Sentences with phrase «raise standards of achievement»

«The fact that to address inconsistency the RSC is saying they have to plan lessons and mark in the same way when there is no evidence that will raise standards of achievement is astounding.

«Formative assessment is an essential component,» they wrote, and its development can raise standards of achievement.

While «having high state standards makes a big difference to underprivileged people,» as Christopher Cerf put it, common standards might be set too low and so, contrary to what the PEPG report showed, may not serve to raise standards of achievement when U.S. students are compared to their peers in high - achieving countries.

The pupil premium will be used to provide additional educational support to improve the progress and to raise the standard of achievement for these pupils.

Not exact matches

«There is no evidence to show that the free schools model raises standards of education or that it will narrow the achievement gap between pupils from different ethnic groups.

His achievements are impressive, but Añel acknowledges that he is failing to keep up his standards in one aspect of his life: raising bonsai trees, which he does for a hobby.

Our results indicate that, on average, New York City's charter schools raise their 3rd through 8th graders» math achievement by 0.09 of a standard score and reading achievement by 0.04 of a standard score, compared with what would have happened had they remained in traditional public schools (see Figure 3).

A commonly proposed strategy for raising achievement levels in schools is to specify high expectations or «standards» of student performance and to hold students, teachers and schools accountable for achieving those standards.

This strategy should raise their standardized test scores, since researchers estimate that «85 percent of achievement test scores are based on the vocabulary of the standards.»

School financing policies should be driven by an analysis of what it costs to raise the bar and close the gap in student achievement, bringing teaching and learning opportunities in all schools up to a high standard.

The lack of relationship between the judged quality of state standards and student achievement should raise a number of concerns for this Council.

While necessary and appealing, this drive toward higher standards raises justifiable concern: Are schools promoting academic excellence for those who already have a competitive advantage, while turning away from the far more difficult task of fostering achievement among those who do not?

By this perspective, any education strategy that in a single year can raise average achievement of a large aggregate of students by one full standard deviation must be taken very seriously.

The development of academic standards, an important step toward raising student achievement, could open up states to lawsuits from groups of students struggling to meet the standards or from districts with large numbers of such students.

Finally, in the latter half of this century, as issues of competition, comparison, and self - esteem were raised, some elementary schools began to replace the letter grade report card with one featuring teacher comments and individualized assessment, in which students were evaluated according to standards that reflected their achievement in relation to their own effort and ability.

For all of the talk about «raising standards» and implementing «high stakes testing,» the United States is an outlier among developed nations when it comes to holding students themselves to account, and linking real - world consequences to academic achievement or the lack thereof.

And is it raising the standards and performance of the teaching profession and the achievement of students?

Collaborative teaching, a resourceful approach to main streaming, is a keystone of this school's plan to raise the achievement of special education students and move them into the era of state standards - based education.

The federal initiative uses the lure of grants to encourage school districts to raise standards, make better use of data to track student achievement, and take more forceful steps to intervene in failing schools.

During his six year tenure, the district raised student achievement by elevating academic standards, aligning the curriculum and focusing on principal leadership and teachers» quality of instruction.

«We want to challenge everyone — parents, teachers, school administrators — to raise standards, by having the best teachers and principals, by tying student achievement to assessments of teachers, by making sure there is a focus on low - performing schools,» Obama said in a statement released by the White House on Monday.

One study, by Tom Loveless of the Brookings Institution, predicted that the standards would have little or no effect on academic achievement; he noted that «from 2003 to 2009, states with terrific standards raised their National Assessment of Educational Progress scores by roughly the same margin as states with awful ones.»

When asked what the bigger priority for schools should be, 80 percent of black parents chose raising academic standards and achievement, according to the survey by Public Agenda, a nonpartisan public - opinion research firm in New York City.

Decades of research on effective schools conclusively demonstrates that setting high standards and expectations for all children, but especially those most at - risk of academic failure, creates a more positive, inclusive school culture and raises their level of achievement.

Now a new study has found that highly effective principals raise the achievement of a typical student in their schools by between 0.05 and 0.21 standard deviations, the equivalent of between two and seven months of additional learning each school year.

If this latter hypothesis should ever be proven correct, it would testify to the efficacy of a standards - based strategy for raising student achievement.

Bellwether's report focused on the law's requirements for holding schools accountable: whether the state sets high academic standards, how it will use federal money to identify and raise achievement for the lowest - performing 5 percent of schools and the lowest - performing groups of students in all schools.

If the achievement criterion is raised to «proficient,» then 87 % of grade 4 students who are eligible for free / reduced lunch fall below that standard.

While Ofsted and the other levers of accountability have played an important part in raising standards, these achievements are down to the fact we have the best generation of leaders working in our comprehensive schools, leading a very fine cohort of teachers.

It's curious that the draft K - 12 Common Core State Standards appear to be trying to do the exact opposite — i.e., raise standards rather than aim their standards at the bottom of the achievement scale.

Specifically, they say, «The research literature over the last quarter century has consistently supported the notion that having high expectations for all, including clear and public standards, is one key to closing the achievement gap between advantaged and less advantaged students and for raising the overall achievement of all students.

At the core of these efforts is a call to rethink the practice of teaching in ways that would raise standards, increase student achievement, reshape curricula, and restructure the way schools operate.

Every Child Counts aims to help schools to raise achievement of children who have fallen behind in mathematics and raise standards for all children.

High expectations for all, including clear and public standards, is one key to closing the achievement gap between advantaged and less advantaged students and for raising the overall achievement of all students.

NCSECS advocated and helped influence the law including a provision raising the bar a bit higher to ensure high standards for special education students by limiting their participation in tests based on alternate (lower) academic achievement standards to 1 % of students tested (and not just limiting the reporting of their scores on such tests, as was done under NCLB).

A proven track record of raising standards of teaching and learning, leading to improved achievement and attainment;

Despite the unpopularity of Common Core in some circles, the simple truth is that the standards are more rigorous, raise expectations and student achievement, and provide a clearer set of standards than the North Carolina Standard Course of Study that was in place prior to their adoption.

«CCSA has led the way for increased accountability by raising standards that value academic rigor, while also giving schools credit for academic growth, and for taking on the challenge of serving traditionally disadvantaged students,» said Elizabeth Robitaille, senior vice president of Achievement and Performance Management, CCSA.

The plans, introduced in the Education and Adoption Bill, are aimed at raising standards in hundreds of schools that are achieving adequate exam results, but where the government believes achievement could be much higher.

She suggests that raising student achievement over time must not simply be a function of high standards but also must include a commitment to supporting students and families outside of school.

Articulating a handful of clear and high standards is widely seen as necessary but not sufficient to raise the achievement of American students.

Experience has taught us that state standards and tests are inadequate to the tough task of raising student achievement.

By helping BIE teachers achieve the highest professional standard and become leaders in the classroom, we are able raise the quality of teaching in BIE schools and enhance student learning and achievement.»

The new standards, it is hoped, will raise the achievement of U.S. students by focusing on fewer topics in greater depth.

There is abundant evidence that when we raise the standards in classrooms, achievement rises for all levels of students, not just the brightest.

She argues that without fundamental change in government and business policies and the redirection of major resources back into the schools and the communities they serve, urban schools are consigned to failure, and no effort at raising standards, improving teaching, or boosting achievement can occur.

In addition, standards for teacher education programs were strengthened, and states like Connecticut and North Carolina, which undertook large - scale, comprehensive reforms, turned shortages into surpluses of much better trained, better supported, and better (and more equitably) paid teachers, while substantially raising achievement and reducing achievement gaps.

And children in 45 states and the District of Columbia will for the first time follow a set of common standards aimed at raising achievement, with a third - grader in Hawaii expected to know the same things as a third - grader in Maine.

For each year of attendance in middle school, we estimate that Charter Schools raise student achievement.09 to.17 standard deviations in English Language Arts and.18 to.53 standard deviations in math relative to those attending traditional schools in the Boston Public Schools.

The effect is large: Finance reforms raise achievement in the lowest - income school districts by about one - tenth of a standard deviation, closing about one - fifth of the gap between high - and low - income districts.