Sentences with phrase «other large high schools»

By pooling their data with student research teams from the city's four other large high schools, they would be able to get an important read on the process.

While Bergtraum will not close, as many other large high schools have during Mayor Bloomberg's education reform, the struggling school will undergo «enrollment reduction».

Several other large high schools in the area, including Maine South in Park Ridge and Barrington, use a homeroom program to help students develop an affinity for the school and classmates.

Not exact matches

The Role of Provincial and Reserve School Systems in Explaining Aboriginal Student Performance,» author John Richards finds that innovative approaches in BC help account for much better high - school completion rates for Aboriginal students, compared to other provinces with large Aboriginal populaSchool Systems in Explaining Aboriginal Student Performance,» author John Richards finds that innovative approaches in BC help account for much better high - school completion rates for Aboriginal students, compared to other provinces with large Aboriginal populaschool completion rates for Aboriginal students, compared to other provinces with large Aboriginal populations.

Capability to host more events than any other large stadium in the world, including NFL football and a Super Bowl, MLS soccer, NCAA basketball and baseball, high school sporting events, motocross, concerts, conventions, marching band competitions.

As you can see, the schools that benefit the most from competitive equity divisions are the high - enrollment, big schools of larger districts like Sacramento Unified, Stockton Unified, East Side Union High School District of San Jose and othhigh - enrollment, big schools of larger districts like Sacramento Unified, Stockton Unified, East Side Union High School District of San Jose and othHigh School District of San Jose and others.

While we know that not every camp can engage in a large evaluation process, we hope that our findings will be useful to others and inspire reflection about how camps can excel as high quality learning environments where kids can practice many of the essential skills they need for school, job, and relationship success.

Having visited many other secondary schools in the country, I concur with Mohammed Haruna that, in terms of learning space and facilities, Osogbo Government High School «must be one of the largest, most beautiful and most well equipped secondary schools in the country» («Education: Aregbesola as an exemplar», The Nation, September 8, 2016).

He began with the implementation of the Progressively Free SHS, implemented the Secondary Education Improvement Programme (SEIP), built Community Day Senior High Schools - the largest addition to our school stock since independence, expanded infrastructure in hundreds of existing Senior High Schools among other interventions.

«The need to educate customers about the nutritional content of restaurant foods is acute because consumers increasingly eat away from home, restaurants serve large portions of energy - dense and high - sodium foods, and obesity and the prevalence of other diet - related diseases are high,» according to lead researcher Amy Auchincloss, PhD, MPH, of the Drexel University School of Public Health.

Among many other experiences, he follows a large group of Israeli high school students on a journey to Poland's death camps, where some admit to being afraid of leaving their hotel rooms, so frightened are they by the remarks of teachers and Secret Service agents on the dangers of anti-Semitism.

Only 2.5 per cent of grammar school pupils are eligible for FSM, compared to 13.2 per cent in all schools and the EPI found that grammar schools attract a larger number of high attaining non-FSM pupils from other areas, meaning there is a disproportionately large number of high attaining, non-disadvantaged children.

The federal government's own comprehensive analysis of Title I, mandated by Congress, conducted by RAND among others, and published in 2007 after several years of NCLB experience, found the largest academic gains since 2000 and 2003 among students in high - poverty schools.

This resulted from closing 30 large schools, shrinking others (such as Kennedy), and creating dozens of small, themed high schools, with 100 students per grade instead of 1,000.

In other words, the geographic placement of charter schools practically ensures that they will enroll higher percentages of minorities than will the average public school in the nation, in states, and in large metropolitan areas.

But then one would recall that other public functions exist, such as health, transportation, and higher education, that make large and urgent claims on the budgets of state governments; that problems other than a lack of money afflict the schools, such as students who arrive unprepared for learning or life in a classroom; and that evidence for the efficacy of money per se is at best mixed.

He, along with Terry Moe, Clay Christensen, Paul Peterson, and others, envision large numbers of hybrid virtual schools offering higher quality customized education at dramatically lower costs.

When we examined noncategorical per - pupil funding in the state's four largest school districts — Austin, Dallas, Fort Worth, and Houston — the levels of inequity were even higher and each district was remarkably different from the others.

The gains are large when compared to other possible policy interventions, such as the effects of attending a school with higher average achievement levels or enrolling in a charter school.

In other words, we ask whether teachers who receive higher TES ratings than other teachers in their school produce larger gains in student achievement than their same - school colleagues.

The schools vary widely in funding levels and other resources, from those that can barely make ends meet on per - pupil allotments that are lower than other high schools in the area to a few schools that amass large budgets from multiple sources and boast extraordinary technology and staffing.

When this is equated to other countries via the Organisation for Economic Co-operation and Development's Programme for International Student Assessment (PISA), we find (in math, for the high school graduating class of 2009) that sixteen other nations had at least twice as large a fraction of their fifteen - year - olds scoring at that level.

Each of these results is statistically significant at a very high level, meaning that we can be highly confident that the test - score gains made by schools facing the actuality or prospect of voucher competition were larger than the gains made by other public schools.

It's noteworthy, however, that the observational estimates of pilot high school treatment effects are larger for schools used in the lottery study than for other pilot schools.

Comparing Noble high schools only to other charter schools and adjusting for other differences in students» background produces an estimated Noble effect of 13 percentage points on college enrollment — a large, significant difference.

It spent about $ 650 million on a program to replace large urban high schools with smaller schools, on the theory that students at risk of dropping out would be more likely to stay in schools where they forged closer bonds with teachers and other students.

The trend of increasing racial and economic segregation is a nationwide trend — not just in Alabama and other Southern states.55 The South, however, was the only region in the country to see a net increase in private school enrollment between 1960 and 2000, and where private school enrollment is higher, support for spending in public schools tends to be lower.56 A growing body of rigorous research shows that money absolutely matters for public schools, especially for the students from low - income families who attend them.57 What's more, private schools in the South tend to have the largest overrepresentation of white students.58 In fact, research has shown that the strongest predictor of white private school enrollment is the proportion of black students in the local public schools.59

· Among the larger districts, collective bargaining has more negative effects for high - minority schools than for other schools....

State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

The Committee is composed of a minimum of 15 high school students, one from each of the 10 largest (by student population) high schools in the District and 5 additional members from other high schools.

Other high schools in Boston offer Small Learning Communities (SLCs), which provide small, supportive learning environments within a larger high school.

How closing schools hurts neighborhoods I Can't Think I Wish I had a Pair of Scissors So I could Cut Out Your Tongue An Interview with Zoe Weil Little But Lucky Make School A Democracy No Forced School Closures Oakland Must Again Commit to Creating Small Schools Oaktown Oaks thrived for decades: Small schools kept community alive Opposition to School Closures Impressive Fight: Professor Our Non Negotiables: What We Stand For SA's growing numbers of very large and very small public schools is raising concerns about kids getting lost in crowded campuses Small High Schools Post Big Gains: 5 Questions with Gordon Berlin Small Schools: The Myth, Reality, and Potential of Small Schools Study Shows Why Cliques Thrive in Some Schools More Than Others The Power of 12 The True Cost of High School Dropouts U.S. News Ranks America's Best High Schools for Third Consecutive Year What Does Research Say About School District Consolischools hurts neighborhoods I Can't Think I Wish I had a Pair of Scissors So I could Cut Out Your Tongue An Interview with Zoe Weil Little But Lucky Make School A Democracy No Forced School Closures Oakland Must Again Commit to Creating Small Schools Oaktown Oaks thrived for decades: Small schools kept community alive Opposition to School Closures Impressive Fight: Professor Our Non Negotiables: What We Stand For SA's growing numbers of very large and very small public schools is raising concerns about kids getting lost in crowded campuses Small High Schools Post Big Gains: 5 Questions with Gordon Berlin Small Schools: The Myth, Reality, and Potential of Small Schools Study Shows Why Cliques Thrive in Some Schools More Than Others The Power of 12 The True Cost of High School Dropouts U.S. News Ranks America's Best High Schools for Third Consecutive Year What Does Research Say About School District ConsoliSchools Oaktown Oaks thrived for decades: Small schools kept community alive Opposition to School Closures Impressive Fight: Professor Our Non Negotiables: What We Stand For SA's growing numbers of very large and very small public schools is raising concerns about kids getting lost in crowded campuses Small High Schools Post Big Gains: 5 Questions with Gordon Berlin Small Schools: The Myth, Reality, and Potential of Small Schools Study Shows Why Cliques Thrive in Some Schools More Than Others The Power of 12 The True Cost of High School Dropouts U.S. News Ranks America's Best High Schools for Third Consecutive Year What Does Research Say About School District Consolischools kept community alive Opposition to School Closures Impressive Fight: Professor Our Non Negotiables: What We Stand For SA's growing numbers of very large and very small public schools is raising concerns about kids getting lost in crowded campuses Small High Schools Post Big Gains: 5 Questions with Gordon Berlin Small Schools: The Myth, Reality, and Potential of Small Schools Study Shows Why Cliques Thrive in Some Schools More Than Others The Power of 12 The True Cost of High School Dropouts U.S. News Ranks America's Best High Schools for Third Consecutive Year What Does Research Say About School District Consolischools is raising concerns about kids getting lost in crowded campuses Small High Schools Post Big Gains: 5 Questions with Gordon Berlin Small Schools: The Myth, Reality, and Potential of Small Schools Study Shows Why Cliques Thrive in Some Schools More Than Others The Power of 12 The True Cost of High School Dropouts U.S. News Ranks America's Best High Schools for Third Consecutive Year What Does Research Say About School District ConsoliSchools Post Big Gains: 5 Questions with Gordon Berlin Small Schools: The Myth, Reality, and Potential of Small Schools Study Shows Why Cliques Thrive in Some Schools More Than Others The Power of 12 The True Cost of High School Dropouts U.S. News Ranks America's Best High Schools for Third Consecutive Year What Does Research Say About School District ConsoliSchools: The Myth, Reality, and Potential of Small Schools Study Shows Why Cliques Thrive in Some Schools More Than Others The Power of 12 The True Cost of High School Dropouts U.S. News Ranks America's Best High Schools for Third Consecutive Year What Does Research Say About School District ConsoliSchools Study Shows Why Cliques Thrive in Some Schools More Than Others The Power of 12 The True Cost of High School Dropouts U.S. News Ranks America's Best High Schools for Third Consecutive Year What Does Research Say About School District ConsoliSchools More Than Others The Power of 12 The True Cost of High School Dropouts U.S. News Ranks America's Best High Schools for Third Consecutive Year What Does Research Say About School District ConsoliSchools for Third Consecutive Year What Does Research Say About School District Consolidation?

While there is not a clear causal effect between a teacher's own academic record and his or her ability to achieve the kinds of learning gains that help students excel, most studies do find a correlation between higher GPA and teacher effectiveness.43 Taken in aggregate with other factors, such as experience and rank of undergraduate school, some studies have found larger positive impacts, especially for math achievement.44 For this reason, a high GPA should not be the only factor that determines entry into the profession.

In addition to the small learning communities, San Diego is also using other reform models, all with the intent of breaking down the larger comprehensive high school and ultimately offering students a choice among many different kinds of schools that would suit their needs.

MCLs reach 100 percent of the students in a subject within their school (in larger high schools, possibly splitting responsibility with one or two others in the same subject).

This could be because middle and high school boundary neighborhoods are much larger and less different from each other than elementary school neighborhoods, which are smaller and more differentiated.

The large, high windowed - room overlooking all of downtown was filled with education advocates, parent groups, Los Angeles Unified School District (LAUSD) representatives and many other members from different organizations supporting L.A.'s massive school sSchool District (LAUSD) representatives and many other members from different organizations supporting L.A.'s massive school sschool system.

Scholars at the University of North Carolina Chapel Hill conducted a comprehensive evaluation of the teaching fellows program and found positive results, including a) graduates teach in schools and classrooms with greater concentrations of higher performing and lower poverty students; b) graduates produce larger increases in student test scores in all high school exams and in 3rd - 8th grade mathematics exams; and c) teaching fellows remain in North Carolina public schools longer than other teachers.

Despite this increase, compared to other large school districts in the state, DPS has the highest number of students choosing to enroll elsewhere.

She and others also talked about the larger cultural change in testing that's coming at the same time as other shifts in school funding and accountability, including a new high - stakes teacher evaluation system that will be in place next year.

Weights: Overall, states generally place emphasis on growth at the elementary level, whereas proficiency and other indicators to gauge college and career readiness play a larger role in high schools; however, Georgia uses uniform achievement and growth weights across grade levels.

The Bridge to Completion research centers on the analysis of multiple data sets, including comparing similar schools and other large, urban districts as well as national data, and interviewing 50 - plus professionals representing the school district, community - based organizations, higher education and nationally recognized college access.

Do we have proof from other cities that you can really break large high schools into small schools without causing new troubles?

In Year 5 of the project, TXCC staff provided technical assistance and expertise to TEA on developing surveys and other research instruments based on the Reward Schools case studies that can be implemented with larger samples of high - performing / high - progress Title I sSchools case studies that can be implemented with larger samples of high - performing / high - progress Title I schoolsschools.

In addition, YES Prep's students are outperforming their higher income and white peers statewide in most cases — something very few, if any, other large urban school systems nationwide to date have achieved.

That's a large increase over this year's figure of 343, and 582 is greater than the total number of students at some other high schools.

On other tests, it will be comparatively easy for high - achieving students to make large gains, biasing value - added in favor of teachers working in those schools.

In 2010, the 51,000 - student Columbus, Ohio, school district considered cutting busing of high school students as a money - saving measure, just as most of the other large districts in the state had done.

Is it possible to have a school that does very well on writing, not so much on math or some other high school that has average ACT scores gets large numbers of kids into great colleges?