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.
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».
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.
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 popula
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 popula
school 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 oth
high - enrollment, big
schools of
larger districts like Sacramento Unified, Stockton Unified, East Side Union
High School District of San Jose and oth
High 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 Consoli
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 Consoli
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 Consoli
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 Consoli
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 Consoli
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 Consoli
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 Consoli
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 Consoli
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 Consoli
Schools 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 s
School District (LAUSD) representatives and many
other members from different organizations supporting L.A.'s massive
school s
school 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 s
Schools 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?