Sentences with phrase «significant achievement gaps between»

A Gannett Wisconsin Media investigation revealed significant achievement gaps between students in virtual schools and those in traditional brick - and - mortar schools.

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.

The association's decision reflects members» concern about the significant achievement gap between those who have participated in preschool programs and those who have not, according to Samuel G. Sava, executive director of the national association.

Too many students can't perform at grade level, and there is a significant achievement gap between white and minority students.

Using a multilevel framework that takes into account numerous predictors and the clustering of students within schools, we show a statistically significant achievement gap between Native Hawaiian and white students, Pacific Islander and white students and Native Hawaiian and Pacific Islander students.

Not exact matches

Despite decades of widespread implementation of such reforms, significant achievement gaps still exist across the country between white and black students, and wealthy and poor students.

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.

For others this is not a new task, but one that needs dramatic improvement given the significant gaps in achievement between ELLs and non-ELLs.

The report says that students have made significant gains in math and reading since the passage of NCLB; and achievement gaps between white and minority students have closed somewhat since 2002.

The hard work and dedication of educators and school leaders at Oak Hill Elementary School in High Point, N.C. received much - deserved recognition for closing its achievement gaps between students by significant margins.

Attempting to show that even a well - managed school district can't close achievement gaps in student learning, McRae showed Fraisse data from the state Department of Education showing significant differences in test scores between African - American and Latino students and white students in some of the administrator's former school districts.

That said — while schools are moving more students into proficient and goal - level performance, significant gaps in achievement continue between economically disadvantaged students and their peers.»

Preliminary analyses from the elementary school mathematics classrooms show improved California Assessment of Student Performance and Progress outcomes and a significant closing of the achievement gap between students eligible for free and reduced - price lunch (FRL) and those students not eligible for FRL.

This approach ignores history and rejects common sense: Gaps in achievement between historically disadvantaged students and their peers are long - standing and significant, and simply ignoring these gaps will not make them go aGaps in achievement between historically disadvantaged students and their peers are long - standing and significant, and simply ignoring these gaps will not make them go agaps will not make them go away.

Aligning a high - quality PreK experience with its overall education reform goals has helped MCPS achieve significant results: almost 90 percent of Kindergarteners enter first grade with essential early literacy skills; nearly 88 percent of third graders read proficiently; achievement gaps between different racial and ethnic groups across all grade levels have declined by double digits; 90 percent of seniors graduate from high school and about 77 percent of them enroll in college.

Chicago International Charter School has made significant progress toward its goal of closing the achievement gap between the performance of our students and the performance of their more economically advantaged peers.

These days it's common to talk about closing the «achievement gap,» significant and persistent disparities in academic performance between groups of children.

One significant effect of ECE that has been demonstrated is its capacity to close the educational achievement gap between low and high - income students.

The majority of the expansion of the achievement gap with age occurs between rather than within schools, and specific school and peer factors exert a significant effect on the growth in the achievement gap.

In all, the study finds a statistically significant gap in overall teacher skill amounting to a difference of about 2 percentile points in the achievement gap between the two groups of students.

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.

There were no statistically significant changes in the achievement gaps in fourth - grade reading between white students and black and Hispanic students.