Sentences with phrase «quality academic achievement for its students»

Sela PCS is committed to ensuring that all of its students experience the diverse offerings of the District of Columbia while ensuring high quality academic achievement for its students in a dual - language immersion setting.

Not exact matches

While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

President Barack Obama has often noted in speeches the enthusiasm of Korean parents for their children's education, the high quality of Korean teachers, the number of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international academic - achievement tests, and low rates of school dropouts and juvenile delinquency.

For instance, states might assign separate ratings to each of the five indicator types the law requires: academic achievement, student growth, graduation rates, progress toward English language proficiency, and other indicators of school quality and student success.

Due to all the hard work and collaborative energy of teachers, administration, school - based leadership teams, community partners, students, and families, the Edwards has reached and continues to meet our goals for student achievement and for providing middle school students in Boston with quality education in academics and enrichment.

This interpretation of the law requires a minimum of 8 different indicators (math achievement scores, reading achievement scores, another academic indicator, and a school quality or student success indicator, plus participation rate for each of these four measures).

An academically stronger licensing system for teachers would raise the academic quality of our teaching force, strengthen the school curriculum, and, in turn, increase student achievement.

Yet the Department's waiver policy says that, in order to receive waivers, states «must submit a request that addresses each of the following four principles, consistent with the definitions and timelines described later in this document, to increase the quality of instruction for students and improve student academic achievement in the State and its [districts].»

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succAcademic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succacademic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

Our experienced consultants have helped schools and districts, including First Nation schools, create culturally relevant, engaging, standards - based curricula that motivates learning, boosts academic achievement, and increases student efficacy, creating a foundation for a high - quality education for all 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.

Federal (ESEA) Programs for Schools & Districts Title Programs Title I, A Programs and services for struggling learners Title I, C Migrant Education Title I, D Institutional Education Title I, G Advanced Placement Title II, A Teacher & Principal Quality Title III English Learners & Immigrant Students — Language Instruction Title IV, A Student Support & Academic Enrichment Title IV, B 21st Century Community Learning Centers Title VI Rural Education Achievement Program Title VII Indian, Native Hawaiian, Alaska Native Education Title X Homeless Education (McKinney - Vento Education for Homeless Children & Youth Program)

Establishes a system of meaningfully differentiating all public schools on an annual basis that is based on all indicators in the State's accountability system and that, with respect to achievement, growth or the other academic indicator for elementary and middle schools, graduation rate, and progress in achieving English language proficiency, affords: Substantial weight to each such indicator; and, in the aggregate, much greater weight than is afforded to the indicator or indicators of school quality or student success.

The Scholars» Paradise model would use «scale scores» or a «performance index» for the «academic achievement» indicator; measure growth using a two - step value - added metric; pick robust «indicators of student success or school quality,» such as chronic absenteeism; and make value added count the most in a school's final score.

For example, to support its claim that «participation in high - quality arts programs... is valuable to all students,» the letter cites four articles, one titled, «Mute Those Claims: No Evidence (Yet) for a Causal Link between Arts Study and Academic Achievement.&raqFor example, to support its claim that «participation in high - quality arts programs... is valuable to all students,» the letter cites four articles, one titled, «Mute Those Claims: No Evidence (Yet) for a Causal Link between Arts Study and Academic Achievement.&raqfor a Causal Link between Arts Study and Academic Achievement.»

When district leaders empower and support principals and school administrators to focus on student academic growth, and all central office departments share that vision, the quality of achievement for students, teachers, schools, and communities improves.

With your support of publicly funded programs such as quality early childhood education, college and career prep, STEM initiatives, arts education, and extended - day learning, we will help existing schools work towards closing the achievement gap and help prepare our students for success in academics and in life.

President Barack Obama released his fiscal year 2017 budget request to Congress today — the eighth and final of his presidency — which includes investments to improve academic achievement, empower students with the computer science skills needed for a 21st century economy, and expand access to high - quality preschool.

Berliner seemed to shield teachers from much of the responsibility for poor academic performance by students as he testified that conditions beyond the classroom — he mentioned about nine of them — account for 60 percent of what influences a student's scholastic achievement whereas in - school factors such as class size, curriculum, the quality of the principal and the teacher account for only 20 percent.

For example, NAEP scores are measures of the overall achievement level of students and not necessarily an accurate reflection of the quality of each state's school system, yet they were used as the sole measure of academic achievement.

Academic research, while somewhat limited, points to higher student achievement, higher teacher retention rates and lower truancy and suspension rates in high - quality facilities, experts say, while also providing clear health benefits for students and school staff.

This purpose can be accomplished by ensuring that high - quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with state academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

A 2012 article titled «Physical Activity Strategies for Improved Cognition: The mind / body connection,» referenced a study on Australian elementary students that found «across age and sex, academic ratings were significantly correlated with measures of physical activity» and that «it can be concluded that daily quality physical education appears to increase the rate of learning and is positively related to academic achievement.»

Under ESSA, states and districts are responsible for improving the quality and effectiveness of teachers, principals, and other school leaders in increasing student academic achievement.

A State may, however, include other statewide achievement - related measures, such as results on statewide science assessments or student growth for elementary and middle schools, as an Academic Progress or School Quality or Student Success indstudent growth for elementary and middle schools, as an Academic Progress or School Quality or Student Success indStudent Success indicator.

By seeking to improve both the quality and quantity of family engagement and by providing 21st century tools for students to extend practice of academic skills, the Connected Learning project seeks to address the achievement gap in an innovative, thoughtful and comprehensive way.

This brief considers any indicator to be an indicator of school quality or student success if it does not measure: academic achievement or student - level growth on state assessments in all academic subjects — see the «Indicator analysis» section for more; four -, five -, six -, or seven - year graduation rates; or ELP.

Take, for example, the following declaration: «a large and growing body of state and local implementation studies, academic research, teacher surveys, and interviews with dozens of policymakers, experts, and educators all reveal a much more promising picture: The reforms have strengthened many school districts» focus on instructional quality, created a foundation for making teaching a more attractive profession, and improved the prospects for student achievement» (p. 1).

That is why we have begun to consider how to exercise our authority, if Congress does not reauthorize the ESEA soon, to invite requests for flexibility to support State and local reforms under section 9401 of the law, which authorizes the Department to waive most statutory and regulatory requirements if needed to «increase the quality of instruction for students; and improve the academic achievement of students.»

However, the tests must be aligned with the state academic content standards, address the depth and breadth of such standards, and be equivalent in content coverage, difficulty, and quality to the state - designed assessments AND must provide comparable, valid, and reliable data on academic achievement, as compared to the state - designed assessments, for all students and for each subgroup of students among all local school districts within the state.

Thank you for your commitment to increasing the quality of instruction and improving academic achievement for all students.

High - quality tutoring can meet each student at his or her individual level, 22 a level of differentiation that is impossible for even the most dedicated of teachers to provide.23 Essentially, every student with an educated, engaged parent has access to one - on - one tutoring at home, which is perhaps one of the reasons why homework compounds the advantages enjoyed by middle - class children.24 For students who, for a variety of reasons, may not have access to that kind of academic assistance at home, receiving more tailored instruction from their schools can help to level the playing field and close achievement gapsfor even the most dedicated of teachers to provide.23 Essentially, every student with an educated, engaged parent has access to one - on - one tutoring at home, which is perhaps one of the reasons why homework compounds the advantages enjoyed by middle - class children.24 For students who, for a variety of reasons, may not have access to that kind of academic assistance at home, receiving more tailored instruction from their schools can help to level the playing field and close achievement gapsFor students who, for a variety of reasons, may not have access to that kind of academic assistance at home, receiving more tailored instruction from their schools can help to level the playing field and close achievement gapsfor a variety of reasons, may not have access to that kind of academic assistance at home, receiving more tailored instruction from their schools can help to level the playing field and close achievement gaps.25

Over the past few years, States and districts have initiated groundbreaking reforms and innovations to increase the quality of instruction and improve academic achievement for all students.

In fact, a systematic process for promoting SEL is the common element among schools that report an increase in academic achievement, improved relationship quality between teachers and students, and a decrease in problem behaviors.

While it's fair to say that the Obama administration's emphasis on the importance of high - quality teachers has brought increased visibility to notions about professional development, it first became an issue when the Madison School District learned in the last decade that its proud reputation for academic achievement doesn't hold up when it comes to minority students.

i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the achievement gaps between economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.

Top MBA colleges have high requirements and require their students to pass through its stringent criteria such as having a certain amount of work experience, strong professional achievements, academic distinctions etc. and though this improves the quality of the MBA applicants, it also leaves a lot of young smart people disgruntled because now they will have to work and accumulate years of experience before they are eligible to apply for the MBA.

WIDA Website: WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators.