Sentences with phrase «school standards of achievement»

Not exact matches

Embracing high standards of character, commitment, and achievement, Brentwood School encourages students to think critically and creatively and to act ethically.

I have heard from food service directors who support the standards, whose schools were early adopters — and are certainly among the 95 % that are in full compliance — that they encounter problems in implementation that interfere with achievement of the underlying goal (healthier food, healthier kids).

The Obama agenda has focused almost exclusively on systemic school reform to address the achievement deficits of disadvantaged students: standards, testing, teacher evaluations, and a continued, if different, focus on accountability.

To be sure, the new federal Smart Snacks and meal standards are a huge improvement in school food, and the passage of those rules is an achievement that shouldn't be diminished (or rolled back — ahem, SNA).

To assess an applicant, the committee considers achievement and motivation, appraises the standards of the previous school's curriculum, and carefully reviews application essays.

«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.

Parents worry about funding and standards for their public school students and remain least concerned about the amount of testing in classrooms, a survey released by High Achievement New York and Achieve found.

The new evaluation system will provide clear standards and significant guidance to local school districts for implementation of teacher evaluations based on multiple measures of performance including student achievement and rigorous classroom observations.

Nonetheless, NCLB offered some positive changes that the new ESSA maintains, including academic standards, annual assessments of reading and math achievement, and report cards on schools that students, parents and the public can use to gauge results.

During the hour - long discussion, which covered topics including achievement gap, teacher compensation, charter schools, certifications, and standards, Bersin stressed the importance of good teaching and optimism for education's future.

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.

The review of Denmark Primary School said achievement standards were «unsatisfactory» and progress of capable students on national literacy and numeracy tests was «alarmingly slow».

In high - poverty schools, we estimate that the overall effect of all teacher turnover on student achievement is 0.08 of a standard deviation in math and 0.05 of a standard deviation in reading.

Quality Counts 2006, like the nine previous editions of the report, tracks key education information and grades states on their policies related to student achievement, standards and accountability, efforts to improve teacher quality, school climate, and resources.

Provides comprehensive data for individual states in the following categories: summary of grades, student achievement, standards and accountability, efforts to improve teacher quality, school climate, resources: equity and spending.

achievement standards that describe the quality of learning (the depth of understanding and sophistication of skill) expected of students at points in their schooling

If all schools could be persuaded to switch to one of the top quartile textbooks, student achievement would rise overall by roughly.127 student - level standard deviations.

Still, many wondered with James Stergios of the Pioneer Institute in Boston whether one can set standards capable of driving high performance nationwide in a country that has great regional disparities in student achievement and a decentralized governmental system (where schools are «radically local,» as one panelist put it).

In his eight years as Minnesota's governor, Tim Pawlenty's «push against the teachers union grew stronger,» Sherry writes, and he called for tying teacher pay to performance, bringing up the state's standards, and urging state lawmakers to authorize the use of a transparent growth model to see how well schools are really doing to improve student achievement.

The idea was that expert inspectors would comment on standards of pupil achievement, the strength of the principal's leadership, the use of school resources, and the quality of what we called, rather quaintly, «social, moral, spiritual and cultural education.»

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

Expanding school choice has been shown to improve achievement for minority students by about one - third of a standard deviation after a few years of intervention, according to seven of eight random - assignment evaluations (the eighth showed positive but statistically insignificant effects).

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.

If, under the best of conditions, schools are still incapable of adding anything but a few fractions of a standard deviation to the academic achievement of students or to their lifetime earning trajectories, might it not make sense to freeze school spending and explore supplementary policy instruments?

Right now, all indicators show that after nearly two decades of standards - based school reform, we have deep, persistent achievement gaps and far too many of our students performing well below proficiency.

This fall, more than 10,000 Chicago public school students faced retention as the school district implemented a program to eliminate social promotion and enforce consistent standards of achievement.

Reexamining the published research in light of the new standards, however, they found that the use of leveled text beyond the very first years of primary school yielded no achievement gains in students.

The latter is one of nine principles of learning formulated by the Institute for Learning that I direct at the University of Pittsburgh to provide assistance to school systems in building organizational and instructional practices that will enable their students to meet higher achievement standards.

The standards - based reform movement seeks both to equip all of our high - school graduates to compete in the global marketplace and to narrow the achievement gap between our advantaged and disadvantaged student populations.

Gov. Ritter's «Colorado Achievement Plan for Kids,» unveiled March 19, would require both the state board of education and the Colorado Commission on Higher Education to redo elementary and secondary school standards, which legislators say hasn't been done since the mid-1990s.

This variability in students» levels of achievement tends to be underestimated in the way schools are organised and school curricula are developed and delivered, and standard assessment processes often fail to illuminate actual student variability.

The addition of about seven public schools with McKay funding within five miles of a public school improved the academic achievement of special education students by about.05 of a standard deviation.

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

Disparities of achievement and standards among students from different backgrounds and different schools continue to be my main concern.

Although comparable measures of the rate of student learning are not available for Chile, researchers studying the Chilean school system typically consider a difference in student achievement of 10 percent of one standard deviation to be a small to moderate effect.

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).

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?

Montgomery County's school district and union are focusing on standards - based professional development and the evaluation of teachers by principals, with the goal of improving student achievement.

Seven years ago, the National Council of Teachers of Mathematics released a set of student - achievement standards that had the potential to revolutionize the way math is taught in schools across the country.

We should expect, then, that giving schools the power to set their own budgets, performance goals, and standards of what to teach will have an adverse impact on student achievement.

Even though both of her parents set high standards for achievement — her father earned a masters degree in education at Harvard — high school was difficult for her.

In its first year, the EITP increased student achievement in the Cohort 1 schools by 5.4 percent of a standard deviation in math and 9.9 percent of a standard deviation in reading, relative to the Cohort 2 schools.

But these standards do not by themselves necessarily account for the gains in achievement by all demographic groups and by our regional vocational / technical high schools (which enroll a disproportionate number of special education students and below - grade level readers).

Third, the lack of relationship between «better» standards and achievement might be caused by low levels of compliance by schools and educators rather than the unreliable judgment of experts.

When they calculate the simple correlation between income and math achievement, Helen Ladd's approach, they find that a $ 4,000 increment (a 50 percent increase in the $ 8,000 average income reported by the families in this study) in the income of the poor family will lift student achievement by 20 percent of a standard deviation (close to a year's worth of learning in the middle years of schooling), a substantial impact that seems to support the Broader, Bolder claims.

The results for Spanish language achievement show students in schools in networks with three schools learn 24 percent of a standard deviation more, those in networks of five schools learned 50 percent of a standard deviation more, and those in networks of more than five schools learned 23 percent of a standard deviation more.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

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.

They don't present evidence regarding effects of these initial efforts on student achievement but do explain how RAND diagnosed the weaknesses in the Qatari system, devised the Education for a New Era reform model, and the challenges of implementing standards, independent schools, and the Qatar Student Assessment System.