Sentences with phrase «socioeconomic achievement gap»

I pointed out schools that have major socioeconomic achievement gaps.

The racial and socioeconomic achievement gaps in National Assessment of Educational Progress (NAEP) reading and math persist.

After all, as recent studies of the now - abolished No Child Left Behind Act has shown, focusing on socioeconomic achievement gaps improves outcomes for minority and White children (as well as struggling and high - achieving children of all backgrounds).

Implications for early socioeconomic achievement gaps are discussed.

We've written before that some civil rights groups felt the waiver applications of Indiana and several other states didn't do enough to address socioeconomic achievement gaps.

In Cincinnati, not only was the graduation rate for the Community Schools district improved from 59 % to 82 %, but they were also able to lessen the racial and socioeconomic achievement gap from 14.5 % to 4.5 %.

According to my interpretation of data from meta - analyses and a nationwide data set, both racial and socioeconomic achievement gaps are 25 percent narrower in Christian schools than in public schools.

Since the 1970s, policymakers have relied on test - based accountability (TBA) as a primary tool for improving student achievement and for reducing racial and socioeconomic achievement gaps.

The seminal «A Nation at Risk» report was released in 1983, and in the 25 years since, education reforms at the state and national level have increasingly focused on improving student academic performance and reducing persistent racial and socioeconomic achievement gaps.

By and large, L.A. Unified charters also outperform the district average in API scores and graduation rates for Latino and African American students, and students from low - income families; in other words, they are succeeding at closing the socioeconomic achievement gap that plagues U.S. education.

But Duncan said that there is evidence that the racial achievement gap has been reduced significantly during the same period, which is promising for closing the socioeconomic achievement gap in the future.

For over ten years, districts across the U.S. have expressed frustration with No Child Left Behind, an educational policy that has been derided by educators as placing too much emphasis on standardized testing and failing to address racial and socioeconomic achievement gaps.

While the implementation of a new funding reform plan is complicated, the impetus to begin working towards closing the socioeconomic achievement gap is not.

In short, they can reach the goals a high - income school would view as standard, shrinking the socioeconomic achievement gap by what some estimate could be twenty percent, based on test scores.

Everyone from teachers to educators to neurologists to acclaimed economists agrees that these early interventions help close the socioeconomic achievement gap and provide many other long run benefits such as reducing the number of students classified for special education services, improving graduation rates, and even reducing the number of students entering the school - to - prison pipeline.

The existence of a «socioeconomic achievement gap» — a disparity in academic achievement between students from high - and low - socioeconomic status (SES) backgrounds — is well - known in educational research.

And the U.S. has made more progress in closing the socioeconomic achievement gap than any other PISA country.»

Critics point to large racial and socioeconomic achievement gaps, misleading claims made by the school district's public relations department, uncritical press coverage, a precipitous decline in black educators, and funding that has been inequitably distributed to some of the city's most impoverished schools.

Research has shown that inequality still features prominently in the US educational system and that racial and socioeconomic achievement gaps have significant long - term effects for disadvantaged students.

It's important to understand the changes because — while the new grading system has been controversial and criticized — state officials say the growth model puts a higher premium on closing the socioeconomic achievement gap and tracking individual students» performance on statewide tests.

TFA is a non-profit whose mission is to close the socioeconomic achievement gap by recruiting especially smart, driven, and idealistic young people for a two - year teaching commitment.

One of the goals of the No Child Left Behind Act of 2001 (NCLB; 20 U.S.C. § 6301) was to close racial and socioeconomic achievement gaps.

In addition to gaining knowledge about a subject, students «should be asked to comprehend, apply, analyze, synthesize, evaluate — using that knowledge,» according to Education Trust, a Washington - based nonprofit devoted to closing racial and socioeconomic achievement gaps.

Targeting and empowering communities is the most sustainable approach of improving learning outcomes and reducing the socioeconomic achievement gap for children in low income communities.