Sentences with phrase «progress of the group of students»

O'Blines says the book clubs make a difference, noting the progress of the group of students she advises.

With #FormativeTech — the use of digital tools for formative assessment — you can manage the progress of groups of students, while monitoring whole - class achievements.

The study compared the progress of both groups of students from spring of 2012 to 2014 and found that, a year after they applied for the scholarship, math scores were lower for students who won vouchers.

Not exact matches

The psychologists assessed each student's level of extroversion and then followed the progress of the groups, monitoring their level of conflict and group dynamics over time.

The latest study published in June 2012, showed that high school students in the United States had significant progress over the past two decades in improving many youth risk behaviors associated with the leading cause of death in their age group, car crashes.

As part of Mayor Michael Bloomberg» s initiative on black and Latino males, a school now gets extra points for making significant progress with students in that group whose prior performance has put them in the lowest third academically.

Still, an academic career will involve interacting with people, particularly if you progress into holding a lectureship — in which you'd be involved in teaching and departmental administration — or into running your own research group — where you would direct the work of students and postdoctoral researchers.

Each week, a group of students, postdocs and volunteer expert annotators from the insect research community gather on a video conference to review their progress in identifying and assigning a function to genes found in the psyllid genome.

This allows both teachers and students to stay organized in one place and follow along with the progress of individual and group activities.

Although composite classes are common, students tend to be grouped into year levels, by age, and to progress automatically with their age peers from one year of school to the next.

Bottom line: Collaborative classroom efforts help students leverage the strength of a group and reflect on their progress through the semester, countering the «fixed intelligence» narrative.

The data should be disaggregated by student group in order to assure progress and opportunities for all children, and to inform a process of continuous evaluation and improvement.

Some civil rights organizations say lumping together different types of students, such as English - language learners and students in special education, makes it much tougher to see how individual groups are progressing relative to other groups of students and the student population as a whole.

«In general, we are not able to move to a new place or to make progress with race and education,» says Keith Catone, tri-chair of AOCC, a group that celebrates the work of HGSE alumni of color and all alumni, students, and community members who share a common commitment to understanding and addressing the...

That is, 2015's dip, while apparently real, isn't even close to erasing the tremendous progress that all student groups made during the standards - based reform period of the last quarter century.

Cahill and Lynch reached out to the Parthenon Group, a data analysis and research firm in Boston, to find out how many of which kind of student was out there, which students fell behind, how they progressed through the system, what the outcomes were, and how those outcomes differed by program.

Most importantly, we tracked the performance of individual students over time to see how their performance evolved relative to that of their peers as they progressed from grades 3 to 8, in essence, using each student as his or her own control group.

Schools should be permitted to use multiple, locally created assessments instead of «one shot» tests to measure student progress for accountability purposes, according to a report released last week by a panel of experts convened by the Forum on Educational Accountability, a group that includes some of the most vocal critics of the 5 - year - old No Child Left Behind Act.

The differentiation for achievable challenge would be to make progress in learning the procedure of calculating the average of a group of numbers, but using numbers for which students have adequate foundational knowledge.

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.»

Since that time, the educational landscape has evolved to the point that most educators realize how important the psychological aspects of the learning environment can be for individual student progress as well as group cohesiveness.

In a district, progress reports would enable the leader to evaluate the school - level leaders and district team members responsible for implementing changes by tracking the results achieved for defined groups of students within or across schools.

You can also use these entry tickets to target specific students to do individual or group work to differentiate and help them progress (see front cover of resource!)

Of course, states can't show progress unless they keep annually assessing students and breaking down the results into student groups.

What proportion of students needs to know what they're doing in order to ensure that the group's progress

Washington — Efforts to provide state - by - state comparisons of student - achievement data moved forward last week with the announced formation by the Council of Chief State School Officers of a planning group for a new, expanded National Assessment of Educational Progress test in mathematics in 1990.

What states should certainly not do is focus on the progress of just one group of students.

In one small group of five, the students start by comparing the strategies for black social and economic progress that Dubois and Washington pushed for in their papers.

In a randomised controlled trial, children taught using JUMP Math progressed at twice the rate of students in the control group who were taught using a widely - used maths program in Canada.

Having a central system in place makes it simple for teachers to quickly and easily access student data and compare progress individually, across groups or whole classes at a glance, without having the headache of referring to previous paper notes and test results filed away throughout the year.

That can be accomplished in several ways — from allowing students to choose between different assignments, activities, or projects; between working alone, with a partner, or in groups; between teacher, peer, or self evaluation of their progress and / or final product.

On one of my visits to CBP's offices, Lettre and a group of staffers were reviewing a 22 - page lesson — they called it a «tool» — designed to help schools develop a constantly updated report that charts students» academic progress.

Students are able to document and save images of their work as they progress in their lessons, with functionality available to allow pair and group work as required.

Teachers are now using some of the newer and more advanced features in Docs et al. to suggest edits on student work for drafting purposes, as well as leaving comments, and tracking and monitoring student progress through individual and group assignments all securely from anywhere with Internet access.

To the contrary, rural students consistently do less well in college on a variety of outcomes (readiness for credit - bearing courses, grades, rate of progress, graduation) than urban students from similar income groups.

«When I became Director of Teaching and Learning here, we spent a great deal of time analysing our long - term results for our system and noted that there were a group of schools who, for various reasons — it could be that they are regional schools, had a lot of new staff and transient populations, they could be a school that are in low socio - economic areas or they could be schools with new principals — but consistently over five or six years, the Year 9 - 12 results in literacy were not showing that students were making enough progress with the amount of time they spent in a school,» Doyle shares.

There are signs of significant progress: In just two years, the number of students without access to adequate bandwidth has been cut in half, according to a new analysis of E-rate application data by school - broadband advocacy group EducationSuperHighway.

Includes State - designed, long - term goals and measurements of interim progress for all students and separately for each subgroup of students, on academic achievement and graduation rate, that expect greater progress from groups that are further behind;

Learning communities generally involve a group of students taking two or more linked classes together as a cohort, ideally with the instructors of those classes coordinating course outlines and jointly reviewing student progress.

Maintains an expectation that there will be accountability and action to effect positive change in our lowest - performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.

(1) an annual review of each student's educational progress and career plans, with such reviews to be conducted with each student individually or with small groups by personnel certified or licensed as school counselors;

But they acknowledged the additional challenge of tailoring instruction to different groups, as they must produce multiple lesson plans and keep closer track of students» progress.

Low attaining learners who are set or streamed fall behind by 1 or 2 months per year, on average, when compared with the progress of similar students in classes with mixed ability groups.

A new analysis of data collected by the government's National Assessment of Educational Progress shows that of the fourth - grade teachers surveyed, 71 percent said they had grouped students by reading ability in 2009, up from 28 percent in 1998.

Recent results on our Nation's Report Card (the National Assessment of Educational Progress, or NAEP), for example, tell us that during the NCLB era, student achievement in reading and math improved for African American, Hispanic, and white students alike, and achievement gaps among these groups narrowed.

As states adopt comprehensive testing programs in response to the federal No Child Left Behind legislation, large databases will be assembled that make it feasible to compare the progress of any given student with a peer group that has a similar history of test results.

Moreover, and importantly for understanding the district's overall gains, these two groups of students made huge progress since the test's last administration.

But, depressingly, this only brought the group up to 8 percent proficiency; and despite this progress, they are outperformed by the low - income students (measured by scale scores) of every participating city except Detroit.

For a school or district to make adequate yearly progress, both the overall student population and each subgroup of students — major racial and ethnic groups, children from low - income families, students with disabilities, and students with limited proficiency in English — must meet or exceed the target set by the state.

If we want to see progress for American students — of all racial groups — we've got to get the college readiness rate past the forty percent mark and beyond.