Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus
on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.
Assistant Superintendent Georgeanne Warnock and her team at Carrollton - Farmers Branch ISD (CFBISD) fiercely focus
on high achievement for all students, and this commitment to excellence goes far beyond test scores.
Not exact matches
When discussing
student performance
on achievement tests, Barton notes that private or religious schools account
for a disproportionately
high number of National Merit Scholars and says that is because «one school utilizes religions principles and one does not.»
Schools would gain greater state recognition
for achievement by
high school
students on college - level Advanced Placement and International Baccalaureate exams.
The Success network is known
for its
students»
high achievement on state tests, and it emphasizes getting — and keeping — scores up.
This drive
for academic
achievement leads to
high attainment in international academic assessments but has contributed to the curtailment of nocturnal sleep
on school nights to well below the recommended eight to ten hours of sleep, putting
students at risk of cognitive and psychological problems.
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.
While the word «accountability» never appears in Risk, its call
for higher academic standards and its focus
on student achievement as the main barometer of quality laid the intellectual groundwork
for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]
Most of the contributors to the volume have found evidence that policies that focus
on high - stakes testing corrupt educational reform and undermine
achievement, especially
for at - risk
students.
Evidence
on the
achievement effects of desegregation by income is limited by both an absence of detailed information
on family income (including indicators
for severe poverty or
high income) and the difficulty in separating the effects of
students» own circumstances from the influences of peers.
Perhaps it's because white
students score
higher on achievement tests and graduate at substantially
higher rates that many of the loudest voices in this debate aren't troubled by asking
for patience and time to get things exactly right before proceeding.
But she acknowledges reaching the president's college - graduation goals will take considerable efforts, with low - income
students among those targeted
for increased
achievement on the
higher - education level.
Achievement; growth; social studies in certain grades; growth of
students;
on - track
high school graduation
for 9th graders; progress in English - language proficiency; four -, five -, and six - year cohort graduation rates
However,
high - performing countries tend to require
high academic
achievement of entering teacher education
students, and then select
on the basis of skills and personal attributes required
for effective teaching.
For high schools: accelerated or dual coursework (like AP or IB); share of
students completeing a world language, fine arts, CTE or advanced course; share of
students showing college or career readiness through entrance into technical college, or
achievement on various advanced courses.
Despite these differences, the bulk of the available,
high - quality evidence
on school voucher programs suggests that they do yield positive
achievement effects
for participating
students.
In her first year
on the job, Jewell - Sherman launched Excellence
for All, a comprehensive plan aimed at improving teaching and learning to enable
students to reach
high academic standards, and promoting involvement with the community as a way of addressing nonacademic barriers to
student achievement.
The major substantive chapters of the book place Swedish expenditure and
achievement in comparative perspective (in both, Sweden rates
high); show that the decline in education inputs during the 1990s worsened the teacher -
student ratio and teacher quality; review the international research
on the effects of school choice; and test
for the effects of school choice in Sweden
on achievement.
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 state sets the criteria
for determining who is a
high - performing teacher, mostly based
on student achievement, he said.
For example, a
student who begins the year at the 50th percentile
on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform
on average, by the end of the school year, three percentile points
higher in reading and two points
higher in math than a peer who began the year at the same
achievement level but was assigned to a bottom - quartile teacher.
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.
Michigan's
high school
achievement test, in place since 1978, could be
on its way out to make way
for a set of new tests that would measure
students» college readiness.
In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model:
High Expectations (
for academic
achievement and conduct); Choice and Commitment (KIPP
students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus
on Results (scores
on standardized tests and other objective measures are coupled with a focus
on character development).
Such pay innovations should also boost
student achievement and, because they are based
on performance, strengthen the argument
for dramatically raising teacher salaries — at least
for those with the
highest levels of professional expertise.
Because moving between schools is known to have a negative impact
on student achievement, we also control
for whether the
student changed schools in the current year and whether that change was structural (
for instance, the
student moved to a junior
high school from its feeder elementary school).
How, too, could the district move the needle
on student achievement,
on high dropout rates, and
on families getting frustrated with dismal numbers and jumping ship
for other districts or competing charter schools?
Researchers identified a «consistent, positive relationship between
student exposure to
high - quality intellectual assignments and
students» learning gains
on the test — even after controlling
for race, socioeconomic class, gender, and prior
achievement differences among classrooms.»
Among
students assigned to different teachers with the same Overall Classroom Practices score, math
achievement will grow more
for students whose teacher is better than his peers at classroom management (i.e., has a
higher score
on our Classroom Management vs. Instructional Practices measure).
For a better sense of the magnitude of these estimates, consider a
student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that
student,
on average, will score about three percentile points
higher in reading and about two points
higher in math than a peer who began the year at the same
achievement level but was assigned to a bottom - quartile teacher.
The effects
on academic
achievement are greatest
for students from
higher income families, while the effects
on behavior are more pronounced
on students who are less well - off.
«
Students who have highly effective teachers three years in a row score as much as 50 percentile points
higher on achievement tests than those who have ineffective teachers
for three years in a row.»
The report we produced, Putting Learning First: Governing and Managing the Schools
for High Achievement, was the CED's fifth education study and the product of more than 10 years of ongoing research and vigorous debate by a committed group of business leaders on the most effective strategies for improving student a
Achievement, was the CED's fifth education study and the product of more than 10 years of ongoing research and vigorous debate by a committed group of business leaders
on the most effective strategies
for improving
student achievementachievement.
In most industrialized countries — nearly all of which outperform us
on measures of academic
achievement, such as PISA and TIMSS —
students begin preparing
for a career while still in
high school.
Drawing
on a study by Stanford education professor Sean Reardon, Ladd says that the gap in reading
achievement between
students from families in the lowest and
highest income deciles is larger
for those born in 2001 than
for those born in the early 1940s.
The
highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based
on explicit expectations
for both academic
achievement and behavior; have an intensive focus
on literacy and numeracy as the first foundation
for academic
achievement; feature a relatively heavy reliance
on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused
on comprehensive
student assessment systems.
In light of abundant data
on low academic
achievement and effort among
high school
students, Wagner's goal sounds impossible, but years of experience plus 150 interviews he conducted
for the book convince him otherwise.
For instance, states with
higher percentages of certified teachers may also have strong accountability systems that focus their schools
on student achievement.
The survey, released this month by MetLife Inc., found that nearly nine in 10 teachers and principals — 86 percent and 89 percent, respectively — believe that setting
high expectations
for students can have a major impact
on student achievement.
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.
; 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.
Lecturer Rick Weissbourd, Ed.D.» 87, commenting
on his new study that found that middle and
high school
students care more about personal
achievement and being happy than caring
for others.
That study, while reporting negative
achievement effects
for participants in Ohio's largest voucher program, also found that
students remaining in public schools performed
higher on tests, owing to program - induced competition.
She has also served as a consultant
for the Institute
for Student Achievement (ISA) in the Atlanta Public Schools, where she focused
on assisting school leaders and teachers in implementing small school reform model in select
high schools.
In recent years, several studies using randomized admission lotteries have found large and persistent impacts
on student achievement, even
for middle school and
high school
students.
The focus
on holding
students, educators, schools, and school districts accountable
for achievement is a critical element to ensuring
high - quality educational opportunities and access
for each
student.
For students continuing from a KIPP middle school, KIPP
high schools» impacts
on student achievement are not statistically significant,
on average.
For example, if teachers are hired without having been fully prepared, the much
higher turnover rates that result are costly in terms of both dollars spent
on the replacement process and decreases in
student achievement in
high - turnover schools.
KIPP
high schools have positive, statistically significant, and educationally meaningful impacts
on student achievement for high school
students new to the KIPP network.