Sentences with phrase «performing school districts in the country»

In this case, Detroit is the lowest - performing school district in the country.

Turning around one of the lowest performing school districts in the country, in a city with generations of inequity, is not a five or ten year project.

Not exact matches

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Suburban areas with high - performing school districts have shown little support for vouchers, so it was surprising to have the first locally enacted voucher program come from Douglas County, a Denver suburb with one of the highest median incomes in the country.

In order to attract and retain the excellent teachers that students in this country deserve, school districts must adopt human capital best practices used to attract talent, increase productivity, and improve outcomes within high - performing organizationIn order to attract and retain the excellent teachers that students in this country deserve, school districts must adopt human capital best practices used to attract talent, increase productivity, and improve outcomes within high - performing organizationin this country deserve, school districts must adopt human capital best practices used to attract talent, increase productivity, and improve outcomes within high - performing organizations.

Charter schools have created high - performing options for millions of families across the country, and initiatives such as New York City's small high schools of choice have shown that public - school choice in large districts can significantly improve graduation rates.

If we provide district and school leaders with tools, resources, and guidance based on NCEE's research on high performing education systems and NISL's research on leadership development from other sectors, then they can create systems in which all schools are at least as effective as schools in the highest performing countries.

As their Clark County School District exploded to become the country's fifth - largest district, poor and minority students found themselves shut out of its top schools and concentrated in the county's lowest - performing district and public charter District exploded to become the country's fifth - largest district, poor and minority students found themselves shut out of its top schools and concentrated in the county's lowest - performing district and public charter district, poor and minority students found themselves shut out of its top schools and concentrated in the county's lowest - performing district and public charter district and public charter schools.

Phoenix is one of the lowest performing cities in the country, yet teachers and school districts are implementing innovative tactics to improve student achievement within Common Core Standards despite a number of challenges.

U.S. policymakers and researchers also study the teaching methods, curricula, and academic programs of high - performing countries for lessons that can be applied to American schools — and the influence of those foreign - born ideas can be seen in many nationwide, state, and district policies.

However, AUSL recognized that transforming teacher talent alone wouldn't suffice in improving educational outcomes for these students, so it expanded its scope and became the first non-profit organization in the country to contract with a large urban school district to transform the lowest - performing schools from inside the public school system.

We seek to become the first great urban public school system in the country — one whose schools perform on par with the best suburban districts in America, one that personalizes the student experience for all children and one that provides multiple rigorous pathways through and beyond high school to help every child, regardless of background, live up to their potential.

The Arizona Department of Education recognized Vail as the top - performing school district for two consecutive years in a row and has won countless awards and been highlighted across the country.

In districts across the country we are working with parents to ensure successful turnaround programs are used at the lowest performing schools, and we are championing quality school models at all types of public schools.

Across the country, state education leaders want to know which state supports and interventions are being provided to low - performing schools and districts, which supports result in improvement, and which supports are most cost effective.

States and districts need to step up and have the political courage to close failing schools and let others try,» proclaimed U.S. Secretary of Education Arne Duncan (2009), announcing a $ 3.5 billion federal investment to turn around the 5,000 worst - performing schools in the country.

Teachers in the United States spend far more time engaged in active instruction than teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin the United States spend far more time engaged in active instruction than teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin active instruction than teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworin these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworIn another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperworIn this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwork.

In a rebuttal to those who say states should use common tests so that the public can compare how students perform across state boundaries, fewer than one in five public school parents said it was important to know how children in their communities performed on standardized tests compared with students in other districts, states or countrieIn a rebuttal to those who say states should use common tests so that the public can compare how students perform across state boundaries, fewer than one in five public school parents said it was important to know how children in their communities performed on standardized tests compared with students in other districts, states or countriein five public school parents said it was important to know how children in their communities performed on standardized tests compared with students in other districts, states or countriein their communities performed on standardized tests compared with students in other districts, states or countriein other districts, states or countries.