With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to
narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.
The program affords the opportunity to bring attention to teachers who successfully employ strategies to increase academic success and
narrow the achievement gap among a range of students.
The plan provides a roadmap for creating a coordinated, high - quality system of early childhood services that will support all of the community's youngest children and their families and make meaningful progress in
narrowing the achievement gap among them as they enter kindergarten.
Not exact matches
It should be noted that between 1998 and 2005, Massachusetts was
among the states that saw the most
narrowing in
achievement gaps.
Since the Common Core standards have never been field - tested, no one knows whether they will raise test scores or cause the
achievement gap among different racial, ethnic, and income groups to
narrow or to widen.
Unlike income
achievement gaps, the racial academic
achievement gaps have declined significantly over the past four decades, the researchers said, so the recent
narrowing of the racial readiness
gap among kindergarteners is merely a continuation of the trend.
Recent results on our Nation's Report Card (the National Assessment of Educational Progress, or NAEP), for example, tell us that during the NCLB era, student
achievement in reading and math improved for African American, Hispanic, and white students alike, and
achievement gaps among these groups
narrowed.
«Our school grading law will give triple the weight to improved student
achievement among our lowest - performing students, meaning the focus of our schools will, and should be, to help all struggling students and quickly
narrow the
achievement gap,» said Larry Behrens, a spokesman for the New Mexico education department.
Houston was recognized for its students» academic
achievement gains, its ability to increase the district graduation rate faster than any other urban district in the running for the prize, and its progress in
narrowing the
achievement gaps for low - income and Hispanic students and improving students» college - readiness,
among other
achievements.
Further, particular aspects of teachers» professional community — a shared sense of intellectual purpose and a sense of collective responsibility for student learning — were associated with a
narrowing of
achievement gaps in math and science
among low - and middle - income students.14 Strong professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve practice together by: 16
ESSA replaces No Child Left Behind, and provides states, districts and schools with increased flexibility over how to use funding, how to demonstrate student progress and
achievement and how to improve school performance and
narrow the opportunity
gap,
among other changes.
Furthermore, after three years in the project, the
achievement gap among the previously determined low, average, and high rated students had
narrowed or disappeared in the treatment schools in contrast with control schools.
A longtime advanced - math teacher at Ballard High School says there's a simple way to improve math performance
among all students and
narrow achievement gaps at...
In a recent study, we calculated the consequences for economic growth, lifetime earnings, and tax revenue of improving educational outcomes and
narrowing educational
achievement gaps in the United States.1
Among other results, we found that if the United States were able to raise the math and science PISA test scores of the bottom three quarters of U.S. students so that they matched the test scores of the top quarter of U.S. kids (and thereby raised the overall U.S. academic ranking to third best among the OECD countries), U.S. GDP would be 10 percent larger in 35 y
Among other results, we found that if the United States were able to raise the math and science PISA test scores of the bottom three quarters of U.S. students so that they matched the test scores of the top quarter of U.S. kids (and thereby raised the overall U.S. academic ranking to third best
among the OECD countries), U.S. GDP would be 10 percent larger in 35 y
among the OECD countries), U.S. GDP would be 10 percent larger in 35 years.
Moreover, international experience confirms that it is possible to make progress in closing these
gaps: not only have two dozen countries made substantial progress in overall
achievement, but 17 countries that exceed US performance levels also have a
narrower gap among children of divergent socioeconomic backgrounds.
Among the goals of the guidelines are increased educational equity and a
narrowing of the
achievement gap between students at well - funded and poorly funded schools; enhanced parental and family influence on and engagement with homework practices; and a rebalancing of students» academic lives with their extra-curricular, family and community commitments and their developmental needs as children and adolescents.
High - quality pre-K programs produce both short - and long - term benefits for children and can also contribute to
narrowing the
achievement gap through building increased academic skills
among disadvantaged groups.
Additionally, high - quality pre-K programs can contribute to
narrowing the
achievement gap through building increased academic skills
among disadvantaged groups.