Not exact matches
But
only two were of
programs that districts could use as interventions for struggling high schools: a study of the
Early College high school program, which provides students the opportunity to simultaneously pursue a high school diploma and earn college credits, and a study of the Check and Connect program, which pairs at - risk students with an adult advocate who monitors their progress and intervenes as
College high school
program, which provides students the opportunity to simultaneously pursue a high school diploma and earn
college credits, and a study of the Check and Connect program, which pairs at - risk students with an adult advocate who monitors their progress and intervenes as
college credits, and a study of the Check and Connect
program, which pairs at - risk students with an adult advocate who monitors their progress and intervenes as needed.
Last week, I argued that Hitt, McShane, and Wolf erred in including
programs in their review of «school choice» studies that were
only incidentally related to school choice or that have idiosyncratic designs that would lead one to expect a mismatch between test score gains and long - term impacts (
early college high schools, selective enrollment high schools, and career and technical education initiatives).
The authors included
programs in the review that are
only tangentially related to school choice and that drove the alleged mismatch, namely
early -
college high schools, selective - admission exam schools, and career and technical education initiatives.
• They included
programs in the review that are
only tangentially related to school choice and that drove the alleged mismatch, namely
early -
college high schools, selective - admission exam schools, and career and technical education initiatives.
Charter schools, STEM schools, «governor's schools,» regional vocational schools, «tech - prep,» and «
early -
college»
programs are
only the tip of the iceberg.
Editor's Note: This story was updated to indicate that comparing
college readiness rates based on the previous
Early Assessment
Program with those based on the current EAP is misleading because
only students who were more advanced in math preparation took the
earlier test.
Only about 46 percent of children aged three through six in families below the federal poverty line are enrolled in center - based
early childhood
programming, compared to 72 percent of children in families above the federal poverty line.1 Poor children are about 25 percent less likely to be ready for school at age five than children who are not poor.2 Once in school, these children lag behind their better - off peers in reading and math, are less likely to be enrolled in
college preparatory coursework, less likely to graduate, and over 10 percent more likely to require remediation if they attend a four - year post-secondary institution.3 All of these issues compound one another to create a cycle of low opportunity: children in poverty are less likely to achieve high educational attainment, and low educational attainment leads to lower median weekly earnings and higher rates of unemployment.
Midlands Middle
College is one of
only two
programs statewide selected as a recipient of a $ 50,000 contribution from AT&T for TransformSC
Early College programs.
In the
early 1980's,
only five
colleges had
programs that could support post-graduate training in veterinary nutrition, and
only 3
colleges would have board certified nutrition diplomates.
He was an optical engineer who repaired aircraft instruments in Alaska in WWII, a mountain man who could turn a canoe into a sailboat with a folding machete, bed sheets and a few sticks, who taught me diffraction, color theory and relativity on paper when other kids were learning multiplication tables, who designed a potentiometer that went to the Moon by pointing the world's fastest camera at the world's fastest oscilloscope, who designed those traffic lights which
only appear bright when you are in the appropriate lane, who didn't have to help me at all when I built my own Heathkit dual - channel scope in grade school, nor had to help me
program my Apple II in machine language, who quit Honeywell to work for 3M when the Space Program turned into the nuclear missile program, who studied mining geology in college after growing up in a mining town in Utah, it was he who taught me, early on: make sure your contraption
program my Apple II in machine language, who quit Honeywell to work for 3M when the Space
Program turned into the nuclear missile program, who studied mining geology in college after growing up in a mining town in Utah, it was he who taught me, early on: make sure your contraption
Program turned into the nuclear missile
program, who studied mining geology in college after growing up in a mining town in Utah, it was he who taught me, early on: make sure your contraption
program, who studied mining geology in
college after growing up in a mining town in Utah, it was he who taught me,
early on: make sure your contraption works!
Not
only did he focus on the
college market
early in Apple's history — taking on then computing - giant IBM with its Apple University Consortium
program — but he also founded NeXT to focus on
college and the broader education community.