Sentences with phrase «students are at same level»

It's best if both students are at same level, as the surf lesson will be adapted to the level of the students.

Not exact matches

So if participation in high school sports is good for students, at a certain level it makes sense that as many students as possible should get that opportunity — but if the same group of athletes hogs three sports» worth of spots, then opportunities are lost for others.

There is an obvious disparity between the funds made available by the federal government to support free meals for low - income students and the revenue collected by school districts (from federal «paid» meal reimbursements and student payments) to support the very same meals when served to children at higher income levels.

This was during the first few years of the Harlem Children Zone's middle school, which were a struggle, and those KIPP schools, which had very good test results, were for the Promise Academy administrators both a standard to be aspired to and a frustrating reminder that their own students weren't performing at the same high level as KIPP's students.

«We needed to ensure that [East Ramapo's students] had the same opportunity as a kid that's down the street in another district, but at the same time provide a level of oversight that's effective,» he said.

At the same time, the budget also includes a $ 200 annual tuition increase for five years for in - state students whose family income levels are above the amount of the new grant program.

Ossining for Fair Funding Communications Director Jessica Vecchiarelli said: «With significant enrollment growth and substantial increases in student needs, we are simply asking that Ossining be put on a path to being funded at the same percentage level as the average district in New York State, at least 80 % of the fully phased - in Foundation Aid.

Because of the funding gap, the school isn't able to provide the same level of education as it does at the other specialized schools, which require the same test for entry, parents and students say.

In January, arguing to increase the weight of test scores, Mr. Cuomo cited the small number of teachers who were rated ineffective, noting that at the same time only about a third of students were reading or doing math at grade level, as measured by state tests.

An English learner in the El Paso metropolitan area, for example is nearly twice as likely to be reclassified by the end of seventh grade compared to a student performing at the same level in the Rio Grande Valley.

Michèle Artigue: The first is the fact that our school does not reduce enough the social inequalities - we need to have a [school system that's] more fair, more inclusive and, at the same time, keeping a high level of demand on the students.

This approach would recognise that students in the same year of school are at different levels of attainment, and students in different years of school often are at the same level.

In fact, at the beginning of any school year, teachers can guarantee that their student roster will not be comprised of students sharing the same skill levels, nor will they all think alike.

The state wants 80 percent of all students and student subgroups to score at a level demonstrating that they are on track for postsecondary readiness by 2024 - 25, based on state tests; also wants all students and student subgroups to graduate at a 90 percent clip by the same year.

And, rather than expecting all students to master the same curriculum content and to be at the same point in their learning at the same time, excellent learning progress (or growth) is an expectation of every learner — even those who begin the school year at more advanced levels of attainment.

To me, the biggest issues are the achievement gaps, as you said, and the achievement gaps are still there, according to socioeconomic background — disadvantaged students are still achieving at a much lower level than advantaged students or affluent students — and Indigenous students are still performing at a much lower level than non-Indigenous, and rural and remote students are still not achieving at the same levels as metropolitan students.

The researchers compared cohorts of students at the same school in years when the school was at a critical performance level on the math test with years when they were not.

Teachers need a way to organize websites, make it easier to control several different computers, smart phones and tablets at once, and have their students navigate the web even if they are not always on the same reading and typing levels.

Your student might not be able to perform at the same academic or conceptual level as your other students, but he can learn many of the same skills if you modify your approach to instruction.

In 1992, students in Texas were performing at the same level as the students in the nation.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

New Mexico earned the same mark as Massachusetts, even though only about one - quarter of its students are proficient, while half of Massachusetts students score at that level.

Geoff Masters: «When we think of teaching as... primarily the delivery of the curriculum for a particular year level and we think of assessment as the process of judging how well students have learnt what we've just taught, there is a problem because students don't start the year at the same point in their learning.

Teachers claim that cameras in the classroom can help stamp out students» false allegations against them, providing an added level of protection for both their careers and personal integrity while at the same time affording parents full confidence in terms of how their children are being treated while at school.

(Moskowitz and Kittredge define a «persistently failing school» as one in which 10 percent or fewer of the students are proficient in reading and math — or, in the case of high schools, where the same percentage or lower is testing at college - ready levels.)

Quite surprisingly, he cites New Jersey's tortured 35 - year - old Abbott litigation as an example of «success,» but neglects to mention that the state's black students, the principal beneficiaries of the remedy, are still scoring at about the same relative levels on the NAEP tests as in 1992.

Under the assumption that students in the same year of school are at broadly similar levels of achievement, teachers then teach the relevant year - level curriculum, accepting that some students inevitably will learn more of what they teach than others.

Every year, a sample of GCSE students will take the same test so it will show over time, if there is any change in how students perform at a national level.

They must be actively engaged as teachers in the field and teach students at the same level as the students taught by the candidates whose responses they score.

By the end of the academic year, those same students were reading at an average level of 5.1 years, meaning they had accomplished a year and a half's worth of development in under a year.

It's possible for students to work on the same lesson or project simultaneously at different levels, and at their own pace.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

The conviction of the thinker Aga Khan beyond the construction of environments for education, but also to equip them with a high level of technology that allows students to be at the same level and skills compared to other students in the world.

The same states — Massachusetts, New Jersey, Minnesota, and Vermont — are top performers on this measure for students from families with high educational backgrounds; in all four plus Colorado, 18 percent or more of such students perform at the advanced level.

This was easy for reading, since the «prepared» level is set at the same point as «proficient» — and it's a breeze to find the percentage of students at or above proficient since 1992.

My answer to this question is: unless your students» ability levels allow them to all learn a particular lesson at the same speed and in the same way (I find this highly unlikely), then yes you must consistently differentiate.

Every student at a particular grade level is required to take the same test.

And that's without resolving the policy paradox of whether achievement scores and graduation rates can realistically be raised at the same time, along with the level of student engagement, or whether those worthy goals tend to cancel one another.

The safe harbor provision in NCLB was a crude way to measure growth, but it at least attempted to account for the fact that not all students come in with the same achievement levels and we can't expect schools to erase those gaps in a single year.

She found that student performance is better in areas with competing multiple districts, where parents at the same income level can move to another locality, in search of a better education.

These are institutions whose students, regardless of socio - economic deprivation, score at the same level as their more privileged counterparts.

Back in 2000, U.S. and German students at age 15 were performing at roughly the same level on international tests in reading, math, and science, and shortly thereafter, a spirited school - reform movement was launched in both countries.

It's important to remember that not all teachers are at the same level of comfort with giving over this time to the students.

At the same time, more advanced students often are presented with year - level material that is much too easy.

At the same time, students whose performance on the ACT, the SAT, or the new Common Core State Standards is below a certain level might be denied assistance, and those who do particularly well might get extra help.

The course will be available to students who achieve a C or above at GCSE and will carry the same UCAS points as an AS level.

And all of this is so important, because we know that students in the same year of school or students at the same age are very, very different in their levels of achievement.

For example, teachers often see themselves as teachers of particular year levels; textbooks are written for each year of school and encourage timed, lock - step progression through curriculum content; and all students are assessed at the same time to establish how much of the delivered curriculum they have mastered.

Students can choose to compete either with other players within their class, school or country, and are matched to children at the same academic level as themselves (or against the computer if no suitable match is available).

Proponents of tracking and of ability - grouping (a milder version that separates students within the same classroom based on ability) say that the practices allow students to learn at their own levels and prevent a difficult situation for teachers: large classes where children with a wide range of different needs and skill levels are mixed together.