Subject - matter achievement is reported in two ways — average scale scores and the percentages of students
performing at achievement levels based on scale scores.
Not exact matches
Stay tuned to the grant winners: Academy 21
at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education
Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high -
performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade
level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.
As our schools serve greater numbers of Hispanic students and fewer whites, for example, we should expect
achievement to decline somewhat because Hispanic students, who are more likely to live in poverty, tend to
perform at lower
levels, on average, than whites.
To me, the biggest issues are the
achievement gaps, as you said, and the
achievement gaps are still there, according to socioeconomic background — disadvantaged students are still achieving
at a much lower
level than advantaged students or affluent students — and Indigenous students are still
performing at a much lower
level than non-Indigenous, and rural and remote students are still not achieving
at the same
levels as metropolitan students.
On the third page of the study, the authors write: «Negative voucher effects are not explained by the quality of public fallback options for LSP applicants:
achievement levels at public schools attended by students lotteried out of the program are below the Louisiana average and comparable to scores in low -
performing districts like New Orleans.»
They also
perform at far higher
levels on the Stanford
Achievement Tests, which the district administers annually in five subjects: math, reading, language, social science, and science.
For example, a student who begins the year
at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will
perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year
at the same
achievement level but was assigned to a bottom - quartile teacher.
Los Altos already ranked among the best -
performing districts in the state, but it had set itself a goal of improving individual
achievement, and «capturing data
at a granular
level» on each student was proving difficult, Goines told me.
While the demands of the federal No Child Left Behind Act have some districts fighting to raise the
achievement of students who aren't
performing at grade
level, the 185,000 - student Philadelphia district plans to expand greatly the number of enrichment programs for its students.
Despite the staff's efforts to help all students
perform at high
levels, the biggest challenge LACES faces is closing the
achievement gap.
To assess overall performance, we identify the percentage of students in the high school class of 2015 who are
performing at proficient and advanced
levels of
achievement in math.
The
achievement growth in math was not statistically significant relative to the
achievement growth of the matched district - school students, but the study concluded that Milkwaukee district - school students were «
performing at somewhat higher
levels as a result of competitive pressure from the school voucher program.»
Rigorous studies consistently show that the impact of a more - effective teacher is substantial A high -
performing teacher, one
at the 84th percentile of all teachers, when compared with just an average teacher, produces students whose
level of
achievement is
at least 0.2 standard deviations higher by the end of the school year.
According to data from the 2002 National Assessment of Educational Progress (NAEP), only 28 % of fourth graders, 31 % of eighth graders, and 24 % of twelfth graders
performed at or above a proficient (i.e., competent)
level of writing
achievement for their respective grade
level (Persky, Daane, & Jin, 2003).
Too many students can't
perform at grade
level, and there is a significant
achievement gap between white and minority students.
Create a separate funding stream to improve student
achievement at the middle and high school
levels and turn around low -
performing secondary schools.
The National Blue Ribbon Schools Program The National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students
perform at very high
levels or where significant improvements are being made in students» academic
achievement.
Founded in 1982, the National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students
perform at very high
levels or where significant improvements are being made in students» academic
achievement.
Strong technical skills, particularly in integrating technology in the classroom to drive academic
achievement Demonstrated volunteer or community service
At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo
At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to
perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school p
perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic
achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade
level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff
Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school p
Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
«This year's results reveal noteworthy
achievement gains in many districts...» our neediest students continue to
perform significantly worse than their wealthier peers, especially
at the high school
level.
By requiring greater public accountability through state and district
level reporting on the
achievement of their high -
performing students, we will bring parity to the reporting process and better understand how these students are — or are not — progressing,» said NAGC President Tracy L. Cross, Executive Director of the Center for Gifted Education
at the College of William & Mary.
Another study of low -
performing, high poverty schools, shows that years of teaching experience
at the 2nd grade
level was associated with higher reading
achievement, for up to 20 years.
Special consideration is given to projects that use technology in innovative ways to enhance education, wireless technology applications and / or projects benefiting students in economically disadvantaged areas, or from schools which currently
perform at below - average
levels in academic
achievement.
CWC students are consistently exceeding state targets and
performing at a higher
level of academic
achievement than students
at neighboring LAUSD schools.
While the 2016 election brought a renewed interest in engagement among youth, 4 only 23 percent of eighth - graders
performed at or above the proficient
level on the National Assessment of Educational Progress (NAEP) civics exam, and
achievement levels have virtually stagnated since 1998.5 In addition, the increased focus on math and reading in K - 12 education — while critical to prepare all students for success — has pushed out civics and other important subjects.
With 149,817 more fourth - graders reading
at Proficient and Advanced
levels, systemic reform efforts focused on stemming
achievement gaps have also helped children from the middle class and high -
performing students as by those who have been given the worst American public education provides.
For example, most East Asian countries, many of which produce high
performing students, have used their «examination - driven and
achievement - oriented» learning environments to teach and measure social emotional learning skills
at a nationwide
level.
KALAMAZOO — When it comes to measuring student
achievement, Edison schools
perform at levels similar to their host districts but fail to make the educational gains Edison administrators claim.
On some international benchmarks, U.S. students
perform at average or below - average
levels among peers in other developed nations and have shown no change in
achievement levels on those measures over time.
The outcome is dismal student
achievement at almost every
level, where even the highest
performing students lag behind their peers in the rest of the nation.
In grade 12, a full 88 percent of Hispanic students
perform below proficiency in math, with over half
performing at the lowest
achievement level.
The National Blue Ribbon Schools award honors public and private elementary, middle, and high schools where students
perform at very high
levels or where significant improvements are being made in students»
levels of
achievement.
The two remaining
achievement gaps we studied — one between students
at different income
levels, the other between higher - and lower -
performing school systems — also appear to exact a heavy price.
Given that the student population is primarily Latino
at 92 % and that nationally only 21 % of Hispanics are
performing at or above the
level of proficient in mathematics, it is imperative that ARISE teachers are able to effectively implement formative assessment practices that are known to improve
achievement, in particular with the lowest achieving students.
Tracking 1,300 students»
achievement on the NWEA MAP test from the fall of 2012 to the spring of 2016 shows that the percentage of students
performing at or above grade
level in math went from 34 to 62 % (a 28 % increase), and that the percentage of students
performing at or above grade
level in reading went from 25 to 56 % (a 31 % increase).
Although the experience of being stigmatized may take a toll on self - esteem, academic
achievement, and other outcomes, many people with stigmatized attributes have high self - esteem,
perform at high
levels, are happy and appear to be quite resilient to their negative experiences (Heatherton, et al., 2000).