Sentences with phrase «of urban high school students»

A Preliminary Investigation into Critical Thinking Skills of Urban High School Students: Role of an IT / STEM Program

9 Robert Cooper and Suzanne Markoe - Hayes, Improving the Educational Possibilities of Urban High School Students as They Transition from 8th to 9th Grade, University of California All Campus Consortium on Research for Diversity, September 2005 Url: http://ucaccord.gseis.ucla.edu/publications/pubs/pb-013-0905.pdf

About 75 percent of urban high school students attended schools of that size.

Not exact matches

Marjory Stoneman Douglas High School is the jewel of Parkland, graduating top - notch students and athletes who grow up in a dignified affluence far removed from the gritty urban sprawl of Miami.

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.

This longitudinal study in 3 middle schools and 3 high schools in a large, urban US school district in Washington state compared the nutritional quality of student school lunch food selections before and after the implementation of the new National School Lunch Program meal stanschool district in Washington state compared the nutritional quality of student school lunch food selections before and after the implementation of the new National School Lunch Program meal stanschool lunch food selections before and after the implementation of the new National School Lunch Program meal stanSchool Lunch Program meal standards.

An analysis by AQE found Cuomo's proposed cuts in operating aid average $ 773 per pupil in the 30 urban and suburban school districts classified as «high - need» by the State Education Department that have the greatest concentration of black and Hispanic students.

Hunter is the mother of a high school student, which she says gives her insights into issues an urban district faces.

More than 90 % of urban students finish high school.

Giving special treatment to young urban black males in the high school classroom runs the risk of shortchanging these students academically once they get to college, indicates a new study by a Michigan State University education scholar.

A decade ago, the Cleveland Heights - University Heights City School District in Ohio set out on a daunting task of taking a large urban high school with 2,000 students and breaking it up into five smaller units housed in different parts of the buiSchool District in Ohio set out on a daunting task of taking a large urban high school with 2,000 students and breaking it up into five smaller units housed in different parts of the buischool with 2,000 students and breaking it up into five smaller units housed in different parts of the building.

School districts that already had higher fractions of students enrolled in private schools, even accounting for the urban or rural location of the district, had a greater likelihood of having a charter school open in their district by 2003 — 04 and a greater share of their students enrolled in chaSchool districts that already had higher fractions of students enrolled in private schools, even accounting for the urban or rural location of the district, had a greater likelihood of having a charter school open in their district by 2003 — 04 and a greater share of their students enrolled in chaschool open in their district by 2003 — 04 and a greater share of their students enrolled in charters.

Our research begins to fill this gap with two studies of the G&T programs available to high - achieving middle - school students in a large urban school district in the southwestern United States which, to preserve anonymity we shall refer to as LUSD.

Students in rural areas have to travel farther to reach school than their urban counterparts — a commute of several hours by boat is considered normal — and many of their parents may not have the education level necessary to help with high school homework.

Not only did the district, the largest in the country, take on a student population that had come to symbolize the impossibility of educating a certain kind of child — the urban poor who entered high school two and three grades behind — but it succeeded in getting those students to graduation.

This comparison is likely to generate misleading conclusions for one simple reason, as the authors themselves point out on the first page of the executive summary and then again on page 57 of the full report: «the concentration of charter schools in urban areas skews the charter school enrollment towards having higher percentages of poor and minority students.»

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Urban charter schools are another exception: They yield strongly positive outcomes for low - income and minority students despite high rates of teacher and principal turnover.

Recently released reports from both the Urban Institute and the Manhattan Institute have highlighted the toll of this failure on our young people: Nationwide, one - third of high school students will fail to graduate, and...

For example, while these five urban charter schools offer an existence proof that high standardized test scores are possible and within the grasp of every student in this country, it is equally true that the several practices of successful traditional schools in areas such as special education, the arts, or second language proficiency, offer insights for the charter world.

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.

And unlike many urban schools where teachers spend the bulk of the day on scripted lessons, drilling classes on basic skills for high - stakes tests, LACES teachers spend very little time prepping students for California's state tests.

Typically, urban and rural schools serving poor and minority students have the highest turnover rates, and as a result they have the highest percentages of first - year teachers, the highest percentages of teachers with fewer than five years of teaching experience, the lowest paid teachers, and the lowest percentages of accomplished teachers.

One superintendent of a large, urban school district said that low - income high - school students in his district were beginning to take MOOCs in greater numbers than students from more privileged backgrounds.

His most recent publications include «African - American Parents» Orientations towards Schools» (with K. Williams Gomez; in press) in Education and Urban Society; «High - Stakes Accountability in Urban Elemenatary Schools» (with J. Spillane; in press) in Teachers College Record; «Teachers» Expectations and Sense of Responsibility for Student Learning» (with A. Randolph and J. Spillane; in press) in Anthropology and Education Quarterly; and «Towards a Theory of School Leadership» (with J. Spillane and R. Halverson; in press) in Journal of Curriculum Studies.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

We have these school divisions and the urban areas have [high populations] and obviously big school divisions, but the rural divisions have struggled to maintain a variety of course offerings to high school students in their really small schools.

The school, which is located in the southwest quadrant of Dallas, Texas, serves 424 urban high school students who are first - generation college attendees.

From July 16 — July 23, 10 high school students from urban communities visited Harvard through Quang's program to get an initial taste of the college experience.

Across the Asia Society's ISSN network, which predominantly serves students from economically disadvantaged, high - minority, and urban backgrounds, approximately 92 percent of students graduate from high school on time, and among those, more than 90 percent go on to college (Wiley, 2012).

All that said, Chicago isn't the only urban school district in the nation struggling with the demands of educating a large number of high - need students.

I believe my ongoing efforts through teaching high school history as well as leading a nonprofit focused on college access reflect my deep commitment to the complexities of urban education and to helping students through obstacles and hardships.

In effect, the nation's urban high schools, which served increasing numbers of young people from poor and immigrant families, were arguably providing the best academic and, for a smaller number of students, vocational education available in the United States at that time.

Second, the Cristo Rey Schools are Catholic high schools located in urban areas with high concentrations of economically disadvantaged and minority stSchools are Catholic high schools located in urban areas with high concentrations of economically disadvantaged and minority stschools located in urban areas with high concentrations of economically disadvantaged and minority students.

The gatherings can be especially relevant for teachers in urban, high - needs areas, where students may be less likely than their suburban peers to have access to coding enrichment outside of school.

The disconnect between real life and the high school experience and the absence of any real connection to peers and teachers causes many students on the margins to give up: More than 30 percent of U.S. students who enter high school never finish, according to a recent report by Harvard University's Civil Rights Project, the Urban Institute, Advocates for Children of New York, and the Civil Society Institute.

The Urban Academy and more than 30 other alternative high schools that are part of the New York Performance Standards Consortium have adopted these rigorous performance assessments as an alternative to the Regents Exams, which high school students throughout New York State are required to pass in English, math, history, and science in order to earn a diploma.

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Going to college may not seem like the biggest of deals these days, but it remains an all too elusive goal for many public high school students in urban areas.

SABIS demonstrates the strength of its model as its middle - and high - school students surge ahead while their peers in urban district schools fall increasingly behind.

Robinson, Lloyd and Rowe noted that: «Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor urban communities where students succeeded despite the odds... these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for students.»

At E.J. Scott Elementary in Houston, a relentless focus on student achievement and high standards has created what researchers say is a model of a successful urban school.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aschool, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aSchool District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

Strengthening school districts — Launched in 2009, the Irvine - funded California Linked Learning District Initiative was implemented over seven years within nine California school districts that, together, served 14 percent of the state's public high school students (including a high percentage of low - income youth of color, within rural and urban geographies).

And even as we watch in wonder as high - performing urban charter schools send increasing numbers of low - income minority students to college, it is hard not to be discouraged by the many more who remain trapped in schools that simply do not work, left to wander through the same opportunity void as their parents before them.

Urban charter schools have an incredible track record of increasing student achievement, while increasing school funding by as much as 10 % yields very modest test score effects, and these effects come at a very high cost.

Although not without exceptions, the evidence generally indicates that more stringent graduation requirements reduced high school graduation rates among vulnerable groups, specifically low - achieving students (including those with learning disabilities), students of color, and urban low - income students.

In 2010, Wallace launched the Principal Pipeline Initiative, a six - year investment to help six urban school districts develop a much larger corps of effective school principals and to determine whether this boosts student achievement districtwide, especially in the highest needs schools.

According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).