Sentences with phrase «student of the same age»

Ensure student learning nutrition at snack and meal times recreation during recess and general advancement on trend with other students of the same age range.

There are often good social reasons to keep students of the same age together.

With few students of the same age and with child labor on farms causing irregular attendance, the efficient arrangement was to group students by ability rather than age.

Monitoring progress against a map is important because students of the same age and year level can be at very different stages in their learning.

Because the exams apply to everybody in a state at the same time, it is not possible to compare students of the same age within the same state to find out the impact of exams.

This approach to organising teaching and learning might be appropriate if students of the same age commenced each school year at more or less the same point in their learning.

«The most recent PISA report showed that secondary students in rural and remote schools are up to three years behind students of the same age from high - SES backgrounds in major cities.»

As researchers have long known, black and Hispanic students score, on average, two to three years behind white students of the same age on standardized tests — a gap that persists regardless of how it is measured.

Teachers need to report how the student is performing compared with non-disabled students of the same age.

Lortie - Forgues, Tian and Siegler (2015) repeated the question with students of the same age in 2014 — 27 per cent got it right, leading the researchers to comment: «Thus, after more than three decades, numerous rounds of education reforms, hundreds if not thousands of research studies on mathematics teaching and learning, and billions of dollars spent to effect educational change, little improvement was evident in students» understanding of fraction arithmetic.»

Although students of the same age may be at very different points in their learning and may be progressing at different rates, every student is considered capable of successful progress if they are engaged, motivated to make the necessary effort and given appropriate (that is, well - targeted) learning challenges and opportunities.

A study by Jonah Rockoff and Benjamin Lockwood found that students in New York City attending standalone middle schools score lower on standardized tests than students of the same age who attend K - 8 schools.

A recent report published in The New York Times and sponsored by the American Federation of Teachers (which is anti-charter schools) fosters such fears by claiming minimal success and even failure of charter - school students across the nation when compared with public - school students of the same age.

Participating students are required to complete 20 games on various levels of Live Mathletics, earning points by answering as many correct questions as possible alongside other competing students of the same age and ability level.

Norm - referenced tests are a form of standardized testing that compares «normal» skill levels to those of individual students of the same age.

But in educational attainment, students in Texas are, on average, one to two years ahead of California students of the same age, even though Texas has a lower per capita income and spends less per pupil than California does (Exhibit 3).

Demonstration of «basic skills» in English from an objective assessment that is also given to English proficient students of the same age

Rather than judging all students against the same expectation, a map makes it possible to monitor and recognise the progress that individuals are making, even if they are tracking well behind other students of the same age.

Among other benefits of a non-graded classroom system is that it would seriously interfere with the stranglehold of standardized testing and its emphasis on comparing students of the same age to each other.

There is a long history of schools using technologies to, in effect, sustain the chalkboard and prop up the 20th - century factory model classroom with the teacher in front of 20 to 30 students of the same age.

However, underpinning this practice is an assumption that students of the same age / year level are at broadly similar levels of achievement.

This view recognises that students of the same age will be at different points in their learning and may be progressing at different rates, but sees every learner as capable of making good learning progress.

Underpinning this practice is a tacit belief that the same curriculum is appropriate for all, or almost all, students of the same age.

In particular, it would not assume that all students of the same age or year level are more or less equally ready to learn the same content at the same time.

Much teaching in schools continues to be of this latter kind, sometimes encouraged by curricula that specify what all students of the same age should be taught and expected to learn, and by assessment and reporting regimes that judge and grade students on how well they have mastered common age / year - level expectations.

In any given year of school, students» achievement levels vary by the equivalent of five or six years of school, meaning that students of the same age and year level are at very different points in their learning and have very different learning needs.

The approach focuses on assessing and monitoring student growth over time and is underpinned by an understanding that students of the same age and in the same year of school can be at very different points in their learning and development.

Another, more forward - thinking, school of thought is to simply abandon the idea that students of the same age should be grouped together.

A high ability student is one who «performs at, or shows the potential for performing at, an outstanding level of accomplishment in one of the following domains, Mathematics, Language Arts, or general intellectual, when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.»

Norm - referenced reporting shows how a student performed on a test compared to compared to other students of the same age or grade.

Any notion that all students of the same age have exactly the same learning needs should have been debunked long ago.

The approach focuses on assessing and monitoring student growth over time and is underpinned by an understanding that students of the same age and in the same year of school can be at very different points in their learning and development.