Sentences with phrase «secondary education achievements»
A review of the statistics shows that despite spending on public education growing steadily over the past century, America's primary and secondary education achievements are mediocre.
http://www.wacharterschools.org/ Not exact matches
The term «Gifted» is defined by the Elementary and Secondary Education Act as Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.
Adamu who was represented by a Director in the Ministry, Mrs. Ajaegbu Cordelia, maintained that the present administration sees Education as key to the achievement of the SDGs hence the commitment of the Federal Ministry of Education to provide leadership in its attainment through promotion of equitable access to primary and secondary education for boys and girls as well as promotion of equitable access to Technical and Vocational EEducation as key to the achievement of the SDGs hence the commitment of the Federal Ministry of Education to provide leadership in its attainment through promotion of equitable access to primary and secondary education for boys and girls as well as promotion of equitable access to Technical and Vocational EEducation to provide leadership in its attainment through promotion of equitable access to primary and secondary education for boys and girls as well as promotion of equitable access to Technical and Vocational Eeducation for boys and girls as well as promotion of equitable access to Technical and Vocational EducationEducation.
Unable to withstand the popularity of his opponents because of the latter's achievements, he started promising heaven including the 350 new secondary schools, free galamsey operation, free secondary education, one constituency one million dollar, free chocolate drink for all pupils and students, restoration of trainees» allowance etc..
KC says, «We also calculated some variants that made more cautious assumptions with respect to the achievements of universal secondary education and the expansion of reproductive health services.
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.
Bipartisan in its origins but controversial in its execution, NCLB, which is the latest version of the Elementary and Secondary Education Act, expanded the federal role in education and targeted improving the achievement of disadvantaged Education Act, expanded the federal role in education and targeted improving the achievement of disadvantaged education and targeted improving the achievement of disadvantaged students.
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.
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 meducation and the Colorado Commission on Higher Education to redo elementary and secondary school standards, which legislators say hasn't been done since the mEducation to redo elementary and secondary school standards, which legislators say hasn't been done since the mid-1990s.
With a rising immigrant population, a well - documented achievement gap between white students and students of color, and broadening gaps in wealth of Americans, Deb Delisle, the assistant secretary for elementary and secondary education for the U.S. Department of Education, said that the odds that are against these children were are really related to a gap in «educational opportuniteducation for the U.S. Department of Education, said that the odds that are against these children were are really related to a gap in «educational opportunitEducation, said that the odds that are against these children were are really related to a gap in «educational opportunity.»
The Education Business Awards recognise the outstanding achievements of primary and secondary schools from all sectors.
Among the achievements that impressed the judges were «the crisis school» Baxter College in Worcestershire, which took home the Outstanding Progress Award for secondary education for its impressive turnaround, and a cultural exchange trip to Kurdistan, northern Iraq, organised by King Edward VI School in Suffolk, which won the The Educational Visits Award.
In an Education Sector report released yesterday — The New State Achievement Gap: How Waivers Could Make It Worse - Or Better — Constance Clark and I report the effects of No Child Left Behind (NCLB) on education inequality, the ill that the Elementary and Secondary Education Act (ESEA) was long ago writtenEducation Sector report released yesterday — The New State Achievement Gap: How Waivers Could Make It Worse - Or Better — Constance Clark and I report the effects of No Child Left Behind (NCLB) on education inequality, the ill that the Elementary and Secondary Education Act (ESEA) was long ago writteneducation inequality, the ill that the Elementary and Secondary Education Act (ESEA) was long ago writtenEducation Act (ESEA) was long ago written to cure.
The Administration's legislation to reauthorize the Elementary and Secondary Education Act (ESEA) requires states to identify schools with the lowest achievement levels and least improvement.
Designed to recognise, showcase and celebrate young people's involvement in film and education, the star - studded, red - carpet event will bring together film industry professionals and young people to shine a spotlight on the filmmaking achievements of 5 - 19 year olds from across the UK, as well as recognising teachers» use of film in the classroom, young film reviewers, and exceptional film clubs in primary and secondary schools.
The 2014 Education Business Awards shone a spotlight on primary and secondary schools of all sectors in the UK that are making outstanding achievements in a number of areas.
The U.S. Department of Education has invited each State education agency (SEA) to request flexibility regarding specific requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of insEducation has invited each State education agency (SEA) to request flexibility regarding specific requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of inseducation agency (SEA) to request flexibility regarding specific requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of insEducation Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction.
Research finds the well - documented achievement gaps we see in elementary and secondary education begin long before children enter kindergarten.
Title I of the Elementary and Secondary Education Act provides funding for school districts that serve low - income students in order to address achievement gaps.
Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher - development approaches that can produce reliable gains in student achievement.
Aboriginal education, Aboriginal achievement, Aboriginal students, Torres Strait Islander education, Torres Strait Islander students, Disadvantaged, Socioeconomic influences, Constitutional law, Early childhood education, Primary secondary education, Vocational education and training, Higher education, Attendance, Large scale assessment, Government Aboriginal relationship, Boarding schools, Communities, Outreach programs
In 2011, the Massachusetts Department of Elementary and Secondary Education classified Bentley Elementary as a Level 4 school for its low test scores and academic achievement.
Despite ample research indicating that teachers matter more to student achievement than any other in - school factor, 32 both the Trump - DeVos budget and the House appropriations bill proposed eliminating the Supporting Effective Instruction State Grant program, often referred to as Title II grants after the section of the Every Student Succeeds Act (ESSA), a reauthorization of the Elementary and Secondary Education Act, that authorizes the funding.
States throughout the United States that have full state funding for universal pre - and 4K programs see significant academic advancements and achievements in students that continue well into the secondary and post-secondary education years.
Closing the achievement gap between the United States» disadvantaged students and the rest of our students has been the major focus of federal education policy since 1965, when the Elementary and Secondary Education Act waeducation policy since 1965, when the Elementary and Secondary Education Act waEducation Act was passed.
The EOCEP encourages instruction in the specific academic standards for the courses, encourages student achievement, and documents the level of students» mastery of the academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English / language arts and science will be administered to all public school students by the third year of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1 of the Elementary and Secondary Education Act (ESEA).
The crowning educational achievement of Johnson's Great Society, the Elementary and Secondary Education Act (ESEA), is approaching its fiftieth anniversary as policymakers squabble over the best way to reauthorize ESEA or, as it has been retooled, No Child Left Behind (NCLB).
The applications for federal flexibility under the NCLB law, the current version of the Elementary and Secondary Education Act, show 11 states aiming for vastly different student - achievement goals, with a jumble of strategies to improve low - performing schools.
In 2012 then US Secretary of Education Arne Duncan said that the TIMSS results «underscore the urgency of accelerating achievement in secondary school and the need to close large and persistent achievement gaps.»
According to Education Week, the U.S. Department of Education's Acting Assistant Secretary for Elementary and Secondary Education Jason Botel told a gathering of state school chiefs recently «that he wants states to be innovative in working to close the nation's yawning achievement gap, but also wants...
Delisle has coordinated and recommended policy for programs designed to assist state and local education agencies in improving the achievement of elementary and secondary school students.
Monique M. Chism, the director of student achievement and accountability in the department's Office of Elementary and Secondary Education, shared the timeline for peer - assessment reviews with a gathering of state assessment directors on June 24, the first day of the Council of Chief State School Officers» annual student - assessment conference here, and with the CCSSO's state collaboratives on assessment and other topics.
(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).
NSBA executive director Thomas J. Gentzel submitted a letter to the Honorable Todd Rokita, Chairman, and the Honorable Marcia Fudge, Ranking Member, U.S. House of Representatives Subcommittee on Early Childhood, Elementary, and Secondary Education, providing relevant and timely resources aimed at safeguarding student privacy while optimizing technology to improve student achievement and competitiveness.
Title I of the Elementary and Secondary Education Act — which Congress reauthorized last month through passage of the Every Student Succeeds Act of 2015 — authorizes federal funding for programs to raise the achievement of students identified as being at risk of academic failure.
West Point Public Schools earned the Highly Distinguished Title I School Division designation by exceeding all federal Elementary and Secondary Education Act (ESEA) achievement objectives for two consecutive years and having all schools fully accredited for two consecutive years.
The Massachusetts Comprehensive Assessment System is being dropped by half of Massachusetts school districts in favour of a new test (PARCC) which the Commissioner of the state's Department of Elementary and Secondary Education said would «help the state reduce the stubborn achievement gaps between rich and poor, white and minority, by giving teachers better information about which kids need extra support».
Arts education is an issue often considered secondary to academic achievement.
Per the Elementary and Secondary Education Act of 1965 (ESEA) flexibility waiver provisions, ten percent of Virginia's Title I schools (72) are identified as focus schools based on reading and mathematics achievement of students in the three proficiency gap groups.
West Point Public Schools and Poquoson Public Schools earned the Highly Distinguished Title I School Division designation by exceeding all federal Elementary and Secondary Education Act (ESEA) achievement objectives in English and mathematics for two consecutive years, having all schools fully accredited for two consecutive years and for graduating more than 80 percent of students with Standard or Advanced Studies diplomas.
1 We consulted the following educators by e-mail and telephone: Jacqueline Ancess, Codirector, National Center for Restructuring Education, Schools, and Teaching at Teachers College, Columbia University, and founding Principal of Manhattan East Middle School, New York, NY; Sanda Balaban, Autonomy Zone Liaison for New York City Department of Education and Coordinator of Homework Audit for New Mission High School, Roxbury, MA; Avram Barlowe, history teacher, Urban Academy, New York, NY; Ann Cook, Codirector, Urban Academy, and Cochair, New York Performance Standards Consortium, New York, NY; Cecelia Cunningham, Director of Middle College National Consortium and former Principal of Middle College High School at LaGuardia Community College, New York, NY; Herb Mack, Codirector, Urban Academy, New York, NY; Deborah Meier, Senior Scholar, New York University, Steinhardt School of Education, and founding Principal of Central Park East Elementary and Secondary Schools, New York, NY, and Mission Hill School, Boston, MA; Marian Mogulescu, education consultant and former Codirector of Vanguard High School, New York, NY; and Sylvia Rabiner, Project Manager, the Institute for Student Achievement, and founding Principal of Landmark High School, New Education, Schools, and Teaching at Teachers College, Columbia University, and founding Principal of Manhattan East Middle School, New York, NY; Sanda Balaban, Autonomy Zone Liaison for New York City Department of Education and Coordinator of Homework Audit for New Mission High School, Roxbury, MA; Avram Barlowe, history teacher, Urban Academy, New York, NY; Ann Cook, Codirector, Urban Academy, and Cochair, New York Performance Standards Consortium, New York, NY; Cecelia Cunningham, Director of Middle College National Consortium and former Principal of Middle College High School at LaGuardia Community College, New York, NY; Herb Mack, Codirector, Urban Academy, New York, NY; Deborah Meier, Senior Scholar, New York University, Steinhardt School of Education, and founding Principal of Central Park East Elementary and Secondary Schools, New York, NY, and Mission Hill School, Boston, MA; Marian Mogulescu, education consultant and former Codirector of Vanguard High School, New York, NY; and Sylvia Rabiner, Project Manager, the Institute for Student Achievement, and founding Principal of Landmark High School, New Education and Coordinator of Homework Audit for New Mission High School, Roxbury, MA; Avram Barlowe, history teacher, Urban Academy, New York, NY; Ann Cook, Codirector, Urban Academy, and Cochair, New York Performance Standards Consortium, New York, NY; Cecelia Cunningham, Director of Middle College National Consortium and former Principal of Middle College High School at LaGuardia Community College, New York, NY; Herb Mack, Codirector, Urban Academy, New York, NY; Deborah Meier, Senior Scholar, New York University, Steinhardt School of Education, and founding Principal of Central Park East Elementary and Secondary Schools, New York, NY, and Mission Hill School, Boston, MA; Marian Mogulescu, education consultant and former Codirector of Vanguard High School, New York, NY; and Sylvia Rabiner, Project Manager, the Institute for Student Achievement, and founding Principal of Landmark High School, New Education, and founding Principal of Central Park East Elementary and Secondary Schools, New York, NY, and Mission Hill School, Boston, MA; Marian Mogulescu, education consultant and former Codirector of Vanguard High School, New York, NY; and Sylvia Rabiner, Project Manager, the Institute for Student Achievement, and founding Principal of Landmark High School, New education consultant and former Codirector of Vanguard High School, New York, NY; and Sylvia Rabiner, Project Manager, the Institute for Student Achievement, and founding Principal of Landmark High School, New York, NY.
The funding from Title II, Part B from the U.S. Department of Education supports a competitive grant competition for projects that increase the academic achievement of students in mathematics and science by encouraging state education agencies, institutions of higher education, local education agencies, elementary schools, and secondary schools to participate in programs that improve instruction and upgrade the status and stature of mathematics and science Education supports a competitive grant competition for projects that increase the academic achievement of students in mathematics and science by encouraging state education agencies, institutions of higher education, local education agencies, elementary schools, and secondary schools to participate in programs that improve instruction and upgrade the status and stature of mathematics and science education agencies, institutions of higher education, local education agencies, elementary schools, and secondary schools to participate in programs that improve instruction and upgrade the status and stature of mathematics and science education, local education agencies, elementary schools, and secondary schools to participate in programs that improve instruction and upgrade the status and stature of mathematics and science education agencies, elementary schools, and secondary schools to participate in programs that improve instruction and upgrade the status and stature of mathematics and science teaching.
She was also appointed by U.S. Education Secretary Arne Duncan to serve on a committee that reauthorized the Elementary and Secondary Education Act, a federal guideline to increase school accountability for student achievement.
The bill, which reauthorizes the Elementary and Secondary Education Act, also crucially maintains accountability for improving academic achievement of English learners — a hallmark of the last reauthorization, known as the No Child Left Behind Act.
But No Child Left Behind — a reauthorization of the Elementary and Secondary Education Act — was the first law to hold schools and districts accountable for the achievement of their English language learner students.
Given what we know about the flatlining or decline in elementary - and secondary - education achievement levels, and the void in any sense of true accountability in undergraduate higher education, I suppose we shouldn't be surprised at these results, but it certainly should add to the urgency of the problem.
As the first iteration of No Child Left Behind evolves into the next generation of waivers and a future reauthorization of the Elementary and Secondary Education Act, it will be critical for the federal government to push states to support teachers and enhance standards in ways that will continue improving the educational achievement of English language learner students.
According to Education Week, the U.S. Department of Education's Acting Assistant Secretary for Elementary and Secondary Education Jason Botel told a gathering of state school chiefs recently «that he wants states to be innovative in working to close the nation's yawning achievement gap, but also wants them to make sure they comply with the Every Student Succeeds Act in doing so.»
Alabama has received a waiver from portions of the federal Elementary and Secondary Education Act (ESEA), which requires the state to include growth in student achievement as a significant factor in the evaluation framework, as well as a multitiered rating system.
And effective schools do use «measures of pupil achievement as the basis for program evaluation,» which was the annual requirement in the original Elementary and Secondary Education Act (ESEA) of 1965.