Sentences with phrase «same higher achievement level»

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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.

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.

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).