end up spending much less on what matters most for their students» learning.

In both districts, schools serving the most affluent students received tens of thousands of dollars in additional funding each year from parents, while the highest - poverty schools received very little, if anything, from their PTAs.

In 2013 - 14, for example, the 10 most affluent schools in Portland raised at least $ 750,000, while the 10 highest - poverty schools received very little money in parent donations.

Take our first finding — the presence of large teacher salary gaps between the highest - and lowest - poverty schools in most of the 20 districts.

According to previous research by the Center for American Progress, most Americans — some 70 percent — believe that more should be done in order to integrate high - and low - poverty schools.

Since the mid-1990s, one increasingly employed approach for raising student achievement — school - level adoption and effective implementation of externally developed, research - based comprehensive school reform models — has been tried in more than 8,000 schools nationwide, most of which are high poverty and low performing.

High Standards for All Students: A Report from the National Assessment of Title I on Progress and Challenges Since the 1994 Reauthorization (2001) provides a comprehensive summary of the most recent data available from the National Assessment of Title I on the implementation of the Title I program and the academic performance of children in high - poverty schoHigh Standards for All Students: A Report from the National Assessment of Title I on Progress and Challenges Since the 1994 Reauthorization (2001) provides a comprehensive summary of the most recent data available from the National Assessment of Title I on the implementation of the Title I program and the academic performance of children in high - poverty schohigh - poverty schools.

Last year the gap between richer and poorer students reached a record high, with pupils eligible for free school meals — a long term indicator of poverty — said to be less than half as likely to go on to higher education than their most affluent peers.

Furthermore, studies have shown that frequent principal turnover has a negative effect on school performance and teacher retention, with those effects being most harmful in high - poverty and low - achieving schools.

«It was a very difficult year and the state was gutting the budget for public schools so the highest poverty areas were feeling the most pain,» said Tuck, who was Partnership's CEO at the time.

Looking down the 2012 - 13 list of America's most charter - school - heavy districts, the top five look familiar — high - poverty urban districts such as New Orleans, Detroit, the District of Columbia, Flint, Michigan and Kansas City, Missouri.

According to a new report, most teachers in urban, high - poverty schools are remarkably motivated to meet the challenges at hand, but they need and want schoolwide, principal - led supports in order to succeed in the face of the uncertainties that economic privation brings.

A recent article in EdWeek stated: «The principal's job has been called both the most important in a school building and the loneliest, and the stress it places on individuals is illustrated by its rapid turnover rates, especially in high - poverty schools»

Dr. Montecel's address,» Framing Systems Change for Student Success,» was part of a panel on the most promising strategies to improving achievement in high poverty schools.

Dr. Robledo Montecel sat on the closing panel which focused on: What are the most promising strategies to improving achievement in high poverty schools.

According to the Education Commission of the States, urban, rural, high - poverty, high - minority, and low - achieving schools face the most persistent staffing challenges.

The most important graphic in School segregation didn't go away is probably the one that shows the dramatic increase in high - poverty schools over the past 17 years — roughly 70 percent.

Great Public Schools Now, the outside group seeking to expand the number of LA Unified schools serving students in high - poverty neighborhoods, has released a list of district schools — most of them charters — that represents «the kinds of schools» the organization intends to replicate in the yearsSchools Now, the outside group seeking to expand the number of LA Unified schools serving students in high - poverty neighborhoods, has released a list of district schools — most of them charters — that represents «the kinds of schools» the organization intends to replicate in the yearsschools serving students in high - poverty neighborhoods, has released a list of district schools — most of them charters — that represents «the kinds of schools» the organization intends to replicate in the yearsschools — most of them charters — that represents «the kinds of schools» the organization intends to replicate in the yearsschools» the organization intends to replicate in the years ahead.

The analysis reveals that schools with the highest rates of poverty and the lowest rates of student achievement, as well as those with high concentrations of students of color, are the most likely to have teachers with unsatisfactory ratings.