Sentences with phrase «significant achievement gaps in»

Even before children entered kindergarten, a significant achievement gap in literacy and mathematics was observed on the basis of their socioeconomic status, race, and ethnicity.

«Children from disadvantaged families arrive at kindergarten with a significant achievement gap in the knowledge, vocabulary and social skills necessary to compete and succeed in school.

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 achievemenIn 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 achievemenin the state with no significant gaps in student achievemenin 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.

In addition, significant achievement gaps by gender, Indigenous status, socioeconomic background and school location remain.

In a front - page story in the Times in November of 2007, the paper reported «no significant progress in reading and math» and «little narrowing of the achievement gap» on the NAEPIn a front - page story in the Times in November of 2007, the paper reported «no significant progress in reading and math» and «little narrowing of the achievement gap» on the NAEPin the Times in November of 2007, the paper reported «no significant progress in reading and math» and «little narrowing of the achievement gap» on the NAEPin November of 2007, the paper reported «no significant progress in reading and math» and «little narrowing of the achievement gap» on the NAEPin reading and math» and «little narrowing of the achievement gap» on the NAEP.)

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.

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.

«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.»

Imagine what additional improvements could be made in closing the achievement gap if Congress would close the significant federal funding gap that has existed far too long.

While the leadership deficits we have uncovered can not account in any direct way for the achievement gap, they do provide significant evidence that leadership is unequally distributed among U.S. schools.

Students across our state are making significant gains in academic performance, and we are seeing real progress closing the achievement gap among students of color.

Those new options have made a significant impact on Connecticut's achievement gap — you can not argue against the fact that charter schools have changed the lives of inner - city children of color who may not have otherwise had success in education.

High quality instruction is key to the success of all students in schools everywhere, but particularly essential in schools working to close the significant achievement gaps that persist in California.

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.

LEXINGTON, Ky. — Kentucky has made significant progress in education, but the state is not doing enough to close the academic achievement gaps that persist among different groups of students, according to a new report from the Prichard Committee for Academic Excellence.

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.

Significant closure of the achievement gap may be beyond the grasp of educators who will be struggling simply to keep their heads above water in the next five years.

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.

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.»

The award honors public and private elementary, middle and high schools whose students achieve at very high levels or have made significant progress and helped close gaps in achievement especially among disadvantaged and minority students.

A final evaluation report from an external evaluator showed a statistically significant improvement in third grade reading scores in the five communities, narrowing of the achievement gap.

In this article from Language Magazine, Using Data Senior Facilitator Mary Anne Mather offers practical strategies to help educators of struggling students act on a core belief of the Using Data process, «Significant improvement in student learning and in closing achievement gaps is a moral responsibility and a real possibility in a relatively short amount of time.&raquIn this article from Language Magazine, Using Data Senior Facilitator Mary Anne Mather offers practical strategies to help educators of struggling students act on a core belief of the Using Data process, «Significant improvement in student learning and in closing achievement gaps is a moral responsibility and a real possibility in a relatively short amount of time.&raquin student learning and in closing achievement gaps is a moral responsibility and a real possibility in a relatively short amount of time.&raquin closing achievement gaps is a moral responsibility and a real possibility in a relatively short amount of time.&raquin a relatively short amount of time.»

Closing the achievement gap remains a significant challenge in public education, and charters are much more likely to be highly effective schools to African American students.

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.

The Center's report highlights how AppleTree's Every Child Ready instructional model makes a significant impact in reducing the achievement gap for three - and four - year old children -LSB-...]

Even their reports indicating significant reductions in the achievement gap can not be trusted without careful examination.

Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the achievement gap, with African American students consistently earning higher Academic Performance Index (API) scores and proficiency rates statewide in many urban districts and across subjects.

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

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.»

In short, significant achievement gaps remain according to family income and education.

For these and other reasons, an extensive body of research suggests that small schools and small learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyond.

APP graduates were able to turn those schools around, showing significant improvements in English Language Arts and Mathematics and substantial progress in closing the achievement gaps in ELA and math scores against comparable schools within just three years

«Arts education strategies play a significant role in closing the achievement gap, improving student engagement, and nurturing creativity and innovative thinking skills.»

Even accounting for the progress in math, there is no sign that the reforms have had a significant impact in closing achievement gaps or in improving America's mediocre international educational standing.

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.

Since the era of high - stakes accountability initiated in the early 1980s has not, in fact, closed the achievement gap, can you commit to ending accountability - based education reform, including a significant reduction in high - stakes testing, and then detail reform based on equity of opportunities for all students?

In light of recent research by Sean Reardon and associates at Stanford's Center for Education Policy Analysis that achievement / opportunity gaps are due primarily to differences that occur before third grade, it is significant that school effectiveness can move the needle at the third - grade level.

The results of an education cost study formed the basis of education funding reform in Maryland that has resulted in a significant closing of their achievement gap.

The greatest gains in reducing gaps in achievement and opportunity have been made during periods when concentrated poverty has been dispersed through efforts at integration, or during economic growth for the black middle class and other communities, or where significant new investments in school funding have occurred.

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.

A P - 3 Approach and its Effectiveness in Closing Achievement Gaps: Hawaii's P - 3 Initiative describes implementation of the Hawaii P - 3 Initiative, along with findings from a five - year RAND evaluation of the Initiative which showed a statistically significant improvement in third grade reading scores in the five communities, narrowing the achieAchievement Gaps: Hawaii's P - 3 Initiative describes implementation of the Hawaii P - 3 Initiative, along with findings from a five - year RAND evaluation of the Initiative which showed a statistically significant improvement in third grade reading scores in the five communities, narrowing the achievementachievement gap.

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.

Collectively, the economic impact of the four achievement gaps we studied is significant — comparable, in their effect on the US economy, to recessions since the 1970s (Exhibit 2).

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

Results show that low - SES students made statistically significant gains in social studies and content literacy and, at post-test, showed no statistically significant differences from the students in the high - SES schools: Following instruction, there was no SES achievement gap on these assessments.

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 studentIn 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 studentin overall teacher skill amounting to a difference of about 2 percentile points in the achievement gap between the two groups of studentin the achievement gap between the two groups of students.

The 2015 science tests, however, produced no significant changes in the gaps separating the achievement of these students with that of white students in the commonwealth.