Sentences with phrase «of students in the early grades»

I also detect no evidence that the establishment of kindergarten programs as a result of the funding initiatives prompted an increase in academic expectations of students in the early grades, which would have adversely affected children with low levels of achievement.

Many high performing charter schools accept a large number of students in the early grades, but as students leave a charter school for one reason or another, charter schools are allowed to leave those seats open; clearly this can produce exceptionally low teacher - student ratios creating an uneven playing field for those in traditional public schools that are held to a higher standard.

Many high performing charter schools accept a large number of students in the early grades, as students leave a charter school for one reason or another, charter schools are allowed to leave those seats open.

Not exact matches

Students in 4th - 6th grade who went to bed an average of 30 - 40 minutes earlier improved in memory, motor speed, attention, and other abilities associated with math and reading test scores.

In addition, the early middle school grades typically provide less independence to students than do the upper levels of elementary schools.

Games, movement, and creative ideas will abound as this workshop opens up the world of arithmetic in the early grades for your students.

They're an example of engaging students in earlier grades in science, technology, engineering and mathematics.

In math, students will be introduced to some of the higher mathematical concepts at an earlier grade level, though they will not be expected to fully master them until later on.

Thousands of young Buffalo Public Schools students fell further behind in key literacy benchmarks as they progressed through the district's early grades, according to a study from 2006 to 2011 ordered by a former superintendent.

It follows the boycott by tens of thousands of students of the third through eighth grade English tests earlier in April.

There was something for everyone on the menu: using Apple technology, developing research - based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk student behaviors and how Community Learning Schools meet the needs of students and their families.

Access to state - supported early childhood programs significantly reduces the likelihood that children will be placed in special education in the third grade, academically benefiting students and resulting in considerable cost savings to school districts, according to new research published today in Educational Evaluation and Policy Analysis, a peer - reviewed journal of the American Educational Research Association.

For example, gang prevention programs targeting students in the 6th or 7th grade would be a good use of resources because most youth who join gangs begin in their early teenage years, and as early as ages 10 and 11.

Students whose circadian rhythms were out of sync with their class schedules — say, night owls taking early morning courses — received lower grades due to «social jet lag,» a condition in which peak alertness times are at odds with work, school or other demands.

The academics believe spotting «procrastinators» who hand in work at the last minute early on and warning them of the dangers of the habit could help students achieve higher grades.

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 leadership.

It's also a fun and informative way to assess my sixth grade students at Quest to Learn early in the school year — and a powerful example of an embedded assessment that allows me to better support the learning process.

Since students in the early grades generally have a limited attention span and suffer from learning fatigue in a more demonstrative way than older students, elementary school teachers are constantly forced to manage the learning state more acutely than teachers of middle school and high school.

The state also invested substantial support for early readers and focused on retaining 3rd graders who fail to read at grade level; state law allows for, but does not require, those students to be held back, which both Skandera and Martinez criticized as insufficient in a state with exceptionally low rates of adult literacy.

In the Loop: Students and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years in EuropIn the Loop: Students and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years inStudents and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years instudents to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years in Europin Europe.

After years of stagnation in the late 1980s and early 1990s, achievement began to rise again in the late «90s — particularly in the earlier grades and most notably in math — as states set new academic standards, started testing their students regularly, and installed their own versions of «consequential accountability» systems.

I refuse to pretend that it's caused no mischief in our schools — narrowing curriculum, encouraging large amounts of ill - conceived test prep, and making school a joyless grind for too many teachers and students alike — but neither can any fair - minded analyst deny that there have been real if modest gains in our present era of test - driven accountability, especially for low - income black and Hispanic children, particularly in the early grades.

In the end, unless a school, from the earliest grades to the latest, organizes around strengthening language and literacy for Hispanic students and all their classmates, we simply are never going to catch all of the students who may be struggling.

They begin the school year on track to achieve low grades and, given that the best predictor of performance in the later years of school is performance in the earlier years, many of these students receive low grades year after year.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards statIn addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards statin the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

Because Paedae taught advanced math to eleventh and twelfth graders, while the Florida FCAT only tested students through grade eight, 50 percent of her evaluation was based «on the school - wide performance of students taking the tenth - grade FCAT reading test — a test in a different subject administered... to different students in an earlier grade» (p. 3).

«A realistic estimate of exam - related costs must also take into account the costs of remediation for students who fail exit exams or crucial state tests in earlier grades, as well as the «hidden» costs of services needed to give students a substantial chance of passing these tests.»

So every year, at least 800,000 teachers in the U.S. are chronically absent, meaning they miss about 9 million days of school between them, resulting in roughly 1 billion instances in which a kid comes to class to find that his or her time is, more often than not, being wasted (or if you prefer, about a billion hours of wasted class time, since students in the early grades don't have «periods»).

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 parentIn 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 parentin 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 parentin 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 parentin 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 parentin 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.

They are admirably aligned with rigorous research (on early reading instruction, for example); explicit about the quality and complexity of reading and writing that should be expected of students every year; very solid on arithmetic as a clear priority in the elementary grades; ambitious in aiming for college and career readiness by the end of twelfth grade; and relatively jargon - free.

For those schools blessed with high - performing students (as a result of learning either at home or in earlier grades), the proficiency standard to which they are held accountable is often much too low.

Ensure that every high school offers high - quality AP classes in core subjects and that districts prepare students of every racial and socioeconomic group in earlier grades to succeed in AP.

The National Center for Education Statistics created the measure, which compares the number of graduates in a year to an average of student enrollment in eighth, ninth, and tenth grades four years earlier.

As noted earlier, whereas Amrein and Berliner simply compared the test scores of 4th graders in one year with those of a different set of 4th graders four years later, we measured students» growth in achievement between the 4th and 8th grades.

The game, which is being designed for students in grades 6 — 12, will let players traverse several historical events through increasingly difficult adventures to better understand the grievances of early Americans and draw connections to the real life impact of the declaration.

The federal government contributed another $ 1.6 billion in 2000 - 01 toward meeting the Clinton administration's goal of decreasing class size nationwide in the early grades to no more than 18 students.

For each objective teachers are given detailed information about what content should be taught to meet the objective, the level of knowledge that has been developed in earlier grades, assessment ideas that can be used to determine if the student has mastered the objective, and ways the skills covered by the objective can be linked to other objectives.

The final report, titled «Just the Right Mix: Identifying Potential Dropouts in Montgomery County Public Schools Using an Early Warning Indicators Approach,» goes back to first grade and identifies «cut points» that are related to an increased likelihood of students dropping out of school.

As early as 1984, Texas placed a cap of 22 students on classes in the early grades.

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.

Across grades and different student subgroups, the Coleman study found that most of the variation in student achievement is within rather than between schools, but a larger share of the variation is found between schools in earlier grades and among more disadvantaged subgroups.

Although our data do not allow us to address this issue directly while still accounting for the self - selection of students into charter schools, simple comparisons indicate that students who entered charter schools in the later grades made smaller gains in math (but not reading) than students who entered earlier.

Students themselves and the United States as a whole benefit from improved performance in the early grades only if that translates into measurably higher skills at the end of school.

In the early grades, transitions are a little harder to set because the students are still learning what the concept of a minute is and what one feels like.

According to the state department of education, from 2002 to 2008, average class sizes in the early grades were reduced from roughly 23 to 16 students in pre-K to grade 3 and from 24 to 18 students in grades 4 to 8.

«Conclusive evidence has shown the benefits of class sizes of 1:15, especially in the primary grades,» says Charles M. Achilles, a professor of educational administration at Eastern Michigan University, in Small Classes, Big Possibilities, an article he penned for The School Administrator: «Since the early, 1980s, a large - scale project in Indiana, a major experiment in Tennessee, numerous smaller studies and evaluations of projects that use low adult - to - student ratios have found that youngsters in small classes (1:15 or so) as compared to youngsters in larger classes

As in the case of preschool, there is some research evidence that suggests class - size reduction can yield significant gains in student achievement in the early grades.

In the long run, as charter schools become more established, almost all of their students will have entered in the early gradeIn the long run, as charter schools become more established, almost all of their students will have entered in the early gradein the early grades.

Not surprisingly, large gaps in the objective probability of college completion exist by the time students reach the 10th grade and these would need to be addressed with earlier interventions.

For one, it works: test scores for America's lowest - performing students, including many low - income and minority children, rose significantly, at least in the early grades, after the advent of the standards, testing, and accountability movement.