Sentences with phrase «poor student performance in»

Of course, it's worth remembering that what led to the state's first voucher program in Milwaukee in 1990 was, well, poor student performance in the Milwaukee Public Schools.

«The widespread findings of misconduct and poor student performance in for - profit charter schools demand the elimination of these schools.

In my interview with Andreas Schleicher, Director for Education and Skills, Special Advisor on Education Policy to the Secretary - General at the Organization for Economic Co-operation and Development, we discussed the cycle of poor student performance in at - risk communities, the key characteristics of schools that affect the level of performance, how government policy can support students, and the relevance of the PISA test in a changing education environment.

Virtual Academy is under the umbrella of K - 12, Inc., a Virginia - based company which has been singled out for poor student performance in states like California and Tennessee.

Examine Instruction: Educators look at how classroom instruction has affected poor student performance in areas revealed by digging into the data.

As a prolific writer and renowned public intellectual, he frequently explored trends in American race relations and family life, hailing, for instance, the controversial report, «Equality of Educational Opportunity» (1966), by his friend James Coleman, which stressed the relationship between broken families and poor student performance in the public schools.

Not exact matches

It's said that Branson has dyslexia and had poor academic performance as a student, but later discovered his superpower to network (something he and I have in common).

While schools see tremendous value in allowing students to access technology on thin clients through VDI, poor performance and cost - escalation can sink a project.

A far - reaching 2006 study found that «sleep quality and quantity are closely related to student learning capacity and academic performance [and] sleep loss is frequently associated with poor declarative and procedural learning in students.»

found that «sleep quality and quantity are closely related to student learning capacity and academic performance [and] sleep loss is frequently associated with poor declarative and procedural learning in students.»

As political scientist Terry Moe has shown, as the number of rules in teacher contracts goes up, student performance goes down, especially that of poor and minority students.

A 32 - year - old teacher's vision for a Bronx elementary school is improving the performance of some of the poorest students in New York City.

«Teacher evaluations do not address the root causes of poor performance by students and schools in disadvantaged communities, which are poverty, segregation, and underfunding,» Jones explained.

A poll out this week showed only 1 in 10 voters believe teachers are to blame for poor student performance.

Educators across the state are protesting Cuomo's demands, saying they rely too heavily on standardized testing, ignore the challenges of poverty in some districts and put the brunt of poor student performance too squarely on individual teachers.

Preschool instructors appear to lack the knowledge, skills and confidence to effectively teach their young students science — a problem that is likely contributing to America's poor global performance in this crucially important subject.

Tough presents particularly compelling narratives about the progress of one Promise Academy elementary school and the middle school, the former achieving dramatic increases in test scores, and the latter temporarily closing its doors to new students as a result of poor (albeit improving) performance.

And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English - language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.

In his first quarterly column for Teacher, Andreas Schleicher, Director of the OECD's Directorate for Education and Skills explores the long - term consequences of students» poor performance and how this could lead to further disengagement from school.

What I found is that schools that exceed expectations — as well as those that are making significant improvement from a base of overall poor performance — engage in the extensive practice of six research - informed instructional strategies and develop a culture that communicates high expectations and support for all students.

Focus School: A school with persistent achievement gaps or poor performance among «subgroup» students, such as English - language learners or students in special education.

Adding union muscle to the argument, American Federation of Teachers president Randi Weingarten calls poverty «the elephant in the room» that accounts for poor student performance.

When we see low test score performance we are often misdiagnosing the problem as poor content instruction when it may in fact be insufficient development of student character skills.

Far too many students around the world are trapped in a vicious cycle of poor performance and demotivation that leads only to more bad marks and further disengagement from school.

As educators search for ways to boost perennially low levels of student achievement, many are zeroing in on what they consider a root cause of poor performance: the lack of students» motivation to learn.

For example, dissatisfaction with performance in a charter middle school that is not captured by test scores (such as discipline issues or a poor fit between the student's interests or ability and the curriculum being offered) could lead parents to choose to send their child to a traditional public high school.

Because Klein's educational record is strong, all those interested in narrowing the tragic education - performance gap between our well - off and our poor students should read this book.

Faced with poor student performance on tests and assignments, teachers often recognize that the root of the problem lies, not in a lack of understanding, but in poor study skills.

This confuses students and contributes to poor performance on assessments when, in class, they seem to know what you are talking about.

... poor academic performance in middle school and even elementary school can decrease a student's motivation in high school, which can lead to failing courses and skipping school,... [and] dropping out.

In exchange, the districts would be expected to set and meet performance standards for poor and minority students that far exceed current expectations.

«Far too many students around the world are trapped in a vicious circle of poor performance and demotivation that leads only to more bad marks and further disengagement from school,» it says.

Concerns over our educational system, fueled by our students» poor performance in international comparisons of achievement, have reinvigorated the call for early academic instruction as a remedy for inadequate teaching later on.

«Too many students... are trapped in a vicious circle of poor performance and demotivation.»

For many low - income students, chronic absence in kindergarten can translate into poor academic performance throughout elementary school (Chang & Romero, 2008).

How American schools are making inequality worse The Conversation, October 26, 2015 Study: Schools Exacerbate Growing Rich - Poor Achievement Gap U.S. News & World Report, October 19, 2015 Schools exacerbate the growing achievement gap between rich and poor, a 33 - country study finds The Hechinger Report, October 19, 2015 Report: U.S. Math Performance Gap Starts with Unequal Access Diverse Education, October 14, 2015 Inequality should scare us: Create great school options now The Seattle Times, October 11, 2015 Studies Probe How Schools Widen Achievement Gaps Education Week, October 6, 2015 New study reveals vast gap between rich and poor students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September 30, Poor Achievement Gap U.S. News & World Report, October 19, 2015 Schools exacerbate the growing achievement gap between rich and poor, a 33 - country study finds The Hechinger Report, October 19, 2015 Report: U.S. Math Performance Gap Starts with Unequal Access Diverse Education, October 14, 2015 Inequality should scare us: Create great school options now The Seattle Times, October 11, 2015 Studies Probe How Schools Widen Achievement Gaps Education Week, October 6, 2015 New study reveals vast gap between rich and poor students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September 30, poor, a 33 - country study finds The Hechinger Report, October 19, 2015 Report: U.S. Math Performance Gap Starts with Unequal Access Diverse Education, October 14, 2015 Inequality should scare us: Create great school options now The Seattle Times, October 11, 2015 Studies Probe How Schools Widen Achievement Gaps Education Week, October 6, 2015 New study reveals vast gap between rich and poor students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September 30, poor students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September students The Educator, October 6, 2015 Low - Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September 30, 2015

The initiative is premised, in part, on the conviction that Minnesota teachers» lack of «cultural competence» contributes to the poor academic performance of the state's minority students.

The bill also eliminates goals and performance targets for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.

For each school identified as a poor learning environment and placed under preliminary registration review pursuant to subparagraph (iv) of this paragraph, the district shall be given the opportunity to present evidence to the commissioner that the conditions in the school do not threaten the health or safety or educational welfare of students and do not adversely affect student performance.

These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance — such as high student - teacher ratios, high student enrollments and high levels of students living in or near poverty.

While no group of students scored particularly well, the PARCC test results released Tuesday highlighted wide disparities in achievement, including low levels of performance for special education students, minorities and the poor.

In addition to better communicating teacher expectations, levels of performance permit the teacher to more consistently and objectively distinguish between good and bad performance, or between superior, mediocre and poor performance, when evaluating student work.

Indeed, some have suggested that ending social promotion in Chicago simply transferred responsibility for poor student performance to the students, parents, and after school and summer programs, in effect removing the burden from teachers (see Figure 1).

Student performance in charter schools was significantly lower than regular nearby schools in just five states with about 30 percent of national charter enrollment, mostly minority children from poor families.

Once districts and states began to track student achievement and make poor performance visible, districts began to tightly control what was taught (managed curriculum) and in some cases tightly control how it was taught (managed instruction / pedagogy).

A growing body of research indicates that students whose parents are deployed in active war zones or have experienced frequent moves due to job relocations often experience many emotional ups and downs, including depression, acting out or negative behavioral adjustment, poor academic performance, and increased irritability and impulsiveness.

Since founding OCS in 2004, whose mission is to serve students from all backgrounds regardless of previous academic performance, and where 54 % of our students currently have an IEP, proficiency scores will always be a poor indicator of our success.

Thinking they'd found the holy grail to raising student performance and erasing the achievement gap between poor and affluent children, politicians and policymakers in some states sought to shrink class sizes.

Instead, averages were commonly accepted, masking the gaps in performance — and supports — for students who were black, Latino, or poor as well as students who were challenged by learning disabilities or who were English language learners.

In sum, for many years David has been writing «about the lies told about the poor performance of our students and the failure of our schools and teachers.»