Sentences with phrase «raises school achievement»

With early childhood education recognized as an effective strategy for raising school achievement and reducing achievement gaps, there is increased demand for skilled, knowledgeable education leadership for infancy, preschool through third grade (P — 3).

Not exact matches

We create, develop and deliver programmes and initiatives that improve health, attendance, academic achievement and raise whole - school standards, equipping all young people with skills for life.

Engaging Fathers: involving parents, raising achievement (2004)-- an accessible booklet about engaging fathers effectively in schools, published by the DfES and available as a pdf download from their website

«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.

The budget's landmark achievement was a commitment to raise the state minimum wage in New York City to $ 15 an hour by 2018, but the budget also contained other good news for New York City and its public schools.

Abbott is founder of the London Schools and the Black Child initiative, which aims to raise educational achievement levels amongst black children.

«Ed Trust — NY's «See Our Truth» report raised awareness about the critical role that strong and diverse teachers and school leaders play in student success and in closing achievement and opportunity gaps.

«Having served with her when she was a superintendent in the Bronx, I know she recognizes that schools — like the students who go to them — are unique, and she pioneered individualized strategies to raise student achievement,» Fariña said.

«We have to hold our schools accountable for raising student achievement,» DOE Chancellor Carmen Fariña said in a statement.

It is the latest in a series of steps that science educators hope will eventually raise student achievement in school, train future scientists, and promote overall scientific literacy into adulthood.

The variation in achievement effects among charter schools raises the question of whether one can identify specific policies that are associated with charter school success (see sidebar, «New York City Charter Basics»).

He flew to Cambridge, Massachusetts, to consult with faculty at the Harvard Graduate School of Education and learned of Tony Alvarado, the former New York City schools chancellor and head of District 4 on the East Side of Manhattan, where he had had remarkable success in raising achievement in a district dominated by minority students.

«Their stories convey critically important principles, processes, and practices that can help high schools across the nation raise achievement and close gaps,» said AGI Director and Faculty Co-chair Ronald Ferguson.

There are others, some surprising: «Raise the ceiling for schools in the uppermost tier of achievement.»

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.

They show that the schools that are most effective in raising student test scores do so in spite of the strength of the underlying relationship between math achievement and fluid cognitive skills.

In other words, these schools have figured out ways to raise students» academic achievement well above what is expected given the students» baseline fluid cognitive skills.

New York and Texas see a connection between their early decisions to raise expectations for public schools and the progress their students have made toward closing gaps in academic achievement.

Despite 15 years of earnest efforts to improve public schools and raise student achievement, states haven't made much progress.

In March 1996, the nation's governors met in Palisades, N.Y., and called for an «external, independent, nongovernmental effort» to measure and report on each state's annual progress in raising student achievement and improving the public schools.

Contact: Adam Rabinowitz: 202-266-4724, [email protected] Jackie Kerstetter: 814-440-2299, [email protected], Education Next D.C.'s high - stakes teacher evaluations raise teacher quality, student achievement 90 % of the turnover of low - performing teachers occurs in high - poverty schools July 27, 2017 — Though the Every Student Succeeds Act excludes any requirements for states about teacher evaluation policies, the results from a once - controversial high - stakes system -LSB-...]

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

Raising student achievement, boosting high school graduation rates and college completion rates, re-envisioning vocational education to equip our kids for twenty - first - century jobs — all of that matters immensely.

In New Jersey, the Pequannock Township School District helped raise achievement with a number of initiatives, including implementing a special reading program in the elementary schools.

During the two - day conference on June 18 and 19, funders, activists, practitioners, public school officials, and policymakers focused on research findings that provide further insight into raising achievement levels while working to close the achievement gap.

Three educators, recognized for their efforts to integrate technology into schools or to raise academic achievement for students deemed at risk of failing, were awarded the Harold W. McGraw Jr..

For one thing, consistent with the legislation enacted in 2006, school administrators — particularly principals and superintendents — should also be rewarded for effectiveness in raising student achievement.

On one side, Edison and other privatization enthusiasts believe that running schools for profit will give educators greater incentives to raise achievement.

However, many education researchers speak and write as though they accept certain contingency - free causal connections — for example, that small schools are better than large ones; that time on task raises achievement; that summer school raises test scores; that school desegregation hardly affects achievement; and that assigning and grading homework improves achievement.

To succeed in creating world - class schools and raising student achievement, it needs teachers to feel motivated, empowered, and inspired.

A 2013 quasi-experimental analysis found that, «on average, extended learning time (ELT) tutorials at Match Charter Public High School raised student achievement on the 10th grade English language arts examination between.15 and.25 standard deviations per year.»

With a seniority - based layoff policy, school systems may be forced to cut some of their most promising new talent rather than dismiss more - senior teachers, who may not be terribly effective in raising student achievement.

Parents in high - poverty schools strongly value a teacher's ability to raise student achievement and appear indifferent to student satisfaction.

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.

But it's also increasingly clear that the new generation of teacher evaluations have the potential to strengthen instruction, make teaching more attractive work, and raise student achievement on a wide scale — if states and school districts stay the course on reform.

Reflect, stretch, and strengthen your leadership skills, examine challenges to raising student achievement, and work with experts in school leadership to master effective strategies for building successful schools.

First, it is worth considering that charter high schools may raise rates of high school graduation and college enrollment directly, or indirectly through improved academic achievement.

A report released just today by the University of Minnesota has found that charter schools are meeting and sometimes exceeding their promises to raise academic achievement.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

But while many in the cash - strapped state cheered the $ 12.5 million for raising reading achievement in the neediest schools, others were scrambling to salvage the state's existing literacy initiative after a federal panel suggested it is not aligned with current research in the...

We expect schools to do more than raise achievement on tests, however.

«Most successful heads want everything to be good in their school and really understand that good careers education is not a bolt - on, it's an integral part of raising achievement.»

The primary challenge in determining how effective charter schools are in raising student achievement arises from the fact that charter school students are self - selected.

Club 2012: Black Parents Who Made Sure their Sons Succeeded in School The Washington Post, June 14, 2012» «You have to go out of your way to inoculate your kids against buying into those stereotypes,» said Ronald F. Ferguson, director of the achievement gap initiative at Harvard University, who is raising three black boys.»

At the root of outcomes - based education is the desire to raise student achievement and prompt the nation's schools to fix their sights on what children learn rather than on what administrators supply and what teachers teach.

Our results indicate that highly effective principals raise the achievement of a typical student in their schools by between two and seven months of learning in a single school year; ineffective principals lower achievement by the same amount.

Performance - based funding will, however, put the nation's schools back on the right track, help to raise the achievement of all students significantly, and once again make our students competitive on the world stage.

The discipline of market economics supposedly will force for - profit schools to streamline their bureaucracies, retain and reward highly talented administrators and teachers, and raise student achievement on a variety of measures.

Whether these practices can be replicated in traditional public schools or raise academic achievement across the full range of traditional public - school students remains to be seen.