Sentences with phrase «progress of an urban school district»

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Since 2007, the proportion of D.C. students scoring proficient or above on the rigorous and independent National Assessment of Educational Progress (NAEP) more than doubled in fourth grade reading and more than tripled in fourth grade math, bringing Washington up to the middle of the pack of urban school districts at that grade level, while the city's black students largely closed gaps with African American students nationwide.

Thus, I am cheered by evidence of progress in some urban school districts and continue to support reforms that result in their better academic performance.

Specifically, I pointed out that gains on the National Assessment of Educational Progress under Rhee's tenure were much larger than average gains for the other ten urban school districts participating in the assessment in 8th grade math and in 4th grade reading and math.

James J. Kemple, the executive director of the Research Alliance for New York City Schools, who conducted a study comparing the city's school reform efforts to a «virtual» control group modeled from other urban districts in the state, including Buffalo, Yonkers, Syracuse, and Rochester, «found New York City students improved significantly faster than the control group on both the New York state assessments and the National Assessment of Educational Progress during the reform period, from 2002 to 2010.»

Detroit is the lowest - scoring metropolitan area on the Trial Urban District Assessment (TUDA), a series of math, science, reading, and writing tests administered in 21 urban school districts as part of the National Assessment of Educational Progress (NUrban District Assessment (TUDA), a series of math, science, reading, and writing tests administered in 21 urban school districts as part of the National Assessment of Educational Progress (Nurban school districts as part of the National Assessment of Educational Progress (NAEP).

Meanwhile, two - thirds of CPS schools failed to meet state proficiency standards under Illinois's accountability system, and Chicago remained among the nation's lowest - performing urban districts on the National Assessment of Educational Progress.

Here's how Kristin Blagg of the Urban Institute puts it: «There is evidence that accountability pressure, particularly when schools or districts are on the margin of adequate yearly progress (AYP), is associated with neutral - to - positive achievement gains....

Because of an editing and production error, a story in the Oct. 29 issue about urban school districts» progress in hiring certified teachers misstated on second reference Carolyn Snowbarger's position.

Urban school districts are making «steady progress» in raising student - achievement levels and meeting a vast assortment of special needs, but they «can not do it all alone,» a report to be released this week contends.

A progress report on urban school districts» efforts to execute the mandates of No Child Left Behind

But, contrary to many leading reform voices, progress on the important issues of poverty and talent will not be enough to reverse the dysfunction of urban school districts.

Results are out for the 21 urban school districts that participate in the National Assessment of Educational Progress, known as «The Nation's Report Card,» and there are encouraging 10 - year trends of overall improvement in reading and math in grades 4 and 8.

• Among large urban districts, the progress of D.C. Public Schools, Chicago, and Miami is especially impressive since 2011.

The original version of this article inaccurately characterized the percentage of 4th graders excluded by the Austin, Texas, school district from participation in an urban - trial version of the National Assessment of Educational Progress in science.

Howell neglects to mention that among the 14 largest urban districts in Massachusetts, Worcester had the second highest percentage (68 percent) of schools meeting state targets for making «adequate yearly progress» under the law; the statewide average was 48 percent.

Any doubt about the progress being made by the public school system — and the efficacy of its hard - won reforms — was erased last week by new data showing D.C. Public School (DCPS) to be the system with the greatest improvement of any urban district in the nschool system — and the efficacy of its hard - won reforms — was erased last week by new data showing D.C. Public School (DCPS) to be the system with the greatest improvement of any urban district in the nSchool (DCPS) to be the system with the greatest improvement of any urban district in the nation.

It's true that student test scores on the National Assessment of Educational Progress — sometimes called «the nation's report card» — are higher than when she became chancellor and made the biggest jump of any participating urban school district.

Because of this, Indianapolis is one of the few big cities in the nation where charter school students are progressing enough on standardized tests to close the achievement gap between urban districts and the state average.

This report highlights growth in U.S. Latino students» reading scores over the last decade, using scores from the National Assessment of Educational Progress (NAEP) reading assessment to compare progress across states and major cities, and for some major urban school diProgress (NAEP) reading assessment to compare progress across states and major cities, and for some major urban school diprogress across states and major cities, and for some major urban school districts.

The earlier preliminary look at NAEP TUDA (National Assessment of Educational Progress, Trial Urban District Assessment) biennial results for Atlanta Public Schools (APS; «Atlanta») offered the immediate data story that, in recent years, since 2015, the district's White - Black academic achievement gaps have been made unusuallDistrict Assessment) biennial results for Atlanta Public Schools (APS; «Atlanta») offered the immediate data story that, in recent years, since 2015, the district's White - Black academic achievement gaps have been made unusualldistrict's White - Black academic achievement gaps have been made unusually worse.

D.C. Public Schools was once among the nation's lowest - performing urban school districts, but in recent years has won widespread attention for making rapid progress as judged by scores on the National Assessment of Educational Pprogress as judged by scores on the National Assessment of Educational ProgressProgress.

In collaboration with the Consortium, UChicago Impact, the Urban Education Institute's innovation arm, developed the 5Essentials system, which is composed of surveys, reports, and training supports that states, districts, and schools can use to track progress on the nonacademic factors proven to drive school success.

For more than two decades, the opening and closing of charter schools have resulted in gaps in learning, impeding the academic progress of black and brown children in urban districts like Trenton.

These incentives might include additional per - pupil funding for each transfer student, construction funds to make more space available, funds to recruit and employ on - site advocates and mentors to ensure the social comfort and the pedagogic progress of these students, and funds to underwrite their transportation by the same convenient means that wealthy people use to transport their children to private schools — not by circuitous and exhausting bus routes, but rather by point - to - point travel, typically in small vans, from one specific urban neighborhood to one specific school or district.

Yet after years of progress toward school desegregation, largely achieved through busing and other court - ordered remedies, the combination of white flight from urban public school districts and a series of Supreme Court decisions limiting the use of desegregation strategies have resulted in a widespread pattern of resegregation.

receiving an assessment of your school board's progress in the four core areas of urban district governance; and

While most charters» scores trail more than 13 points behind state averages on every high school test, they're better than the average for Michigan's urban districts, and they made more progress than urban schools on three of the five exams.

Baltimore's scores on a rigorous national math and reading test were in the bottom third of large urban school districts across the country, though educators highlighted some progress in math and a promising trend of better - than - average results among some low - income black students.