Sentences with phrase «schools on a statewide level»

Who oversees charter schools on a statewide level?

Not exact matches

It may seem like Southern California schools and teams in many sports always get benefit of the doubt when it comes to rankings and honors on the statewide level compared to Northern California.

Additional Accountability Requirements: The Statewide School Wellness Policy (2005) adopted by the State Board of Education requires school districts to report annually to the state on the implementation of their local wellness policies at the district and individual school School Wellness Policy (2005) adopted by the State Board of Education requires school districts to report annually to the state on the implementation of their local wellness policies at the district and individual school school districts to report annually to the state on the implementation of their local wellness policies at the district and individual school school level.

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.

Using student - level data from two states, Harvard Professor Martin West and I found that 40 to 60 percent of schools serving mostly low - income or underrepresented minority students would fall into the bottom 15 percent of schools statewide based on their average test scores, but only 15 to 25 percent of these same schools would be classified as low performing based on their test - score growth.

Moreover, summative assessment sat at the core of many of the policy reforms that the leaders described: additional accountability levers such as teacher evaluation systems and statewide school report cards draw on data coming out of these summative tests to make determinations and comparisons regarding teacher and school - level performance.

And on the Massachusetts Comprehensive Assessment System (MCAS)- the state's standardized test, first administered in the spring of 1998 - Worcester public school students in different grade levels were 8 to 20 percentage points less likely to score at or above proficiency than were students statewide.

In Washington state, the percentage of 4th - grade students meeting or exceeding the grade - level standard on the Washington Assessment of Student Learning in the first group of 51 schools increased 23.7 points (from 39.7 percent in 2003 to 63.4 percent in 2007), while the gain statewide during that period was just 9.7 points (from 66.7 to 76.4 percent).

For example, Florida law gives all parents with a child in special education the option of finding a private school with support to the same level as the average spent statewide on students with that disability.

We use the state's student - level database to examine the voucher program's impact on integration in the 2012 — 13 school year, the program's initial year of statewide operation.

Our analysis is based on statewide, student - level longitudinal data obtained from the Arizona Department of Education (AZDOE) that contains information on test scores, school enrollment, and student characteristics for the 2005 - 06 through 2011 - 12 school years.

Two states with statewide choice programs — Louisiana and Indiana — have reporting requirements that pose high and medium levels of administrative burden on participating schools.

These include students» grade level, Limited English Proficiency status and eligibility for subsidized school meals, their teachers» years of experience in North Carolina public schools, class size, school size, schools» racial and socioeconomic makeup, and schools» average math and reading scores on statewide tests.

This study found the percentage of students scoring «Proficient or Above» on standardized Language Arts and Mathematics Mississippi Curriculum Tests, Grade 4 Mississippi Writing Assessment Tests, and 5th Grade Mississippi Science Tests was significantly higher at schools participating in the Whole Schools Initiative that had effectively implemented the WSI integration model when compared to student performance statewide and when compared to district level student performance for the school district within which the WSI school was lschools participating in the Whole Schools Initiative that had effectively implemented the WSI integration model when compared to student performance statewide and when compared to district level student performance for the school district within which the WSI school was lSchools Initiative that had effectively implemented the WSI integration model when compared to student performance statewide and when compared to district level student performance for the school district within which the WSI school was located.

Harbor Teacher Preparation Academy, a four - year Early College high school on the campus of Harbor College, and Wonderland Avenue Elementary, which has a gifted / high ability magnet center for students in 3rd through 5th grade in Hollywood, ranked in the 100th percentile of all public schools statewide serving the same grade level.

«It's a reasonable thing to do because implementing new curriculum on a statewide level is a pretty large endeavor,» said Warren Sata, director of school operations at New Designs Charter School in South L.A., which has been piloting the new Common Core standards for the pastschool operations at New Designs Charter School in South L.A., which has been piloting the new Common Core standards for the pastSchool in South L.A., which has been piloting the new Common Core standards for the past year.

And, perhaps most troubling of all, county and city schools, since 2008, have had no more than 31 percent and 47 percent, respectively, of students scoring at or above grade level on statewide testing.

a. 1) A state share of the Basic Operation Cost, which cost per pupil in March 31 ADM is established individually for each local school division based on the number of instructional personnel required by the Standards of Quality and the statewide prevailing salary levels (adjusted in Planning District Eight for the cost of competing) as well as recognized support costs calculated on a prevailing basis for an estimated March 31 ADM.

The only measures a State may include within its Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and B - 15).

On the statewide level, the ESC of Lake Erie West is the sponsor of 55 community schools located throughout Ohio.

Additionally, ESSA requires states to annually test 95 percent of students in reading and math, to use the participation rate to calculate the achievement indicator, and to factor assessment participation into the statewide accountability system another way.21 For example, four states — Connecticut, Massachusetts, New Mexico, and Vermont — plan to lower a school's classification for not meeting this requirement.22 In three states — Illinois, Nevada, and Tennessee — schools that do not have a 95 percent participation rate can not score at the highest level of proficiency; receive zero points for proficiency; or receive an F on the achievement indicator for the given group of students, respectively.23

We use data on statewide end - of - course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level.

Statewide systems of school improvement and support were focused largely on compliance and sanctions based on bald, end - of - year data that provided little evidence of how results were achieved and moreover, were not useful for making decisions at the school and system levels.

And by allowing states to limit the definition of consistent underperformance for a group to being in the lowest performance level on an indicator, or being the farthest away from statewide average performance, it undermines the idea — and the Congressional requirement — that any group that is struggling in any school needs help and assured action, not just the very lowest performing groups or groups in a limited number of schools.