Sentences with phrase «real achievement gap»

How can we close the real achievement gap?

The real Achievement Gap is the percentage of students that achieve At Advanced levels in real standardized tests.

Not exact matches

«If real progress is to be made in closing the achievement gap for the most disadvantaged pupils, then those actually teaching the pupils need to be consulted on its use.

Even though Foley did not receive the CEA board's endorsement, he «remains committed to real education reform, including addressing the needs of the 100,000 children who are in under - performing schools and closing Connecticut's achievement gap, which remains the worst in the nation,» spokesman Chris Cooper said.

The real challenge lies in how to differentiate curriculum and learning activities without increasing and perpetuating an achievement gap between able and less - able students.

I think it suggests that if we are to make a real dent in achievement gaps, we need to be better about addressing inequity that exists early on, or become far more aggressive in interventions between 3rd grade and 8th grade.

Professor Sonia Blandford, CEO and founder of Achievement for All, said: «There is a real solution here to help close the achievement gap in local communities across tAchievement for All, said: «There is a real solution here to help close the achievement gap in local communities across tachievement gap in local communities across the country.

Their performance improves slightly after a year in Head Start, but not enough to make a real difference in the achievement gap (see Figure 3).

For the real objection is to a definite core curriculum that is planned out in detail and in advance, the very thing that is most desperately needed to raise achievement and narrow the achievement gap between groups.

The ability to use classroom data that is readily accessible in real time, actionable for both the teacher and learner, and enables informed adjustments to the learning task is what educators are asking for to close gaps and raise achievement.

Spellings: We'll be looking to see which states are making real progress raising test scores and closing the achievement gap.

However, and experience indicate that those sorts of «income supports» might help children at the margins, but they won» t make much of a dent in achievement gaps or the real inequities in our society.

[xxvii] To be sure, these gains have not erased achievement gaps or turned us into Finland, but they are real and meaningful for the students in America's schools.

Providing real - time, research based feedback that improves student learning; informs policy; and provides breakthrough findings about the achievement gap.

Students across our state are making significant gains in academic performance, and we are seeing real progress closing the achievement gap among students of color.

The imposition of high - stakes testing was supposed to result in real education reform and the closing of the achievement gap.

We believe that through emphasizing student - centered learning and rigorous application of learning, QPA tasks promote equity by taking real steps to create practices that can help close the achievement gap.

But, he points out, all these years later, many are still «spending 2.5 times the national average, and there's no real evidence that they're closing the achievement gap or that they're doing significantly better.»

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«The SIG process has shown us that concerted action on the achievement gap with targeted supplemental support for educators can produce real improvements in student learning,» he says.

In this article from Language Magazine, Using Data Senior Facilitator Mary Anne Mather offers practical strategies to help educators of struggling students act on a core belief of the Using Data process, «Significant improvement in student learning and in closing achievement gaps is a moral responsibility and a real possibility in a relatively short amount of time.»

This is one blindspot of «achievement gap mania» that is real and damaging.

Wendy Lecker's column successfully lays out the historical context and the real issues surrounding our nation's failure to close the academic achievement gap, and by doing so, she lays bare the lies and deceit being perpetrated by the education reform industry.

The greatest challenge facing schools today is not the literacy deficit or even the achievement gap, as tragic and real as both those are.

Expanding access to high - quality preschool within the reauthorization of ESEA will narrow achievement gaps, and reflect the real, scientific understanding that learning begins long before a child enters kindergarten.»

Great teachers and innovative schools across the country are proving this to be untrue, and making real strides in closing the achievement gap.

The long - term NAEP data released earlier this week clearly demonstrate that we, as a nation, have been unable to make any real inroads at reducing the achievement gaps between minority students and white students.

Technology also should provide teachers with real - time, actionable data that improve their effectiveness in tailoring classroom instruction to personalize teaching and close achievement gaps.

Our staff is committed to narrowing the achievement gap by offering high - quality instruction and real - world experiences.

Now, there is more bad news: The real magnitude of that reading achievement gap may be greater than previously believed, because educators and researchers have not adequately accounted for the different skills that are required to successfully read online, as opposed to in print.

In a post entitled, «U.S. has the world's most educated workforce — but students face unparalleled levels of poverty, inequity and violence,» Jonathan Kantrowitz has written an extraordinary and profound piece about the real problems that are causing the growing educational achievement gap in the United States.

A focus on measuring student learning has had real benefits, especially for our most vulnerable students, ensuring that they are being held to the same rigorous standards as their well - off peers and shining a light on achievement gaps.

5Essentials aims to organize schools to effect real change and make progress in closing achievement gaps.

The State Department of Education took over Windham Schools because of a widening «achievement gap» between white and Hispanic students, and because the fiscal situation of the schools was far from healthy, as lean annual budgets failed to meet the real needs of the system.

It found that poverty, not race, is the real challenge for segregated schools, and that improving school quality is key to closing racial achievement gaps.

Lack of access to high quality summer learning opportunities has real consequences — more than half of the achievement gap between lower and higher - income youth can be explained by unequal access to summer learning opportunities.

Without No Child, there is no Race to the Top, no teacher quality reform movement, no discussion about value - added assessment and no real national focus on stemming achievement gaps.

If measured in proficiency rates, even if all schools succeed in closing the achievement gap, the «real» gap (i.e. gap in test scores between groups of students) are most likely to remain because closing the achievement gap simply means that more students are moving towards proficiency, not that the gap in academic performances between two groups of students is decreasing (Dahlin & Cronin, 2010).