Sentences with phrase «outcomes for students across»

We believe that we can engage our community, school board and new Superintendent to understand and acknowledge the district's failed financial practices and to adopt nationally recognized best practices and standards for financial operation that will ultimately help the district prioritize its resources, narrows its focus and improve outcomes for students across the city.

At the OLN institute, Gil will be speaking to a group of education leaders and school staff from OLN member districts and representatives of organizations dedicated to equitable and successful outcomes for students across Oregon.

The facts show the education reforms of the previous administration worked and provided better academic opportunities and outcomes for students across the city.

ARLINGTON, VA — The National Board for Professional Teaching Standards, with the support of a $ 2.4 - million grant from the W.K. Kellogg Foundation (WKKF), will work to strengthen literacy instruction and outcomes for students across Mississippi in the critical early elementary years.

I stand with the entire network of E4E teacher leaders working to create positive outcomes for students across Los Angeles.

National Board Partners with Mississippi Department of Education to Boost Early Literacy Instruction for Mississippi's K - 3 Students ARLINGTON, VA — The National Board for Professional Teaching Standards, with the support of a $ 2.4 - million grant from the W.K. Kellogg Foundation (WKKF), will work to strengthen literacy instruction and outcomes for students across Mississippi in the critical early elementary years.

The Commissioner is committed to improving outcomes for all students across our state.

Most have chosen to grow slowly, to ensure consistently high - quality academic outcomes for students across their schools.

Rachel Brodie, portfolio director at Ascential Events added: «I would like to congratulate the team at FutureLearn; its constant determination to achieve excellence in design, delivery and support helps to ensure that the outcomes for students across the world are the very best.»

This study suggests that creating classes with lower levels of dispersion of score or ability level may improve the achievement outcomes for students across the score distribution (Collins and Gan, 2013, page 20).

Not exact matches

Even after allowing for the cost of educating students with special needs, S&P's analysis showed a wide dispersion across school districts in the spending observed to achieve equivalent outcomes.

Within and across each of these circles of analysis, we consider the pervasive inequalities of access, opportunity, and student outcomes; the historical and contemporary influences of race, culture, gender, class, and immigrant status; and the opportunities for addressing — and reducing — these asymmetries.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

CPAHS has consistently used AL to build teachers» understanding and capacity across more than 25 projects on a range of new and emerging pedagogies to deepen student engagement and improve learning outcomes for students.

A research assistant will be supervised by Dr. Kim and will be responsible for organizing a student - level data set that will be used for the impact analyses, cleaning the data set at each wave of data collection, monitoring and reporting attrition across waves, and conducting descriptive analyses to check for baseline equivalence, attrition across waves, and posttest differences on the child - level outcomes.

Using a rich set of control variables, the report generates a ranking that shows which states are «breaking the curve» — producing stronger academic outcomes for their students compared to demographically similar students across the US.

The top reasons for implementing blended learning were also strong and in line with our observations across the country: create / facilitate personalized learning (73 percent), provide more course choices (58 percent), and improve student academic outcomes (53 percent).

If sufficiently rigorous, the exam could change who is drawn into teaching, develop a more consistent, higher level of skill across all teachers, improve student outcomes, and greatly increase public regard for teachers and teaching.

Through its relationships and connections across the education sector, it assists school leaders to achieve the best possible outcomes for themselves, their staff and their students, through ongoing professional development and learning.

Try to think of an education policy that 1) has been shown, in dozens of studies across multiple decades, to positively affect student outcomes; 2) has the overwhelming support of parents and voters; 3) reinforces many other policies and facilitates quality research; and 4) has been used widely at the district, state, and national levels for decades or more.

Demanding new requirements could shape who is drawn to teaching, guide the work of teacher preparation institutions, develop more consistent skill across the teaching force, improve student outcomes, and greatly increase public regard for teachers and teaching.

In our work at Democrats for Education Reform, my colleagues and I regularly interact with elected officials across party lines in efforts to advance positive academic outcomes for students.

It will support faculty and students who care deeply about improving outcomes for very young children, and will become an essential source at the university and across the country for scholarship, partnership, and professional learning.»

According to a 2015 study of charters in urban regions across the country, conducted by the Center for Research on Education Outcomes at Stanford University, African - American students at charters out - performed comparable students at nearby public schools in math by roughly a half years» worth of learning.

«Across the nation, we see first - hand the thoughtful and thorough policy improvements states are implementing to increase student outcomes and prepare our children for the next workforce of America,» stated Jeremy Anderson, president of Education Commission of the States.

When examining outcomes data for a CCR opportunity, one question you have to ask is whether the district makes it available to all students (through financial subsidies or other means); when opportunities are not available to all, you can't isolate true access and uptake across all student populations.»

Experts working across the CCR landscape see the benefits of exposing students to a variety of opportunities and not presupposing future outcomes for kids — especially according to demographic, income, language, or special education status.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

MindQuest21sm certified and experienced consultant team prepares school leaders, districts and teacher teams to transform instruction and systems with the adoption and / or expansion of Project - Based Learning across the curriculum aimed to produce deeper learning outcomes for all students.

The research on principal preparation, the result of a two - year study with the American Institutes for Research (AIR), highlights the link between principal preparation programs and student outcomes in five large districts across the United States.

Especially for the districts across the country using CEL's 5 Dimensions of Teaching and Learning instructional framework, we see that the foundational work in improving outcomes for students begins with a deep understanding of the transformative role of purpose in learning.

The draft accountability rules, to be released this summer, will encourage states to identify high - and low - performing teacher preparation programs across all kinds of educational models, not just those based in colleges and universities; urge a transition from current input - based reporting requirements to a focus on more meaningful outcomes; and likely limit program eligibility for TEACH grants — which are available to students who are planning to become teachers in a high - need field in a low - income school — to only effective teacher preparation programs.

Student assessment is also one of the most powerful methods for improving learning outcomes across all subjects and grade levels.

The big «aha» is when teachers realize that those stellar outcomes aren't really so stellar as they have reproduced their own ignorance and entitlement in their students and left them with no valuable skills for community building across difference.

As a strategy employed by teacher leaders, lesson planning, review, or analysis may be used for various purposes: to focus attention on the content and learning outcomes in a lesson, rather than on an «activity for activity's sake»; to deepen understanding of «big ideas» and the content knowledge in a lesson; or for articulating the conceptual flow across lessons that guides student learning over time.

Candace previously worked at Teach Plus, as founding executive director of the Washington, D.C. office, to empower teachers» voices to improve outcomes for their students through leadership opportunities in schools, districts, states, and across the nation.

If a teacher who is very good at teaching one topic is also very good at teaching another — if her value - added measures are similar across topics — we might be comfortable using value - added measures based on a subset of student outcomes, for example, just math or just reading.

While the CCSS were intended to bring coherence and consistency across states with regard to expected educational outcomes to be achieved by grade for students in U.S. public schools, the expected adoption of a common set of state standards by all states ultimately was not realized.

The challenge, which called upon educator teams across the country to create plans that detailed innovative uses for federal funding for professional learning and student outcomes under the Every Student Succeeds Act (ESSA), named the Hope Street Group State Teacher Fellow team of Trey Ferguson (NC), Cassie Reding (KY), Carly Baldwin (KY), Natalie Coleman (TN) and Debbie Hickerson (TN) as finstudent outcomes under the Every Student Succeeds Act (ESSA), named the Hope Street Group State Teacher Fellow team of Trey Ferguson (NC), Cassie Reding (KY), Carly Baldwin (KY), Natalie Coleman (TN) and Debbie Hickerson (TN) as finStudent Succeeds Act (ESSA), named the Hope Street Group State Teacher Fellow team of Trey Ferguson (NC), Cassie Reding (KY), Carly Baldwin (KY), Natalie Coleman (TN) and Debbie Hickerson (TN) as finalists.

The Network will focus on advancing teacher quality across Australia to improve student learning outcomes for all young people.

These different parts of preparing students, adults, schools and systems for Meaningful Student Involvement can deeply influence the meaningfulness, outcomes and sustainability of Student / Adult Partnerships throughout learning, teaching and leadership across the entirety of the education system.

Noting the lack of rigorous analysis of the role principals play in determining student outcomes, the study's authors measure how average gains in achievement, adjusted for individual student and school characteristics, differ across principals - both in different schools and in the same school at different points in time.

Across the country, states are adopting a number of different strategies to improve outcomes for students: third grade reading requirements, literacy initiatives, new assessment and accountability systems, plus an increased focus on data - driven decision - making are changing how districts approach teaching and learning for all students.

A + has been busy traveling to conferences and learning how educators and policymakers across the country are working to improve educational outcomes for students.

A: Our research team has examined patterns in academic and discipline outcomes across students from various racial / ethnic backgrounds for over a decade.

The Minister for Education and Training, Senator the Hon Simon Birmingham opened the Summit and launched Taking the Lead which outlines how building expertise through national teacher certification can help to improve quality teaching and student outcomes across Australia.

Improving the educational outcomes of students receiving special education services, as for any other student group, requires a sustained focus on teaching and learning, aligned actions across the district, and continuous monitoring of the degree of implementation of such actions to assess the impact on student learning.

This prize was created to recognize excellent teachers across the country and because «we believe our best teachers deserve far more attention for their hard work, dedication, and extraordinary outcomes with students.»

The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards - based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.

«We have used this process to re-engage with many of our schools, districts and stakeholders across the state over the last two years to get feedback on how our current education system is working.The conversations were deep and very helpful to the department and other stakeholders as we work collectively to leverage ESSA to improve outcomes for our highest need students in Colorado.»