Sentences with phrase «percentage of any urban district»

While in 1995, some 63.2 % of children had a Pre-K experience prior to kindergarten, that number is now at 73.90 %, the highest percentage of any urban district in the State.

Not exact matches

We chose three urban districts with high percentages of minority and low - income students (at least 60 percent on both counts) in each region (Northeast, Midwest, South, West).

In a demographically diverse district of urban, suburban, and rural areas, the percentages of black students scoring below state standards were two to four times greater than for white students.

The Harvard study found that the highest percentage of absences at that northern, urban district were on Fridays, when 6.6 percent of teachers took off, providing themselves a three - day weekend.

In some urban school districts, the percentage of 4th - graders who can not read at the basic level exceeds 70 percent.

Houston's reductions in the white / Hispanic gap were equally impressive: the gap in math dropped by 22 percentage points, more than any of the other urban districts.

Strengthening school districts — Launched in 2009, the Irvine - funded California Linked Learning District Initiative was implemented over seven years within nine California school districts that, together, served 14 percent of the state's public high school students (including a high percentage of low - income youth of color, within rural and urban geographies).

Over the past seven years, the district has posted record enrollment increases (with a higher rate of enrollment growth than any other major urban school district in the country) and increased its four - year graduation rate by over 25 percentage points.

In this paper authors Marguerite Roza and Cory Edmonds examine 12 urban district budgets for FY 2014 to determine the percentage of each district's total resources allocated on the basis of students and discuss the similarities and differences in their student based allocation...

The original version of this article inaccurately characterized the percentage of 4th graders excluded by the Austin, Texas, school district from participation in an urban - trial version of the National Assessment of Educational Progress in science.

Howell neglects to mention that among the 14 largest urban districts in Massachusetts, Worcester had the second highest percentage (68 percent) of schools meeting state targets for making «adequate yearly progress» under the law; the statewide average was 48 percent.

Adamowski's dissertation, which exists only in one copy, apparently, is about teacher compensation... you know, those princely salaries teachers get, unlike special masters (150 - 225K + + + plus pensions never earned and platinum health benefits) or superintendent / CEOs of urban districts (with no CT state certification) $ 230K + + plus bonuses for every decimal place attained by test score percentages once the «lowest performing» students are removed from the pool.

In most states, there is a large and growing gap between the percentage of students of color1 and the percentage of teachers of color.2 Efforts to increase teacher diversity have led to marginal increases in the percentage of teachers of color — from 12 percent to 17 percent from 1987 through 2012 — but this positive statistic obscures other troubling facts, such as the decline in the percentage of African American teachers in many large urban districts and the lower retention rates for teachers of color across the country.3

Among the 12 urban districts, LA Unified ranked seventh in its percentage of students who were proficient in math, according to a district analysis.

He testified that 22 percent of new teachers in California leave the profession after four years and that the percentage of teachers who transfer out of high - poverty schools is twice that from low - poverty schools, He said 20 percent of new principals in urban school districts leave after just two years and pointed to the Oakland Unified School District as an extreme: There, he said, 44 percent of new principals leave the field after just two - years.

A large percentage of students in urban school districts also arrive speaking their home languages: Mexican American Language / Chicano English, Hawaiian American Language / Pidgin English, and American Indian Language / Red English respectively.

A large percentage of students in inner - city urban school districts are SELs and perform in the low and far below basic range on standardized achievement tests.

In 2014, the percentage of students of color exceeded the percentage of white students in U.S. public schools for the first time.13 Meanwhile, 84 percent of all public school teachers identify as white.14 While this disparity occurs in classrooms across the country, the diversity gap is especially pronounced in many urban school districts.15 In Boston, for example, there is one Hispanic teacher for every 52 Hispanic students, and one black teacher for every 22 black students.

The issue is of particular importance to large urban school districts with high percentages of students of color and English learners.

In Winston - Salem / Forsyth Schools, an urban district that's seeing a prevalence rate of about one percentage point over the state funded rate, it's become increasingly difficult to recruit special education teachers, says finance director Kerry Crutchfield.

Many urban districts across the nation have expanded the proportion of charter schools; increased the percentage of teachers trained in alternate certification programs; widened attendance zones; adopted voucher programs; constructed new facilities; and changed their relationships with teachers unions.

In this paper authors Marguerite Roza and Cory Edmonds examine 12 urban district budgets for FY 2014 to determine the percentage of each district's total resources allocated on the basis of students and discuss the similarities and differences in their student based allocation formulas.

When large percentages of minority children do not complete high school and almost half of those in urban districts can not read at grade level, the lucky few who fit into the «diversity» quotas for higher education are insignificant in number compared to those condemned to permanent second class status by failing schools.

«And while urban areas and high schools typically have the largest percentage of students missing school, the problem also exists in rural, town and suburban districts as well as in elementary and middle schools.»

Despite confusion over how much New York students are improving, New York City's small gains in proficiency (almost 5 percentage points in math and 1 percentage point in reading) appear to be real progress, experts say, because they mirror similar improvements on national tests (specifically the Trial Urban District Assessment portion of the National Assessment of Educational Progress (NAEP)-RRB-.

The District of Columbia is one of the most polarized urban areas in the nation when it comes to income, which explains why it has a higher percentage of high - income households than San Jose despite a significantly lower average pay.