Sentences with phrase «states achieved at a higher level»

Students in only five states performed at what the National Center for Education Statistics (NCES) considers a statistically higher level on the grade - 4 test, and students in only eight states achieved at a higher level on the eighth - grade assessment.

Not exact matches

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Similarly, because growth measures may do a poor job of capturing the progress of high - achieving students, some states may want the weights assigned to achievement and growth to vary based on the level at which a school's students are achieving.

To achieve a similar breakthrough at the high school level, states must require districts to grant credit to any appropriate, quality course taken online, regardless of the provider.

More than twice as high a percentage of Canadians, Japanese, Czechs, New Zealanders, Dutch Swiss and Belgian students are achieving at that high level than the students in the United States.

He and his colleagues at Uncommon Schools consistently achieve at the highest levels on state tests.

The Commission will examine factors in raising student achievement from prekindergarten through high school including: state accountability and curriculum requirements; model programs to improve student achievement beginning in early learning programs and continuing throughout high school; strategies for every student to achieve at grade level such as intervention and support systems; and policies to improve student attendance and retention.

Achieve, which normally assesses accountability systems at the state level for «quality and coherence,» praised the Montgomery County assessments as rigorous, high - quality measures that are good predictors of students» performance on state - level tests.

Students who achieve at a high level and attain college and career readiness currently get no recognition in the diploma in most states.

These videos explain how the Common Core State Standards will help students achieve at high levels and help them learn what they need to know to get to graduation and beyond.

Professor Milgram was the only math content expert on the Validation Committee reviewing the standards, and he concluded that the Common Core standards are, as he told the Texas state legislature, «in large measure a political document that... is written at a very low level and does not adequately reflect our current understanding of why the math programs in the high - achieving countries give dramatically better results.»

As is well known, the federal No Child Left Behind Act of 2002 (NCLB) required states to test students annually in grades 3 - 8 (and once in high school), to report the share of students in each school performing at a proficient level in math and reading, and to intervene in schools not on track to achieve universal student proficiency by 2014.

In particular, ESEA reauthorization provides an opportunity for Congress to consider fresh ideas that would support states and districts in increasing school funding equity so that students in low - income communities receive the resources they need to achieve at high levels.

Federal and state policymakers should focus on sustained school improvement efforts coupled with support mechanisms to help all students achieve at higher levels and close achievement gaps.

Achieving those results, however, will require the support of higher education not only throughout the development of theexams but also into their full implementation.As a first step toward encouraging higher education systems to endorse and base judgments aboutstudents» college readiness on the new assessments, the William and Flora Hewlett Foundationand Lumina Foundation requested the National Center for Higher Education ManagementSystems (NCHEMS) to identify the conditions that help build consensus between K - 12 andpostsecondary systems at a state higher education not only throughout the development of theexams but also into their full implementation.As a first step toward encouraging higher education systems to endorse and base judgments aboutstudents» college readiness on the new assessments, the William and Flora Hewlett Foundationand Lumina Foundation requested the National Center for Higher Education ManagementSystems (NCHEMS) to identify the conditions that help build consensus between K - 12 andpostsecondary systems at a state higher education systems to endorse and base judgments aboutstudents» college readiness on the new assessments, the William and Flora Hewlett Foundationand Lumina Foundation requested the National Center for Higher Education ManagementSystems (NCHEMS) to identify the conditions that help build consensus between K - 12 andpostsecondary systems at a state Higher Education ManagementSystems (NCHEMS) to identify the conditions that help build consensus between K - 12 andpostsecondary systems at a state level.

She began as a teacher at the ground level of one of the country's most economically and demographically challenging inner city populations, the North Side of Milwaukee, Wisconsin, where she faced what so many teachers face: high class numbers, and needing to support learning, emotional and physical needs of a multilingual population of students in poverty while achieving state and district test score goals.

As the recently published Title III guidance to the Every Student Succeed Act (ESSA) states, «With effective, research - based supports and access to excellent educators, [English learners] can achieve English language proficiency and perform academically at the same high levels as their non -[English learner] peers.»

We want to prioritize the very limited and scarce state dollars to schools that are either achieving at a high level, rapidly improving or doing great work in communities of exceptional need.

The Center for American Progress recently released a report showing that when districts and states put in place smart processes to select high - quality curricula, students achieve at higher levels.

Based on decades of research, K12 has been an established leader in online education throughout the United States, packaging curriculum with high - quality lessons and mastery - based assessments to ensure that students achieve success at every level.

A myth plagues the United States that low - income students and students of color arrive at school so damaged that schools can not be expected to help them achieve at high levels.

But, the experiences of states like Massachusetts and Minnesota, which have adopted rigorous, internationally benchmarked standards, proves that U.S. students can achieve at high levels.

Students who attended school regularly were more likely to achieve at higher level on state standardized tests.

Martin Ackley, spokesman for the Michigan Department of Education, said the state believes that all children can achieve at high levels and that students should be held to the same high standards.

In this provocative volume, Chester E. Finn, Jr., and Brandon L. Wright argue that, for decades, the United States has done too little to focus on educating students to achieve at high levels.

The commonwealth's eighth graders also achieved at a significantly higher level than students nationwide and than students in 34 states and jurisdictions.

«Dr. Ross is an exemplary leader who challenges both his students and staff to achieve at the highest level,» stated Spearman.

Virginia fourth graders achieved an average score of 165 on the national science test, with no state performing at a statistically higher level.

To qualify for the Governor's Award for Educational Excellence, schools and school divisions must meet all state and federal achievement benchmarks for at least two consecutive years and achieve applicable excellence goals for elementary reading, enrollment in Algebra I by the eighth grade, enrollment in college - level courses, high school graduation, attainment of advanced diplomas, increased attainment of career and industry certifications, and participation in the Virginia Preschool Initiative.

Eighth graders in only five states — Connecticut, Massachusetts, New Hampshire, New Jersey and Vermont — and Department of Defense schools achieved at a statistically higher level.

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