Sentences with phrase «schools focused on student achievement»

The Board of Education instituted a continuous improvement process for all schools focused on student achievement and operational effectiveness.

Not exact matches

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.

Students cite trying to «get ahead» and getting into the «right» college along with a school culture that is «overly focused on achievement» as justifications for cheating.

Bill Gates» philanthropic organization, the Bill & Melinda Gates Foundation, is making an about - face on its education priorities to focus on networks of traditional public schools aimed at improving student achievement.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadschools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Successful blended learning educators and schools are focusing on engagement as they work towards student achievement.

The power of culture - and its effect on student achievement - is evident in adolescents» lesser concentration on academic endeavors as they focus more on television, video games, and excessive employment during the school year.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English - language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.

U.S. Secretary of Education Arne Duncan has released broad principles for renewing the Elementary and Secondary Education Act that seek to address perennial complaints that the law's current version — the No Child Left Behind Act — is inflexible and focuses too narrowly on student test scores to get a picture of a school's achievement.

Although there is some indication that the implementation of MCAS testing has improved curriculum and helped push students and teachers to focus more aggressively on academic achievement, the potential consequences of depriving thousands of students a high - school diploma is simply unacceptable to most teachers.

As the experiences of these three schools make clear, the use of data can help teachers and leaders stay focused on student achievement.

The federal role in education has been a growth industry since at least the Johnson administration, when the Elementary and Secondary School Act (ESEA, now the Every Student Succeeds Act, ESSA) was passed as a part of the War on Poverty, with a focus on closing the achievement gap and equalizing funding between the rich and the poor.

This year the case study focused on the Aldine Independent School District located in Houston, where student achievement was declining.

The report by the Reston, Va. - based association — developed in collaboration with the Education Alliance at Brown University and a commission of middle school experts — is a follow - up to a 2004 NASSP report, «Breaking Ranks II,» which focused on student achievement in high school.

These national ERAOs and their counterparts at the state level are focused on enacting sweeping education policy changes to increase accountability for student achievement, improve teacher quality, turn around failing schools, and expand school choice.

By undercutting these reform strategies and presenting evidence on the powerful influence of social class on student achievement, Rothstein hopes to convince us that we can expect little from focusing on reform within the school system.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmFocus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmfocus on character development).

Many of these new schools are focused on solving one of our society's most intractable problems: how to close the achievement gap between low - income minority students in our nation's inner cities and their white middle - and upper - class contemporaries in the suburbs.

Over the past twenty years, Mapp's research and practice focus has been on the cultivation of partnerships among families, community members and educators that support student achievement and school improvement.

Some of the acknowledged limitations of the data used in the Coleman study — the need to focus on the relationship between teacher variables averaged to the school level and student achievement, in particular — have been addressed by more - recent research.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

In their avid focus on performance metrics and achievement gaps, contemporary reformers can sometimes seem unbothered that so many students find school so mind - numbing.

Even though most education policy debates have focused on school quality and student achievement, most research on the economic impact of schooling has focused narrowly on the number of years students remain in the educational system.

If policymakers really want to close achievement gaps between rich and poor students, she writes, they should stop focusing on schools and start paying attention to what happens before children ever get to kindergarten.

Participants will explore current research on student achievement and the persistent correlation with socioeconomic status and consider three areas of focus that could produce the type of overhaul our children need: personalized learning, health and social services, and out - of - school opportunities.

In our first article on the STAR School - Placing importance on relationships - Sorensen recalled that the goal was to create a model that not only focused on culture, but also led to high levels of student achievement.

Through a focus on teamwork, individualized instruction, and ongoing assessment, this K - 6 school is improving the achievement of minority and low - income students.

They have a strong focus on continual improvement, often with explicit school - wide goals for improving current school practices and levels of student achievement».

Thompson: The council was one of the few education organizations in Washington to support the No Child Left Behind Act and we believe the federal law deserves credit for focusing the attention of urban schools more sharply on student achievement, and increasing the national focus on educating our neediest children.

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.

Supporters of the plan, which will operate in 12 of the district's 102 schools next fall, hope that it will focus the system's energy on improving student achievement in a manner they say is...

Each entry in Education World's «Partners for Student Success» series focuses on a school or district that has taken a unique approach to bringing together the school, its parents, and the community to help ensure student achieStudent Success» series focuses on a school or district that has taken a unique approach to bringing together the school, its parents, and the community to help ensure student achiestudent achievement.

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.

I'm going to focus on the final two posts, in which Greene argues that student achievement tests are poor proxies for school quality and that they're not correlated with other measures of quality.

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

The 1966 «Equality of Educational Opportunity» (EEO) study — better known as the Coleman Report — focused exclusively on the distribution of resources and student achievement in America's public schools.

She claims that Ferguson found that «every additional dollar spent on more high - qualified teachers netted greater increases in student achievement than did less instructionally focused uses of school resources.»

First, charter schools must focus on student achievement and show their stuff on states» high - stakes exams.

For instance, states with higher percentages of certified teachers may also have strong accountability systems that focus their schools on student achievement.

Debates about school choice policies often focus on their impacts on student achievement, typically as measured by standardized tests.

Research has shown that after - school programs focused on social and emotional development can significantly enhance student self - perceptions, school connectedness, positive social behaviors, school grades, and achievement test scores, while reducing problem behaviors (Durlak et al., 2010).

«As a school we have always focused on the achievement of every student, and today's results bear out that commitment.

This removes, albeit imperfectly, the effects of family background on student achievement, so that we can focus solely on what the schools add to student perform - ance.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

The first is improved student outcomes, and while that is usually around achievement outcomes — literacy and maths, for example — increasingly there is a focus on social outcomes such as reduction in bullying and students» enjoyment of school and of their learning.

My goal now is to focus on the lever of school leadership to improve the quality of instruction, thereby improving student achievement.»