Sentences with phrase «strong grades in their schools»

This year's 11th graders are the first subject to new state rules requiring students to score well on new state tests to graduate, beyond earning credits and strong grades in their schools.

Not exact matches

As a result, teaching science in Waldorf grade school classes is not always sufficiently strong or rigorous to satisfy the needs of young adolescents.

Prairie Moon Waldorf School opened its doors in 2005 and supports a strong, vibrant family community of 76 preK - 7th grade students (next year is 8th grade).

For the first time, researchers in the College of Education and Human Development at Texas A&M University have provided the strongest evidence to date that grade retention in the elementary grades hurts students» chances of graduating high school.

Late 60's in grade school I can remember home made rolls and the smell of them through the school getting stronger the closer to the lunchroom you got.

Fred Baptiste, the parent of a child at PS 161 in Crown Heights, Brooklyn, which is having its middle school grades truncated despite strong community opposition, said the change on co-locations would be an important first step.

«[T] he three strongest determinants of access to graduate education [at these top schools are] college grades, Graduate Record Examination (GRE) scores, and the reputation of a student's undergraduate institution,» she writes in her book.

I'd had a strong interest in biology since grade school, particularly in how the body malfunctions and the inventive ways we treat it.

One researcher suggested that recent studies saying current middle school programs focus more on developing a nurturing climate than strong academics, and the emphasis on high - stakes tests in eighth grade, may have spurred some principals to drop service - learning programs, according to Kielsmeier.

The reforms that have ratcheted up achievement in Washington's lower grades should bring stronger students to the city's high schools in the coming years.

At Valor Collegiate Academies — two charter schools on one campus in Nashville that serve grades 5 through 8 — the core philosophy is that «really strong SEL work is very advantageous to kids also doing well academically in school,» says Todd Dickson, who founded the schools with his twin brother, Daren.

CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving students — known as gifted and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost students» achievement over and above what is learned in a regular classroom from the start of 6th grade to mid-way through 7th grade.

While all students whose parents were actively involved in their education in the seventh grade had higher goals and aspirations as eleventh - graders, parents who were college graduates had a stronger impact on school behavior and grades, which are the prerequisites of reaching students» goals.

But while the latest report confirms performance increases found in the first - year study, it also shows that the gains were not strong enough to get students up to grade level by the end of the school year.

For K — 12 education, he proposes programs to «recruit math and science degree graduates» to teaching and «ensure that all children have access to a strong science curriculum at all grade levels,» more funding for «intervention strategies in middle school» for «teaching teams, parent involvement, mentoring, intensive reading and math instruction, and extended learning time» — all to address the «dropout crisis.»

Collectively, these tests provide strong evidence that our findings are not the result of families changing schools in response to the number of children from troubled families in their child's grade at an assigned school.

A teacher in Camden reports that she was threatened with dismissal if she talked about a school's policy of changing grades to make the school's performance look stronger.

They were selected from more than 120 nominations of students in grades 7 — 12, and they share a commitment to building strong, kind, and fair school communities.

A new study fills this gap by using data from five school districts in California that measure growth mindset for students in 3rd to 8th grade to assess the extent that students with stronger growth mindset learn more in a given year than those without.

That is, we compare students with the same demographic characteristics, the same test scores in the current year and in a previous year, the same responses to the surveys for other social - emotional measures collected by the district, and within the same school and grade, to see whether students who look the same on all of these measures but have a stronger growth mindset learn more over the course of the following year.

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

While some earlier studies questioned the role of grade configuration in school success and student achievement, including the 2008 National Forum «Policy Statement on Grade Configuration» and a 2010 study by EdSource, «Gaining Ground in the Middle Grades: Why Some Schools Do Better» in California, «the evidence on academic benefits has become much stronger in the past two years,» West says.

Additionally, the power of strong signals of academic performance — enabled by meaningful grades and test scores — has greater importance for students trapped in low - performing schools.

The Adopt - a-Farmer Project has been going strong for more than a decade, and now every grade in the Waterville Elementary School participates.

After hearing the film's real - life NASA scientist speak, «his admiration for his teacher is still very strong and moving,» fourth - grade teacher Wendy Goldfein — from Newington Forest Elementary School in Springfield, Virginia — told Education World.

The Guide includes key items that children should be learning in English language arts and mathematics in each grade, once the standards are fully implemented, activities that parents can do at home to support their child's learning, methods for helping parents build stronger relationships with their child's teacher, and tips for planning for college and career (high school only).

In Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8; increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on academic readiness (effect sizes in the 0.4 — 0.6 range) at school entrIn Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8; increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on academic readiness (effect sizes in the 0.4 — 0.6 range) at school entrin the 0.4 — 0.6 range) at school entry.

Cass Street School, located on the lower east side within walking distance of museums and downtown cultural attractions, offers the SAGE small class size (18:1) program from 5 - year - old kindergarten through third grade and strong college and career readiness curriculum in all grades along with art, physical education and music classes.

On the contrary, students entering a middle school in grade 6 are more likely not to be enrolled in any Florida public school as 10th graders (despite having been enrolled in grade 9), a strong indication that they have dropped out of school by that time.

Given this strong correlation, it's not surprising that almost all high - poverty urban schools in Ohio get failing grades on the performance index.

School Climate: New Hampshire received one of the highest grades for school climate, in part because of its strong showing on indicators of student engagement and school safety on the background survey of the National Assessment of Educational ProSchool Climate: New Hampshire received one of the highest grades for school climate, in part because of its strong showing on indicators of student engagement and school safety on the background survey of the National Assessment of Educational Proschool climate, in part because of its strong showing on indicators of student engagement and school safety on the background survey of the National Assessment of Educational Proschool safety on the background survey of the National Assessment of Educational Progress.

We supplement our analysis on math and reading achievement with similar analyses of the effects of entering a middle school on the probability of students» not being enrolled in a Florida public school in 10th grade (a proxy for dropping out of high school by this time) and on being retained in 9th grade (often a strong predictor that a student will leave school prior to graduation).

«If low level disruption is as widespread as he says, it certainly isn't backed up by inspection grades, which show that pupil behaviour is one of the strongest aspects in schools,» said Mr Lightman.

Jim O'Connor, principal of the KIPP Ascend middle school in Chicago, told me this month that five students from his last year's eighth grade who are in regular public high schools are having the most difficult time, because their schools lack the focus on strong academic results they found at KIPP.

In addition to publishing the model law to promote strong charter school laws, NAPCS also uses the model law as a rubric for grading existing laws.

The Anderson School will select a pool of applicants who have demonstrated a strong performance in school, as shown by their fourth grade report card, good attendance and punctuality, and fourth grade NYS ELA and Mathematics test scores - as reported in the Department of Education's Student Enrollment Management System (School will select a pool of applicants who have demonstrated a strong performance in school, as shown by their fourth grade report card, good attendance and punctuality, and fourth grade NYS ELA and Mathematics test scores - as reported in the Department of Education's Student Enrollment Management System (school, as shown by their fourth grade report card, good attendance and punctuality, and fourth grade NYS ELA and Mathematics test scores - as reported in the Department of Education's Student Enrollment Management System (SEMS).

The Star - Ledger reports that the International Academy of Trenton (IAT), a public charter school serving grades K - 5, is being shut down for failing to meet student academic and social needs: Kimberley Harrington, then commissioner of the Department of Education, in a Jan. 12 letter to IAT said the state was not renewing the charter because the academy «failed to provide a strong educational program and sustained organizational stability.»

Education Northwest helps schools work across grade levels and content areas as they build independent readers and writers who have strong foundational skills and who can engage in deep thinking, reasoning, and writing about complex texts.

Tozer met with the Connecticut Governor's Pre-K to 3rd Grade Policy Symposium in April to communicate that strong school leadership needs to understand the value proposition of early childhood education and needs to foster strong instruction that maintains a continuum of development in pre-K through third grade.

When the Grade 3 teachers expressed strong support, the school extended the pilot to the other grades and decided to adopt Eureka Math in Grades 1 — 4 for the 2016 — 2017 schoolgrades and decided to adopt Eureka Math in Grades 1 — 4 for the 2016 — 2017 schoolGrades 1 — 4 for the 2016 — 2017 school year.

One study in Chicago, for instance, found that ninth - grade attendance was stronger than any other factor in predicting who would and wouldn't finish high school.

Clearly states have an interest in ensuring that any investments they make enable strong outcomes that produce the desired benefits of stronger learning and school success, along with savings from reduced needs for special education, grade retention, remediation, or dropping out.

«Oregon's higher education course placement agreements are a strong step forward in high school to college alignment, signaling to high school students that their hard work on the Smarter Balanced assessments and rigorous coursework in the 12th grade provide concrete benefits once they get to campus.»

Our small school serves 290 students in Kindergarten through eighth grades, allowing us to foster strong relationships with our staff, students, and families.

In middle and high schools, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

The Chicago study — similar to one that looked at schools in Philadelphia, Baltimore, New York and three districts in California — found that course failures and low attendance in middle grades «were the strongest predictors of high school failure or dropout.»

Mission's school - wide outcomes include: (1) Utilizing student work to drive instruction, inform teaching practices, and support student achievement at the highest level; (2) Emphasizing Post-Secondary Success at all grade levels to ensure that students are academically prepared, eligible, and have a deep awareness of all post-secondary options upon graduation from high school; (3) School - wide family engagement to create meaningful partnerships, build strong relationships, and deepen avenues of communication with all families in order to provde the highest levels of support to its stuschool - wide outcomes include: (1) Utilizing student work to drive instruction, inform teaching practices, and support student achievement at the highest level; (2) Emphasizing Post-Secondary Success at all grade levels to ensure that students are academically prepared, eligible, and have a deep awareness of all post-secondary options upon graduation from high school; (3) School - wide family engagement to create meaningful partnerships, build strong relationships, and deepen avenues of communication with all families in order to provde the highest levels of support to its stuschool; (3) School - wide family engagement to create meaningful partnerships, build strong relationships, and deepen avenues of communication with all families in order to provde the highest levels of support to its stuSchool - wide family engagement to create meaningful partnerships, build strong relationships, and deepen avenues of communication with all families in order to provde the highest levels of support to its students.

Good news is evident in rapidly rising proficiency in elementary and high school writing, stronger 11th grade ACT results, and increasing graduation rates.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poStrong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poSchool teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school postrong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school poschool policies

Our teachers work to integrate strong arts into the core curriculum on a regular basis, and we have multiple teaching artist residencies in all grade levels throughout the school year.