Sentences with phrase «of public school student achievement»

For the past year in almost every available venue, opponents of high stakes standardized assessments of public school student achievement have been droning on about the perceived oppression of the Texas public school accountability system, which has been rated by national education organizations as having produced the best high school graduation standard in the country when fully implemented.

Not exact matches

He has a position on the board of the student achievement and has the vision to start building smaller high schools to alleviate some of the stress that is placed on the public schools due from overcrowding and a shortage of money.

A more recent study is even more striking: «The achievement of students in Catholic high schools was less dependent on family background and personal circumstances than was true in the public schools.»

This study found that «the achievement advantage of white over minority students... increases in public schools during the last two years of schooling, whereas the minority gap actually decreases in Catholic schools.»

Likewise, homeschooling seems to mitigate the negative effects of low levels of parents» education on student achievement — a finding that's especially intriguing since these parents are the educators — as well as the negative effects of family socioeconomic variables and race displayed in public schools.

Family Support Specialists, who identify individual barriers to student achievement and then connect students with services to overcome those barriers, will be in 29 Buffalo public schools at the beginning of the 2015 - 16 school year, expanding to 43 on January 1, 2016.

NYC public school students have substantially closed the achievement gap with their counterparts in the rest of the state on standardized English and math exams, according to an analysis released yesterday.

A new report says the NYC Education Department's support networks for public schools fail to boost student achievement, just days ahead of an announcement by city Schools Chancellor Carmen Fariña to overhaul the massive, citywide schools fail to boost student achievement, just days ahead of an announcement by city Schools Chancellor Carmen Fariña to overhaul the massive, citywide Schools Chancellor Carmen Fariña to overhaul the massive, citywide system.

BUFFALO, N.Y. (WBEN)-- When looking at the results of Wednesday's re-organization meeting for the Buffalo School Board, the public will read Dr. Barbara Seals Nevergold retained her position as President of the Board while Sharon Belton - Cottman was voted Vice President of Executive Affairs and Theresa Harris - Tigg was voted the Vice President of Student Achievement.

Next he produced an exhaustive analysis of Buffalo public schools, tracking disparities in student achievement and detailing the deplorable condition of many school buildings.

A new report says the Education Department's support networks for public schools fail to boost student achievement, just days ahead of an announcement by city Schools Chancellor Carmen Fariña to overhaul the massive, citywide schools fail to boost student achievement, just days ahead of an announcement by city Schools Chancellor Carmen Fariña to overhaul the massive, citywide Schools Chancellor Carmen Fariña to overhaul the massive, citywide system.

Parents worry about funding and standards for their public school students and remain least concerned about the amount of testing in classrooms, a survey released by High Achievement New York and Achieve found.

Here in the Ctiy of Buffalo this year a report from the Council on Great City Schools on Improving the Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iAchievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iachievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.

Bill Gates» philanthropic organization, the Bill & Melinda Gates Foundation, is making an about - face on its education priorities to focus on networks of traditional public schools aimed at improving student achievement.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadschools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Charter school students in grades 3 through 8 perform better than we would expect, based on the performance of comparable students in traditional public schools, on both the math and reading portions of New York's statewide achievement tests.

Nonetheless, NCLB offered some positive changes that the new ESSA maintains, including academic standards, annual assessments of reading and math achievement, and report cards on schools that students, parents and the public can use to gauge results.

These studies show, consistently, that parental schools of choice not controlled by public school districts 1) are usually prohibited by law from screening out students based on admission exams, 2) use ability tracking less frequently than traditional public schools even when, legally, they can, and 3) may use ability tracking, but when they do, it is less likely to have a negative effect on the achievement of low - track students.

The first to examine the effects of financial incentives among urban public school students, it found that rewards can produce excellent results in closing the achievement gap — if they are tied to specific steps the students take rather than to grades or test results.

Despite the united front of opposition, with studies like Carol Klein's 2006 Virtual Charter Schools and Home Schooling finding high levels of parent satisfaction and student achievement at virtual schools, it is highly unlikely that independent home schoolers and advocates for traditional public schools will be able to stoSchools and Home Schooling finding high levels of parent satisfaction and student achievement at virtual schools, it is highly unlikely that independent home schoolers and advocates for traditional public schools will be able to stoschools, it is highly unlikely that independent home schoolers and advocates for traditional public schools will be able to stoschools will be able to stop them.

Half those schools missed their achievement goals for two or more years, putting almost one in five of the nation's public schools in some stage of a federally mandated process designed to improve student achievement.

Plopped between two public housing projects in one of the roughest and poorest neighborhoods in Austin, Texas, the school scraped bottom on virtually every measure of student achievement.

A separate study of the ECLS - K data, also by Peterson and Llaudet, similarly showed that private school students gained significantly more in reading achievement than demographically similar public school students in schools with similar student populations.

Schools operated by Achievement First, for example, have helped their students gain an additional 125 days of learning in math and 57 days in English over traditional public sSchools operated by Achievement First, for example, have helped their students gain an additional 125 days of learning in math and 57 days in English over traditional public schoolsschools.

Despite 15 years of earnest efforts to improve public schools and raise student achievement, states haven't made much progress.

In a new article for Education Next, David Osborne, director of the project on Reinventing America's Schools at the Progressive Policy Institute, finds Denver's pursuit of this strategy, which has increased school leader autonomy, has produced impressive gains in student achievement, leading to growing public support for the reforms.

On the third page of the study, the authors write: «Negative voucher effects are not explained by the quality of public fallback options for LSP applicants: achievement levels at public schools attended by students lotteried out of the program are below the Louisiana average and comparable to scores in low - performing districts like New Orleans.»

The report's most contentious finding was that minority students attending Catholic schools had higher levels of achievement than those in public schools.

This pattern suggests that NCLB generated more meaningful improvements in the achievement of black students in states where public schools served larger numbers of black students.

Student achievement in virtually every one of the nearly 14,000 public school districts in the United States compared to students overseas can be found at The Global Report Card's interactive web site.

Working with data from the State of Florida, I have regularly noticed that achievement gains by students who move from one public school to another badly trail the gains of students who remain in the same school — even after one has adjusted for many family background characteristics.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

Cambridge, MA — A Harvard University study released today provides the first evidence from a nationally representative sample of Americans that the public, and especially parents, grade their local schools on the basis of student achievement and not on the percentage of students at the school who are African American or Hispanic.

There are an endless number of interesting stories that could be told with this information, but the one that really stood out to us is that achievement in many of our affluent suburban public school districts barely keeps pace with that of the average student in a developed country.

We have changed how we approach public education and watched unprecedented student achievement gains flow from those changes,» said Neil E. Duke, chair of the Baltimore City Board of School Commissioners.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

These patterns suggest that the positive effects of charter school attendance on educational attainment are not due solely to measured differences in the achievement of students in charter and traditional public high schools.

While we encourage readers to be cautious about applying our findings without qualification to all public schools, we also encourage school districts to support research that can identify middle - school effects in other settings, especially since we find the consequences of attending a middle school for student achievement to be substantial and troubling.

This fall, more than 10,000 Chicago public school students faced retention as the school district implemented a program to eliminate social promotion and enforce consistent standards of achievement.

And, finally, do students who attend traditional public schools subject to competition from charter schools make larger achievement gains than they would have in the absence of charter schools?

The difference in the rate of achievement growth between students enrolled in charter schools and students in traditional public schools is substantial.

Critiques like this do not deny that KIPP schools improve the achievement of the students who attend them, but rather argue that these improvements reflect advantageous enrollment patterns at KIPP that are not possible at traditional public schools.

Charter schools have the potential to have broader effects on student achievement if traditional public schools respond to the threat of losing students to charter schools by improving the quality of their own education programs.

Choosing Schools «most unique contribution is to evaluate systems of school choice in terms of how they could serve various public interests - namely, the degree to which a system of choice can promote equity, student achievement, and social capital (or social connectedness).

The issue of the relative quality of private and public schools was at the core of our research, and we relied on both data on school resources and day - to - day operations and on student achievement scores.

California auditors released a scathing assessment of the Oakland public schools last week, blasting one of the state's most beleaguered districts for mismanagement and poor student achievement and warning that it is hovering on the brink of serious financial difficulty.

Students in these grades make considerably smaller achievement gains in charter schools than they would have in traditional public schools, and the negative effects are not limited to schools in their first year of operation.

Overall, the foundation is spending about $ 20 million a year to «leverage change in public education — especially in schools serving disadvantaged students — through large strategic investments in a small number of initiatives that bolster student achievement.»