Sentences with phrase «performing schools in need»

Board of Education President David M. Foster said that persistent differences in the performance of student subgroups underscore the importance of the SOL program in detecting achievement gaps and in identifying low - performing schools in need of state interventions and resources.

As a middle and high school principal, he led the transformation of four different schools, including Newark Tech High School, which went from a low - performing school in need of improvement to being recognized by U.S. News and World Report three times as one of the best high schools in the United States.

As a middle and high school principal, Principal Kafele led the transformation of four different New Jersey urban schools, including «The Mighty» Newark Tech, which went from a low - performing school in need of improvement to national recognition, which included U.S. News and World Report Magazine recognizing it three times as one of America's best high schools.

As a principal, he led the transformation of four different schools, including Newark Tech, which went from being a low - performing school in need of improvement to being recognized by U.S. News and World Report as one of the best high schools in the United States.

Not exact matches

Furthermore, the schools (in general) do not provide teachers with the adequate resources to perform their jobs effectively, such as teacher - requested books for their students; presentation items such as chalk, whiteboard markers, or projectors; basic classroom organizational needs such as storage bins, filing cabinets with adequate files, and functional modern computers with adequate software to make results tabulating more efficient; or motivational equipment designed to reward students for good behavior, scores, or attitudes (grades simply are not enough of a motivational tool).

The Jack Kent Cooke Foundation has selected 578 top performing high school seniors with financial need to advance as semifinalists for its College Scholarship Program, the largest undergraduate scholarship in the country.

Munn said the increase in salaries mainly would accommodate new part - time workers needed to support a budgeted increase in district programming, where the growth is mostly seen in the area of performing arts and before - and after - school programs.

Your child's school will be able to help you assess whether your child needs more motivation in class or whether he or she is performing at his or her potential.

About one - third of children in rural districts and about 37 percent in New York City were considered proficient in the skills they need in English and math, while just an average of 16 percent of students in upstate city schools performed well on the tests.

Elia has appointed Kenneth Eastwood as «Distinguished Educator, «and she says he has the experience and skill needed to help children in the Rochester district's low performing schools.

Even though Foley did not receive the CEA board's endorsement, he «remains committed to real education reform, including addressing the needs of the 100,000 children who are in under - performing schools and closing Connecticut's achievement gap, which remains the worst in the nation,» spokesman Chris Cooper said.

We need to address the root causes of low - performing students and schools in poverty, segregation, and underfunding schools in low - income communities,» said Hawkins.

For starters, there's the fact that 70 % of middle school students possess no more than a «basic» understanding of what they need to know to do well in the subject, and only 2 % perform at an «advanced» level.

While states under ESSA need to identify for intervention only the lowest performing 5 percent of schools, high schools with graduation rates under 67 percent, and some unspecified percentage of schools in which at - risk subgroups are underperforming, the National Governors Association reports that «40 percent of all students and 61 percent of students who begin in community colleges enroll in a remedial education course at a cost to states of $ 1 billion a year.»

According to research from the National Foundation for Education Research (NFER), there is «considerable potential» within the current state school system to improve the quality of underperforming schools «in need» of support through school - to - school partnerships with high - performing schools within a certain radius.

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 leadSchools 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 leadSchools 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 leadschools 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 leadSchools 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 leadSchools 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.

Although ESSA requires states to intervene in the lowest - performing five percent of schools, far more schools need dramatic improvement, regardless of how you measure performance.

So, we need to pay a lot more attention to the role of districts in assisting low - performing schools.

Amongst secondary schools, 33 per cent were identified as high - performing and 17 per cent were noted as «in need».

In late 2011, Denise Watts, a Charlotte - Mecklenburg zone superintendent, approached Public Impact for help meeting the goals she had as executive director for the new Project L.I.F.T., a $ 55 million public - private partnership to improve academics at historically low - performing, high - need schools in western Charlotte, N.In late 2011, Denise Watts, a Charlotte - Mecklenburg zone superintendent, approached Public Impact for help meeting the goals she had as executive director for the new Project L.I.F.T., a $ 55 million public - private partnership to improve academics at historically low - performing, high - need schools in western Charlotte, N.in western Charlotte, N.C.

Authorizers need to close more low - performing schools, but they also need to get a heck of a lot smarter about who gets a charter in the first place.

In USA Today, Richard Whitmire argues that charter authorizers need to be more aggressive about shutting down poorly performing charter schools.

that the No Excuses approach needs to be overhauled, but that» if there is one group of schools that have shown they have what it takes to help teachers learn and change over time, it's the high - performing charter schools founded in a no - excuses approach.»

Dearing examined a ratio termed the «income - to - needs» of families below the poverty line and showed that when income increased (roughly $ 4,500 per year over three years), very young children performed better on tasks where they were asked to identify colors, shapes, and letters (skills considered important in school readiness).

«We need to remember that these results simply reflect how a small proportion of a school's pupils performed in a one - off 45 - minute test.

Borrowing a strategy from the corporate world, Virginia plans to form an elite cadre of principals armed with the skills needed to jump - start improvement in low - performing schools.

Being able to draw in parents, the public, policymakers, and others who are interested in education, we need something to be able to say, «This particular school is high - performing or not a high - performing school,» and then provide additional information that supports that letter grade.

But to truly understand the impact they are having on our education system, we need to examine the facts — how they are performing in comparison to schools under local authorities (LAs) in terms of student achievement, wellbeing, level of progression and so on.

Speaking at the Institute of School Business Leadership (ISBL) conference in Cardiff's City Hall, the education secretary said: «Teachers and headteachers need to be able to concentrate on the roles that they are best equipped to perform, roles that they trained for, roles that made them want to become teachers in the first place.

We launched the campaign because we were deeply concerned that far too many black youngsters were performing below their potential in school and not as committed to education as they need to be in order to become self - reliant adults and informed citizens.

It was with those students in mind, with their future at stake, and in the interest of the Commonwealth's economic vitality, that the governor engaged more than 200 citizens to develop an action plan, a series of recommendations spanning 10 years with an immediate focus on turning around low - performing schools and ensuring that students are receiving the support they need outside of school to take full advantage of improved teaching and learning inside of school.

The program is a hybrid: it gives formula grants to states, but to receive their share of funds (fixed amounts calculated by a formula tied to the states» levels of need) states had to submit applications specifying in detail how they would set up competitive grant programs for their districts aimed at helping low - performing, high - poverty schools improve reading instruction in grades K — 3.

For example, a school in Broward County, Florida, has adapted the trimester plan by adding three year - long classes to six trimester courses in order to accommodate musical performing groups and Advance Placement subjects, which need or prefer to go year round.

In order to achieve this, the Commission suggests the government should mandate all schools in the ten lowest performing local authorities to take part in area - wide programmes, as well as reform the training and distribution of teachers across the country and create new incentives — including better starting pay — to get more of the highest - quality teachers into the schools that need them mosIn order to achieve this, the Commission suggests the government should mandate all schools in the ten lowest performing local authorities to take part in area - wide programmes, as well as reform the training and distribution of teachers across the country and create new incentives — including better starting pay — to get more of the highest - quality teachers into the schools that need them mosin the ten lowest performing local authorities to take part in area - wide programmes, as well as reform the training and distribution of teachers across the country and create new incentives — including better starting pay — to get more of the highest - quality teachers into the schools that need them mosin area - wide programmes, as well as reform the training and distribution of teachers across the country and create new incentives — including better starting pay — to get more of the highest - quality teachers into the schools that need them most.

The lawsuit is the first of what many analysts expect will be numerous legal challenges around the country following a landmark decision in June by a California Superior Court judge who struck down the tenure system there as unconstitutional under state law, saying it unfairly saddled students in high - needs schools with low - performing teachers.

«What we are saying very clearly in this report today is that the successful schools, and there are many of them in the north of England and the Midlands in those major towns, need to help those under - performing secondary schools in those satellite towns.

In other words, we may need to see more schools take what Andreessen Horowitz, a leading venture - capital firm, calls the «full - stack start - up» approach — the idea that a start - up builds a «complete, end - to - end product or service,» and controls even the nontechnology components of a solution if those will perform better when integrated with the technology.

The Commission will examine state and local policies to increase parent and family engagement, including: how the school calendar meets the needs of students and families to optimize engagement such as parent - teacher conferences and half - days; district and school - level policies to address student attendance issues; access to information regarding teacher effectiveness; and parental involvement in school policies such as placement of students in low - performing schools and in the classrooms of ineffective teachers.

Proponents of vouchers and tax policies that fund private schooling argue that for the types of students they often serve — low - income children, students with disabilities, and students in low - performing schools — it's a good investment to let parents choose a setting they think will best serve their children's needs.

Recommendation: To enhance state efforts to target improvement funds to schools most in need of assistance, the Secretary of Education should review the Title I monitoring process to ensure that steps are in place to ensure that states comply with NCLBA requirements for allocating school improvement funds to districts for district - level activities and prioritizing funds to the lowest performing schools.

While political realities may necessitate initially limiting eligibility to disadvantaged students, such as those with special needs or from low - income families, or those who were assigned to a low - performing district school, these students» interests will be best served in the long term by a universal system of choice.

While no single test can show everything we need to know about how a student is performing in school, test scores along with information about a student's work in the classroom give families the information they need to know about a student's progress.

There are multiple ways to more effectively differentiate schools and identify the lowest performing five percent that provide a better determination of the schools most in need of support.

They argue that it is unfair to expect students at schools in impoverished areas to perform as well as those in wealthy areas, and withholding additional funding for schools in need will stagnate performance levels.

And although the sectors identified «exploring how charters can address the needs of the lowest - performing district schools» as a focus of the city's Gates compact work, they have not committed to enrolling proportional shares of special education students, like their counterparts in Denver.

States need not identify schools for «additional targeted support» annually because these schools are identified for having a subgroup performing similarly to students in the bottom 5 percent of Title I schools; rather, states can identify these schools every three years, each time they identify their lowest - performing 5 percent of schools.

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.»

While these very low - performing schools may not have every indicator in the bottom 5 percent, it is obvious when looking at their data that these are the schools in need of the highest level of support.

It's an important distinction, because ESSA requires that states designate their lowest - performing 5 percent of schools receiving Title I funds as in need of Comprehensive Support and Improvement (CSI), which triggers additional support and intervention.

Few teachers prefer to teach in low - performing high stress schools with high needs students and challenging learning environments.