Sentences with phrase «same higher achievement»

Those in the smaller kindergarten classes maintained the same higher achievement level that they had realized in kindergarten.

Not exact matches

The same study found similar correlation data between other important job categories and high achievement levels.

Danone's excellent financial performance earned him a spot in the top 10 % of this year's sample (a truly amazing achievement for a consumer goods company); at the same time, the company received extremely high ratings from MSCI.

There is a hidden workforce in the UK, capable of the high - level achievements in the same vein as the Paralympians displayed, capable of producing work to the same standard as the able - bodied.

To help the district come up with some solutions and to highlight places where they're taking the same issues that Buffalo has and actually seeing high achievement rates for their students,» said Tan.

The same day the state United Teachers union launched a multi-million dollar ad campaign touting school achievement, Comptroller Tom DiNapoli's office finds most districts are meeting the new requirements under the recently enacted property tax cap, with «high needs» districts showing higher rates of taxation.

«The same NAPLAN achievement scale will be used, but students» achievements will be measured more precisely, particularly for students in the high - and low - achieving categories, and results will be returned much more quickly than at present.

Because teachers were considering intangible factors, even when race, gender, family income, and academic achievement are the same, there was no way to isolate the effect of being held back, much less to make reasonable conclusions about the effects of retention on a student's academic achievement or the probability of his dropping out of high school.

At the same time, achievement at Department of Defense schools, which, like BIA schools, are financed and operated almost entirely by the federal government, is higher than that of public schools, the report says.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

And while U.S. real GDP has nearly quintupled since 1970, education achievement of 17 year - olds and high school graduation rates have remained basically unchanged over the same time period.

In other words, we ask whether teachers who receive higher TES ratings than other teachers in their school produce larger gains in student achievement than their same - school colleagues.

Among students assigned to different teachers with the same Overall Classroom Practices score, math achievement will grow more for students whose teacher is better than his peers at classroom management (i.e., has a higher score on our Classroom Management vs. Instructional Practices measure).

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

Analyzed this way, we see that the impacts on ELA achievement and high school graduation point in the same direction in sixteen out of twenty - two studies, or 73 percent of the time.

Although though their achievement scores were not significantly higher, the students in block scheduling did complete more courses in the same amount of time (eight instead of six or seven).

A student with a growth mindset in spring 2015 has ELA and Math test scores in the spring of 2016 that are approximately 0.07 and 0.04 standard deviations (SD) higher than a similar classmate (i.e., a classmate with the same previous achievement and demographic characteristics in the same school) with a fixed mindset (approximately two standard deviations below).

Besides high expectations for student achievement, Lambe said small classes, providing all schools with the same amount of resources, and solid community support also contribute to a high level of student learning.

At the same time, most of the difference in achievement between low - income and high - income students is not due to differences in teacher quality.

West wondered whether the same patterns would be evident elsewhere and, if so, whether the drop in achievement was temporary or persisted into high school.

During this same period, inequality in academic achievement and educational attainments between children from high - and low - income families has also increased substantially.

When the children at risk were placed in high - quality classrooms, these gaps were eliminated: children from low - education households achieved at the same level as those whose mothers had a college degree, and children displaying prior problem behavior showed achievement and adjustment levels identical to children who had no history of problems.

At the same time, there were four programs that «don't test well» — initiatives that don't improve achievement but do boost high school graduation rates: Milwaukee Parental Choice, Charlotte Open Enrollment, Non-No Excuses Texas Charter Schools, and Chicago's Small Schools of Choice.

It will also explore whether Higher Achievement's new cost - efficient, whole - school model (which serves only children in a middle school feeder system) can achieve the same types of results as its traditional «magnet model.»

At the same time, he added, the measure of Kansas» success won't be in funneling more money to schools but in actually translating that to higher student achievement.

For middle - and high - school levels, the research team found that achievement gains in charter schools and traditional public schools were about the same, with two exceptions.

These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance — such as high student - teacher ratios, high student enrollments and high levels of students living in or near poverty.

In the same way, we compare the learning trajectories of students entering high school in grade 9 to those of students who attend K — 12, 6 — 12, or 7 — 12 schools in order to determine whether high - school transitions affect achievement.

The data also shows primary school results as a whole are improving, with the same percentage reaching new higher standards for whole school achievement.

Already high achievement kids may not show that same added value in a year of school even with excellent teaching.

Charter schools in New York consistently grew academic achievement among the following demographic groups at significantly higher rates than the same subgroup of students in their district peers: Black, Hispanic, students in poverty, and special education.

TRP teachers who moved to different schools in the same district tended to join ones where a similar proportion of students were from low - income families, a lower percentage were black, and achievement was higher.

The primary purpose of Title III is to «help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement standards as all children are expected to meet» (Title III, Part A, Sec. 3102).

The purpose of the Migrant Education Program is to design and support high - quality and comprehensive educational programs that provide migratory children with the same opportunity to meet the challenging state academic content and student achievement standards that are expected of all children.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

Those same National Assessment of Educational Progress scores that give us national bragging rights show achievement gaps between white and both African - American and Latino students, and between lower - and higher - income students in reading and mathematics.

Given that defined - benefit pensions (along with near - free healthcare benefits, near - lifetime employment rules in the form of tenure, and seniority - and degree - based pay scales) have been proven to be ineffective in either spurring improvements in student achievement, are a disincentive in rewarding high - quality work by teachers (who get the same levels of compensation as laggard colleagues), and actually serve as a disincentive to luring math and science collegians into teaching, it is high time to scrap this and other aspects of traditional teacher compensation.

... At the same time, my highest priority is to spend my energy and the staff's energy on what matters most to us, student achievement.

Drawing from the expertise gained in developing the New Century High Schools Initiative, we now work to bring the same level of improvement in student achievement to our schools.

Our goals remain the same: increased rates of proficiency on state and national assessments, decreased achievement gaps, improved teacher effectiveness, increased graduation rates, and higher rates of college enrollment and success.

From where they sit, simply requiring kids of different backgrounds to attend the same schools, either by using and zoned schooling rules, or through supposedly more choice - oriented magnet schools (which restrict choice by setting quotas on what kind of kids can attend, often to the advantage of middle class families) Wil lead to higher levels of student achievement and foster greater understanding among each other.

This is in contrast to students with the same test scores and grades who come from high - income backgrounds: they are overwhelmingly likely to apply to a college whose median student has achievement much like their own.

Students in foundation - funded public charter schools also had levels of achievement that were the same as or higher than students in public charter schools that were not funded by the foundation in 13 sites.

A recent report from the College Board investigates two key issues: grade inflation, in which teachers over time assign increasingly higher grades for a given level of achievement; and grade nonequivalence across schools, in which teachers in different schools apply different grading standards for the same curricular material.

Dronkers and Robert found in a 2008 analysis of PISA scores from 22 countries that «pupils at private government dependent schools have a higher net educational achievement than do comparable pupils at public schools with the same social composition.

«That helps to ensure that all students are held to the same high standard and that schools are making progress toward closing achievement and opportunity gaps, which is especially important for students living in poverty, racial and ethnic minorities, those with disabilities, those still learning English and other historically underserved groups,» Nolt added.

In 1998, the future AF founders started Amistad Academy, a public charter school in New Haven, CT with the goal of proving «that urban students can achieve at the same high levels as their affluent suburban counterparts» (Achievement First, 2017a).

The story is the mundane, with the same type of mission and the collectables within the game seem to be in the most obvious of places and the main story has hardly any replay ability unless you missed a collectable and wanted to get all the achievements, the implementation of higher difficulties adds to the replay ability if this appeals to you, but heads up the difficulty doesn't really make a difference if you are remarkably good at hack «n slash games, this also brings me to the point that there is no tutorial into the game, so its in my eyes aimed more towards pro gamers who know most about games like this.

At the same time, they reflect a technical virtuosity that represents the highest achievements of printmaking in the 1980's.

Your highest achievement can be written first followed by the lesser achievements even if it involves different companies but of the same field, like in a Best Sales Resume.