Sentences with phrase «performance at public schools»

Comparing school performance at public schools, charter schools and private schools in the choice program has traditionally been difficult.

Not exact matches

The most recent research, led by Joseph Allen, who teaches at Harvard's T.H. Chan School of Public Health, analyzed the performance of knowledge workers, including engineers, programmers, creative marketing professionals and managers.

The most dangerous supplements are the ones that claim to increase performance in three broad categories, S. Bryn Austin said at an event organized by the Harvard T. H. Chan School of Public Health.

The locker room offers the appearance of privacy, but at the same time elicits public performance (as every awkward middle school student knows too well).

All talks and performances are open to the public and held in the auditorium at the Waldorf School of Lexington unless noted otherwise.

Requirements for a private school student to participate, including, but not limited to, meeting the same standards of eligibility, acceptance, behavior, educational progress, and performance which apply to other students participating in interscholastic or intrascholastic sports at a public school or FHSAA member private school.

Mr. Cuomo has hinted occasionally at the makings of a broad, if workmanlike, agenda for the next four years: creating jobs, particularly upstate; rebuilding infrastructure, including upgrading New York's aging airports; demanding better performance from the state's public schools.

If nothing else, a summer of collapsing subway service stands to prompt a long - overdue look at the gap between spending and performance in New York's public schools.

To better understand segregation's impact on student performance, FPG scientists looked at nearly 4000 first graders in public schools nationwide.

The ability to predict the need for referrals stems from an unprecedented and ever - increasing availability of diverse data sources and has the potential to improve health services delivery and health system performance, said Paul K. Halverson, founding dean of the Richard M. Fairbanks School of Public Health at IUPUI and one of the project's researchers.

It may be that SAT scores, as a very public measure of school performance, lead to agitation for charter laws, but that charters themselves are more likely to target students at risk of dropping out, and therefore participation is more closely associated with dropout rates.

Harris instead offers two potential alternatives: 1) the improved public / charter school performance in New Orleans made the performance of the private sector look relatively worse; and 2) the curriculum at most private schools may not have been aligned to the state test, so the poor performance merely reflects that lack of alignment rather than poor performance.

This is despite the fact that microlevel data is critical to improving day - to - day student performance, says Beverly Donohue, vice president of policy and research at New Visions for Public Schools, a school support organization responsible for working with 76 of the district's public scPublic Schools, a school support organization responsible for working with 76 of the district's public sSchools, a school support organization responsible for working with 76 of the district's public scpublic schoolsschools.

◦ Trend: The public grades their local schools more favorably now than at any point in the past ten years, despite mediocre performance on the National Assessment of Educational Progress during the same period.

Correlation isn't causation, but this decline has occurred at the same time as the growing drift into Catholic and independent schools, away from public education - is this decline in performance a result?

The analysis, which looked only at charter schools because of the prevalence of incentive programs in the independent public schools, found no impact on students» performance in mathematics.

Bates said the mandatory performance review process will build on the existing teacher performance review framework that has been in place in Queensland's public schools since September 2012, but that has not been applied appropriately, or even at all, at every school.

I've come to view annual testing of kids in reading and math, and the disaggregating and public reporting of their performance at the school (and district) level, as the single best feature of NCLB and the one that most needs preserving.

In their eyes, the high performance of parochial schools relative to the public schools was damning, at least from a constitutional perspective.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

«Within three blocks of my house, kids are attending at least six different public elementary schools,» said Hewson, who found that many parents she knew were opting for schools with stronger performance or special features like dual - language immersion.

Yet virtual school students come and go at all times of the year, leaving the public with no data on their performance.

The average rate of improvement in the New Orleans public schools stood at three to four times the statewide rate, despite persistent poor performance by several schools.

We then compared the performance of the schools in these categories with the performance of the rest of Florida's public schools, looking at each category's change in FCAT and Stanford - 9 scores from the 2001 - 02 school year to 2002 - 03.

Dr. Weast led Montgomery County Public Schools — 16th largest school district in the nation — to achieve both the highest graduation rate among the nation's largest school districts for four consecutive years and the highest academic performance ever in MCPS at a time when the non-English-speaking student population more than doubled and enrollment tipped toward low socioeconomic demographics.

Join Shael Polakow - Suransky, New York City Public Schools» chief accountability officer, and Rebecca Unterman, a research associate at MDRC, for a discussion about New York City's small schools, what the research says about their performance, and what makes them an effective option for NYC's disadvantaged stSchools» chief accountability officer, and Rebecca Unterman, a research associate at MDRC, for a discussion about New York City's small schools, what the research says about their performance, and what makes them an effective option for NYC's disadvantaged stschools, what the research says about their performance, and what makes them an effective option for NYC's disadvantaged students.

Ms. Boast leads Public Impact's work evaluating educational quality metrics at the school, district and state levels and developing accountability systems to monitor school performance.

To provide a more comprehensive look at how every state actually measures up, the National Alliance is developing its own model to assess a more complete picture on charter public school performance.

In this webinar, you'll hear directly from Jay McPhail, chief technology officer at Fullerton School District, Calif., and Jeremy Cunningham, network and systems engineer at Bryant public schools, Ark., about their recent wired and wireless deployments, and how they ensured high - availability and high - performance for their districts» common - core testing.

Identification of, and comprehensive, evidence - based intervention in, the lowest - performing five percent of title I schools, all public high schools with a graduation rate below 67 percent, and public schools in which one or more subgroups of students are performing at a level similar to the performance of the lowest - performing five percent of title I schools and have not improved after receiving targeted interventions for a State - determined number of years; and

To voucher proponents, that student performance at private schools is ultimately on par with that at public schools shows vouchers are working as intended, giving families an equal but different choice.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Martin West, a professor of education at Harvard, states that «weaker scores among voucher recipients may be a result of the fact that public school performance is improving, particularly in the District, where math and reading scores at traditional public and public charter schools have increased quickly over the past decade.»

Home to the largest number of public school students in the nation, California ranks at the bottom on measures of per student spending and academic performance.

By accountability, we mean that every school or education provider - at least every one that accepts public dollars - should subscribe to a coherent set of rigorous, statewide academic standards, statewide assessments of student and school performance, and a statewide system of incentives and interventions tied to results.

• Extension of the school year or school day • Replacement of staff members relevant to the school's low performance • Significant decrease in management authority at the school level • Replacement of the principal • Restructuring the internal organization of the school • Appointment of an outside expert to advise the school • Replacement of all or most of the school staff (which may include the principal) • Reopening the school as a public charter school • Entering into a contract with a private entity to operate the school • Takeover the school by the State

The evidence on these questions available to date comes from small - scale studies of specific school districts, making it difficult to reach general conclusions about the degree to which parents and the public at large are well informed about the performance of local schools.

More precisely, Noble students enter high school with slightly lower test performance than the average public school student, though significantly higher than the average student at a Chicago charter school.

The Hawaii's Educational Policy Center, which studies the state's public and private schools, looked at 2002 - 2003 test scores and compared the combined performance of charter - school and traditional - school students tested in the same five grades.

Broad analyses of charter performance have tended to show that they slightly outperform traditional public schools, especially at the middle and high school level, although critics say that could be because their students tend to come from more academically motivated families.

Commenting on the recent performance of students at the Coweta Charter Academy at Senoia (CCAS), Principal Gene Dunn said CCAS elementary students outpaced their counterparts in other Coweta public schools.

The available empirical evidence on these private school choice programs makes it clear they positively affect the academic performance of participating students, while doing so at a lower cost than public schools and benefitting public school students, decreasing segregation, and improving civic values and practices.

Chart comparing the percentage of Virginia public school eighth - grade students achieving at the proficient level or above in mathematics on the National Assessment of Educational Progress with the performance of public school students nationwide.

Chart comparing the percentage of Virginia public school eighth - grade students achieving at the proficient level or above in reading on the National Assessment of Educational Progress with the performance of public school students nationwide.

CAVA students» performance on standardized tests was also significantly lower than at their traditional public school counter parts.

In the first broad attempts to analyze the performance of Hawaii's charter schools, the state Department of Education and the Hawaii's Educational Policy Center have found that charter - school students are doing as well as or better than students at traditional public schools on the state's proficiency tests.

Commenting on the recent performance of students at Coweta Charter Academy at Senoia (CCAS), Principal Gene Dunn said CCAS elementary students outpaced students in other Coweta public schools.

As educators try to improve performance of students at traditional public schools, charter schools are springing up as a popular, if patchy, fix.

What started as an exciting interest in public charter school performance eventually evolved into work at a research - based advocacy organization that collects data and publishes reports about educational choice and reform initiatives in K — 12 education.

She said there were not enough charter schools in New York State to compare the performance of charter school students here to the performance of students at traditional public schools.