Sentences with phrase «of the highest achievement gaps»

New Jersey has one of the highest achievement gaps between wealthy and poor students in the nation.

Not exact matches

And given the high cost of college and the huge gaps in achievement between those who make the most of their time as undergrads and those who flounder, the stakes for getting it right are pretty high.

Researchers have found, in fact, that most of the achievement gap between well - off and poor children opens up before age five; for most children, the gap then stays pretty steady from kindergarten through the end of high school.

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

Paul Tough, New York Times Magazine editor, will address the issues of poverty, education and the achievement gap, during a special presentation, 7 p.m., Wednesday, Oct. 28 at Springfield High School.

If the achievement of children who are temporarily eligible for free school meals due to the recession is higher than children whose families are on benefits for a longer period of time, then the gap between free school meal and non-free school meal children will narrow.

«High quality charter schools help close the achievement gap and they are definitely part of the solution.»

In addition, Borough President Katz will recognize the nine Queens high schools that were recently designated as «Reward Schools» by the New York State Commissioner of Education for having made the most significant progress or have the highest achievement in the state with no significant gaps in student achievement.

Now a new study of a large ethnically and socioeconomically diverse group of children from across the United States has identified poor planning skills as one reason for the income - achievement gap, which can emerge as early as kindergarten and continue through high school.

In recent years, the achievement gap in the United States between high - and low - income students has widened, even as gaps along lines of race and ethnicity have narrowed, says Martin West, an associate professor of education at the Harvard Graduate School of Education and an author of the new study.

Offering high - quality child care beginning at age one is reducing early achievement gaps in Norwegian communities, the team reported in a recent edition of the education research journal AERA Open.

Much of the discussion concerning American education policy focuses on the achievement gap between high - and low - performing students.

The outcomes on standards - based social studies and content literacy assessments indicated that the project - based learning curriculum virtually erased the achievement gap between second graders of high and low - socioeconomic backgrounds (Halvorsen, Duke, Burgar, Block, Strachan, Berka, & Brown, 2012).

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.

Examining longer - term effects, however, the study's authors found that double - dosed students» scores on the math portion of the ACT (taken in the spring of 11th grade) were 0.15 standard deviations higher, the equivalent of closing roughly 15 % of the black - white achievement gap.

The 2006 Child Well - Being Index, released in March by the Foundation for Child Development in cooperation with Duke University and the Brookings Institution, suggests a general lack of progress for K - 12 students, evidenced by flat scores on the National Assessment of Educational Progress, persistent achievement gaps, and falling high school graduation rates.

The fact is, Haycock says, that running a string of five consecutive high - quality teachers in the elementary grades eliminates — not just reduces, but eradicates — the achievement gap.

Second, I want to raise awareness about the inequities in our public education system, and the unconscionable achievement gap between children from low - income and high - income communities that has developed as a result of these inequities.

The report, «Boosting Performance and Containing Cost through Mayoral Academies,» contrasts the low performance of low - income and minority students and the wide achievement gaps in traditional district schools, and the high performance of low - income and minority students and smaller achievement gaps in high - performing charter schools in neighboring states.

While the achievement gap between white students and their low - income, minority counterparts on tests has received a great deal of attention, the gap in high - school graduation rates is even more critical.

Nowhere does the report suggest any single program or package of reforms that would close the achievement gap with the highest performing countries.

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).

EN: In the past two decades, education policy has emphasized closing the achievement gap between low performers and high performers by raising the achievement of the low performers.

To the contrary, the Loveless study cited above offers some support for the proposition that high performers suffer systematically from the focus on closing the achievement gap, while there is limited data that grouping all students together improves the quality of education for struggling students.

If high - income parents are more likely to make a request, and such requests are for better teachers on average, then the availability of requests could exacerbate the achievement gap between students from low - and high - income families, even if all families equally value academic achievement.

School financing policies should be driven by an analysis of what it costs to raise the bar and close the gap in student achievement, bringing teaching and learning opportunities in all schools up to a high standard.

The case study illustrates how three groups of charter management organizations (CMOs)-- High Tech High in San Diego; Uncommon Schools, KIPP Foundation, and Achievement First in New York; and Match Education in Boston — saw big gaps in the traditional teacher education programs that left their aspiring teachers with no place to learn how to teach effectively in their specific schools or in a way that would allow them to succeed in working with the country's most vulnerable students.

I want to keep working at solving the problem that, notwithstanding the great efforts we've made in Massachusetts over a couple of decades in setting high goals, measuring progress, holding people accountable, and investing and building the capacity of the system to deliver, we've still been — however successful we've been comparatively — unsuccessful at: closing persistent achievement gaps.

However, if you're in a low - income district with a lot of struggling students or a high achievement gap, it's likely you'll want to be involved in this application process and that your state could use your input.

The standards - based reform movement seeks both to equip all of our high - school graduates to compete in the global marketplace and to narrow the achievement gap between our advantaged and disadvantaged student populations.

But it also unrepentantly underscores the state's big challenges: Massachusetts lags far behind the world's highest - performing nations, many of which are pulling farther ahead; other nations and other U.S. states have shown stronger recent gains; too few Massachusetts high school graduates are prepared for college - level work; and other U.S. states have done a better job of closing the achievement gap.

We've substantially narrowed the racial and ethnic achievement gap, our students are catching up to students in the rest of the state, and our graduation rate is the highest it has been in decades.

For reducing the achievement gap between the Atlanta Public Schools and the State of Georgia, lowering the dropout rate, cutting back the number of teacher vacancies, and renovating and consolidating some of Atlantas schools, Atlanta superintendent Dr. Beverly L. Hall earned the 2006 Richard R. Green Award, the nations highest honor for urban education leadership, at the Council of the Great City Schools 50th Annual Fall Conference.

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

Despite a mediocre track record of school improvement, Ohio was a winner, partly for its «simple, yet bold, long - term aspirations,» including «a near - 100 % high school graduation rate from schools teaching at internationally competitive standards,» elimination of achievement gaps, and higher - ed completion rates «that are among the highest in the nation and world.»

Critics of opt - out contend that test refusals happen mainly in middle - class and wealthy areas, hurting high - need schools by making it more difficult to measure the achievement gap.

«Equipped with the insights of both HGSE staff and colleagues from throughout the nation and across the globe, we are implementing reforms which are closing achievement gaps, prompting greater diversity in advanced course enrollment, engaging students at higher levels, and are thus becoming more equitable institutions of learning.»

Milwaukee Public Schools (MPS) had traditionally been a target for reform efforts thanks to a history of low - performing schools, a seemingly insurmountable achievement gap between student groups, and a relatively high proportion of state funding relative to local aid.

Then again, it is the ministry whose three objectives «focus on establishing high levels of student achievement; reducing the gaps in student achievement; and ensuring high levels of public confidence in public education» [vi].

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

Winners of the $ 4 billion Race to the Top jackpot committed to grand goals in using the federal grants to raise student achievement, as measured by higher test scores, narrowed achievement gaps, and increased graduation and college - going rates — all in four years.

Attending a Boston charter school makes special education students 1.4 times more likely to score proficient or higher on their standardized tests, resulting in a 30 percent reduction of the special education achievement gap.

When the children at risk were placed in high - quality classrooms, these gaps were eliminated: children from low - education households achieved at the same level as those whose mothers had a college degree, and children displaying prior problem behavior showed achievement and adjustment levels identical to children who had no history of problems.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

HGSE Professor Richard Murnane and UC - Irvine Professor Greg Duncan look at how increasing concentrations of low - and high - income families have resulted in an increase in the achievement gap.

The ultimate goal of this project is to improve children's kindergarten readiness skills and reduce achievement gaps by being proactive and providing parenting / child development instruction to high school students.

The legislation also, as Layton reported, «require states to intervene with «evidence - based» programs in schools where student test scores are in the lowest 5 percent, where achievement gaps are greatest, and in high schools where fewer than two - thirds of students graduate on time.»

They understand and actively work to eliminate gaps in school success between different groups of students, as measured by academic achievement, high school graduation rates, and preparation for college and other postsecondary pursuits.

In particular, there must be consequences for schools where gaps in the achievement of students from low - income families, compared to other students, are especially high.

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.