Sentences with phrase «significant achievement gaps as»

Socioeconomic status single largest factor As early as when children enter kindergarten, there are already significant achievement gaps as a result of socioeconomic status.

As early as when children enter kindergarten, there are already significant achievement gaps as a result of socioeconomic status.

Not exact matches

In addition, Borough President Katz will recognize the nine Queens high schools that were recently designated as «Reward Schools» by the New York State Commissioner of Education for having made the most significant progress or have the highest achievement in the state with no significant gaps in student achievement.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

On the other hand, we did not meet our goal to shrink by a significant margin the achievement gap (as measured by state - level standardized tests) as was our hope.

Give more authority to states to design their own accountability systems as long as they make «significant» progress in the proportion of students at or above the proficient level and are closing achievement gaps.

«Boston has made a significant investment in early childhood education as a key strategy for closing the achievement gap,» said Carol Johnson, superintendent of the Boston Public Schools.

As Anne Hyslop reported, the newly announced waiver guidelines now ask states for «a demonstration that a school may not receive the highest rating in the state's accountability system if there are significant achievement or graduation rate gaps in the school that are not closing.»

Despite decades of one - off interventions and reforms, such as improved curriculum, greater choice and accountability, or teacher training, significant achievement gaps still exist across the country between white and black students, and wealthy and poor students.

Including student learning growth as a significant factor among the multiple measures used to determine performance levels is important as an objective measure to differentiate among teachers and principals who have made significantly different contributions to student learning growth and closing achievement gaps.

As in previous years, scores from last year's Badger Exam and the ACT continued to reflect significant achievement gaps across racial, ethnic and income groups, a persistent trend state Superintendent called «most troubling.»

Steven V. Hall started his tenure as principal by addressing the school's significant achievement gap and by sharing the previous year's achievement data.

The National Council on Educational Statistics (NCES) defines achievement gaps as the imbalance that occurs when one group of students outperforms another group by a significant margin.

A clear example that poses a significant threat to the opportunity to learn for children who are suffering most from the achievement gap is the President's call to launch» a national competition to improve our schools» as the lead policy frame for the coming year's education reform - modeled on the Race to the Top and the Innovation Fund initiatives.

Assertions that the sector has «fulfilled one of its core missions — equity for students — by establishing itself as a primarily urban phenomenon with significant chains of schools that are closing achievement gaps» (Lake, 2013, p. 1) are countered by claims that «charter schools, on average, don't have an academic advantage over traditional public schools, but they do have a significant risk of leading to increased segregation» (Rotberg, 2014, para 2).

As states are submitting their plans to the department for review and approval, it is critical that these plans meet the letter and intent of the law and, as is its purpose, that they «provide all children significant opportunity to receive a fair, equitable, and high - quality education, and close educational achievement gaps.&raquAs states are submitting their plans to the department for review and approval, it is critical that these plans meet the letter and intent of the law and, as is its purpose, that they «provide all children significant opportunity to receive a fair, equitable, and high - quality education, and close educational achievement gaps.&raquas is its purpose, that they «provide all children significant opportunity to receive a fair, equitable, and high - quality education, and close educational achievement gaps.»

The legislation recognizes that achieving excellence in American education depends on providing access to opportunity for all children, and that increasing inequality within external social, economic, health and community factors — traditionally viewed as outside of the domain of schools — have a significant influence on academic outcomes and a persistent achievement gap.

i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the achievement gaps between economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.

Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average academic skills including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for poor school achievement, which is associated with poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor for child academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.