[1] School choice literature has documented a similar dynamic, whereby parents often express a preference for
schools of higher academic quality but often are unable to prioritize that consideration when selecting schools.
Not exact matches
Check out our tools for demonstrating the
academic, health, environmental, and financial benefits
of high -
quality, appealing
school meals.
If research shows that after two hours there's not a lot
of value in homework,
high schools can afford to cut back without sacrificing anything in
academic quality.
On her part, Ms Lankai Quarcoopome, who is an alumnus
of the
school (AGOSA» 76) and also the Guest Speaker, said she believes that «through
quality education, we could make our lives better and also transform our nation and for this reason, we must insist on achieving very
high academic and performance standards at all levels in the country.»
President Barack Obama has often noted in speeches the enthusiasm
of Korean parents for their children's education, the
high quality of Korean teachers, the number
of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international
academic - achievement tests, and low rates
of school dropouts and juvenile delinquency.
All
schools will use chronic absenteeism as an indicator
of school quality;
high schools will also be judged on two other indicators involving 9th grade
academic progress and
high school completion
Research on early childhood education shows that
high -
quality child care experiences support the development
of social and
academic skills that facilitate children's later success in
school.
Schools will leverage online learning for
academics, which means they will be able to act as community centers in essence and focus far more on providing well - kept facilities that students want to attend with great face - to - face supports,
high -
quality meals, and a range
of athletic, musical, and artistic programs — things that receive short shrift all too often today.
I am told that a major effort is now being launched in Denver to use these technologies to lift the
quality of academic instruction — while reducing costs — at Catholic
high schools.
Each
school will be given grades in six areas: (i) pupil
academic progress (gain scores); (ii) pupil attainment (
of particular
academic goals); (iii) the narrowing
of gaps
of high and low pupils in particular categories (low SES, minority, gender); (iv) parent opinions
of the
school's
quality; (v) teacher and staff opinions
of the
school quality; and (vi) pupil opinions
of the
school quality.
These public displays
of high -
quality work enhance
academic engagement and pride, among both students and teachers — and they increase the community's pride in the
school building itself.
Her dissertation extended beyond the early childhood period and into early elementary
school in an effort to understand whether continuous
high -
quality learning experiences between pre-kindergarten and third grade can help sustain the positive effects
of early childhood education on social, behavioral, and
academic skills.
Washington — Two hundred
high schools across the country will receive grants
of about $ 3,000 each to improve their
academic quality, the president
of the Carnegie Foundation for the Advancement
of Teaching announced last week.
Rockoff and Lockwood also examined survey data on New York City parents whose children attended both types
of schools and found that parents whose children attend K - 8 public
schools rated their
schools higher on education
quality,
academic rigor and
school safety compared to parents whose children attend stand - alone middle
schools.
Kevin Hall: At a minimum, a
high -
quality charter
school produces a vast majority
of students who meet or exceed
academic standards regardless
of their ethnic or socioeconomic background and who are well prepared for postsecondary success.
Third, and most controversial, is the cost
of ensuring that
schools have enough resources to provide the
high -
quality educational opportunities that students need to meet the
academic standards required by NCLB.
Her dissertation extends beyond the early childhood period and into early elementary
school in an effort to understand whether continuous
high -
quality learning experiences between pre-kindergarten and third grade can help sustain the positive effects
of early childhood education on social, behavioral, and
academic skills.
Parents use test scores to gauge their children's
academic strengths and weaknesses, communities rely on these scores to judge the
quality of their teachers and administrators, and state and federal lawmakers use these scores to hold public
schools accountable for providing the
high -
quality education every child deserves.
But the state's urgent task is to provide new,
high -
quality seats for the 57,000 students languishing in its worst
schools, those occupying the bottom 10 percent
of academic performance for at least three years.
More than one - third
of all U.S. children under the age
of five are cared for outside
of their homes by individuals not related to them.1 Research on early childhood education shows that
high -
quality child care experiences support the development
of social and
academic skills that facilitate children's later success in
school.
The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that
high -
quality residential learning: has a strong, positive impact on
academic achievement and a wide range
of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience
of pupils; can help to transform
schools; does not need to be expensive.
PDK found that whether a
school helps students learn interpersonal skills rates as the most important factor in
school quality for the
highest proportion
of respondents (36 percent), with the next two being access to technology and engineering courses (25 percent) and access to advanced
academic courses (14 percent).
Recent and ongoing projects include a researcher - practitioner partnership focused on familial and
school - based relationships that support adolescents» emerging sense
of purpose,
academic engagement, achievement and post-secondary
school transitions; Project Alliance / Projecto Alianzo, a multiethnic study
of parental involvement in education during adolescence; and collaboration with a local
school district focused on
school choice policies to examine equity and access to
high quality schools, along with demographic variations in parental priorities and experiences with these policies.
«Given that only two in 10 children have access to a
high -
quality early education setting in the U.S., CEEL, through interactive and case - based materials grounded in scientific insights, is designed to equip early education leaders with the core knowledge and tools to navigate the decisions, challenges, and opportunities associated with
quality improvement,» said Nonie Lesaux,
academic dean and Juliana W. and William Foss Thompson Professor
of Education and Society at the Harvard Graduate
School of Education and co-director
of the Saul Zaentz Early Education Initiative.
Regularly in our country, access to
high -
quality schools has been defined by place
of residence, ability to afford tuition, disability status, and previous
academic achievement.
Annually measures, for all students and separately for each subgroup
of students, the following indicators:
Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succ
Academic achievement (which, for
high schools, may include a measure
of student growth, at the State's discretion); for elementary and middle
schools, a measure
of student growth, if determined appropriate by the State, or another valid and reliable statewide
academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succ
academic indicator; for
high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator
of school quality or student success; and
The quantitative component is addressed through a dashboard
of five critical areas: 1)
academic proficiency; 2) personalization; 3) safe, healthy
schools; 4)
High quality staffing; and 5) financial efficiencies.
The bill also eliminates goals and performance targets for
academic achievement, removes parameters regarding the use
of federal funds to help improve struggling
schools, does not address key disparities in opportunity such as access to
high -
quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor
quality tests, and fails to advance the current movement toward college - and career - ready standards.
Texas
Schools Project supports and conducts independent,
high -
quality academic research through the use
of individual level administrative data from Texas state education agencies as well as other sources
of Texas education data.
Academic Gains, Double the #
of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large
Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work
of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to
School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter
School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround
Schools — January 5, 2017
Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds
of Higher Growth: N.C. Opportunity Culture
Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016
High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within
School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth
of Opportunity Culture Voices — May 26, 2016 Increase the Success
of School Restarts with New Guide — May 17, 2016 Georgia
Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every
School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing
High -
Quality Charter
Schools — April 15, 2016
School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
As with parental education, family income may have a direct impact on a child's
academic outcomes, or variations in achievement could simply be a function
of the
school the child attends: parents with greater financial resources can identify communities with
higher -
quality schools and choose more - expensive neighborhoods — the very places where good
schools are likely to be.
They also measure
high on innovation meaning they have a diverse array
of school models, and on
quality meaning their charter
schools are showing strong
academic gains.
• Overwhelming parental support for the following elements
of an education agenda: Provide extra resources to turn around struggling neighborhood
schools; hold charter
schools accountable; provide more support / training for struggling teachers; expand / improve new - teacher mentoring; reduce class sizes, especially in the early grades; make public
schools hubs
of the neighborhood with longer hours,
academic help and health services for families; provide extra pay for teachers in hard - to - staff
schools; and ensure access to
high -
quality preschool for all 3 - and 4 - year - olds.
The six booklets — on the arts, English, foreign language, mathematics, science, and social studies — are part
of the board's ongoing «Educational EQuality Project,» a 10 - year program begun in 1981 with the aim
of both strengthening the
academic quality of secondary education and ensuring that all
high -
school students have «equality
of opportunity» for
higher education, College Board officials say.
The report outlines that students who fully participate in
high -
quality ASES or 21st CCLC after
school program gain the equivalent
of up to an extra 90 days
of school, and experience positive impacts on
academic achievement, attendance and positive behaviors, health and nutrition, STEM learning, and Social Emotional Learning (SEL).
There is no national standard for a «
high quality» charter
school, but U.S. Education Secretary Arne Duncan wants one because recent studies have raised concerns that dozens
of charter
schools fall short
of academic standards and are financially troubled.
The latter part, called the
quality - adjusted AP participation rate, is the number
of 12th - grade students in the 2014 - 2015
academic year who took and passed — received an AP score
of 3 or
higher — at least one AP test before or during their senior year, divided by the number
of 12th - graders at that
school.
Representatives at the NJCSA claim, as do other proponents
of charter
school expansion, that charters offer superior
academic benefits to children: «Across the country and in New Jersey,
high -
quality charter
schools are making a difference.
In addition, the main thrust
of the report's criticism, that the state's ESSA plan is not sufficiently similar to what it would have been had No Child Left Behind remained in effect, assumes the test - based accountability strategy that these reviewers have made their careers pursuing had been effective, which it has not; and therefore, when coupled with the false claim that California has
high -
quality academic standards and assessments, which it doesn't (California's standards being based on the Common Core, which leaves American students 2 - 3 years behind their peers in East Asia and northern Europe), California's families remain well advised to opt out
of state
schooling wherever and whenever possible, until the overreach from both the federal and state capitals is brought to an end and local
schools that want to pursue genuinely world - class excellence can thrive.
tarting at the new elementary
school campus, at which 80 %
of the students are English Language Learners, and moving through a full - service middle
school and
high school, Match's
academic program will offer both
quality and continuity for Boston families.
In California, Linked Learning is also seeking a state - wide impact through a network
of high schools offering
high quality integrated
academic and career / technical education.
Each
of the applications will be subject to peer review in the context
of five priority areas: supporting effective teachers and principals; promoting science, technology, engineering and mathematics education; supporting the implementation
of high academic content standards and
high -
quality assessments; turning around low - performing
schools; and improving graduation rates in rural
schools.
As Chairman
of the Senate Education Committee and later as Senate Speaker Pro Tempore, Jamie was a key leader in efforts to identify and support effective teaching, overhaul Tennessee's K - 12 education funding formula, raise
academic standards for Tennessee students, turn around low - performing
schools, and expand
high -
quality public charter
schools in Tennessee.
Magnet
Schools are founded on the five pillars
of diversity, innovative curriculum and professional development,
academic excellence,
high quality instructional systems and family and community partnerships.
The national certification process is based on the Magnet
School Standards
of Excellence and the five pillars
of magnet
schools (diversity; innovative curriculum and professional development;
academic excellence;
high quality instructional systems; and, family and community partnerships).
2003 — CEI - PEA launched Project BOOST to provide
academic, social and cultural enrichment to under - achieving fourth through eighth - grade students with the ultimate goal
of helping them gain admission to
quality high schools.
Migrant education funds support
high quality education programs that meet the special needs
of migratory children to help them succeed academically in a regular
school program, meet the same
academic and content standards that all children are expected to meet, and graduate from
high school.
We are also deeply troubled by the prospect that if virtually unregulated teacher certification academies with little
academic quality control are allowed to proliferate, the employers
of their graduates will be either charter
schools, many operating in
high - poverty communities, or traditional public
schools that lack the resources to be selective and competitive in hiring the best - qualified teachers.
New York City district officials have also concluded that the definition
of «
high -
quality leadership» should be in close sync with the definition
of a
high -
quality school, says Anthony Conelli, deputy chief
academic officer for leadership in the city's department
of education.
The plan, which is part
of the district's Eight Big Ideas, aims to provide every student in the district with a
high -
quality arts education, both in and out
of the classroom, improve
school climate and culture, increase student and parent engagement, and improve
academic achievement.