Sentences with phrase «students at all achievement levels»

In 2000 the school won the U.S. Department of Education's Blue Ribbon Schools Award for providing a balanced education for students at all achievement levels and with diverse needs.

Hembree and Dessart (1986) found that, when calculators are integrated with regular instruction, students at all achievement levels show an improved attitude toward mathematics, improved test scores in basic operations, and improved scores in problem solving.

Crucial resource to address reading comprehension skills for middle and high school students at all achievement levels.

Not exact matches

In order to close the education achievement gaps at the local and global levels, we must find a way to factor in these non-cognitive skills and re-formulate how we measure and advance our students.

Students who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligStudents who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents in the control group, which showed only a slight gain.

This award recognizes exceptional achievement in non-fiction film and video production at the university level and brings greater public and industry awareness to the work of students in the documentary field.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

On a slightly less negative note, fourteen states and D.C. rate or plan to rate schools» achievement using a model, such as a performance index, that gives additional credit for students achieving at an «advanced» level.

«Part of effective teaching is the use of appropriate assessments to inform teachers of the achievement level of students so that appropriate teaching and intervention strategies can be put in place if a child is not achieving at the expected level.»

Students were protecting themselves from extra work by ostracizing high achievers, «constraining the fast minority,» and holding down the achievements of those who were above average, «so that the school's demands will be at a level easily maintained by the majority.»

Meeting this fifth challenge depends on better ways of: identifying children at risk of being locked into trajectories of low achievement at the earliest possible ages; enhancing levels of school readiness; diagnosing learning difficulties upon entry to school; and intervening intensively during the early years of school to address individual learning needs to give as many students as possible the chance of successful ongoing learning.

Despite the united front of opposition, with studies like Carol Klein's 2006 Virtual Charter Schools and Home Schooling finding high levels of parent satisfaction and student achievement at virtual schools, it is highly unlikely that independent home schoolers and advocates for traditional public schools will be able to stop them.

As our schools serve greater numbers of Hispanic students and fewer whites, for example, we should expect achievement to decline somewhat because Hispanic students, who are more likely to live in poverty, tend to perform at lower levels, on average, than whites.

NU: Again tracking the student achievement we're seeing what's happening in terms of progress with our levels within the curriculum — you know at or below national standard.

For example, at the start of each school year in Australia, the achievement levels of students in each grade vary by the equivalent of five or six years of school.

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.

We have to look at ways to address those things and try to improve the achievement levels of those students in order to lift the performance of the whole system.

Layering incentives at classroom, grade, and schoolwide levels creates a culture of positivity and achievement where students celebrate milestones in their individual and shared learning.

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.

Still, there is strong evidence — primarily at the elementary level where implementation is the greatest — to suggest that year - round schedules can have a positive impact on student achievement.

They suggested that, rather than measuring academic achievement based on proficiency rates alone, states should either look at scale scores or some sort of an index providing partial credit for getting students to a basic level (and additional credit for getting students to an advanced one).

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

Across the board at the federal, state, and district level the role of partnerships between home and school is becoming a more important factor in education reform and student achievement, Mapp said.

On the third page of the study, the authors write: «Negative voucher effects are not explained by the quality of public fallback options for LSP applicants: achievement levels at public schools attended by students lotteried out of the program are below the Louisiana average and comparable to scores in low - performing districts like New Orleans.»

But decision makers at all levels — from students and parents to school leaders to system managers and governments — require dependable information about current levels of achievement to guide future action.

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

These effects are concentrated at lower achievement levels and among students who were eligible for subsidized lunch.

These national ERAOs and their counterparts at the state level are focused on enacting sweeping education policy changes to increase accountability for student achievement, improve teacher quality, turn around failing schools, and expand school choice.

Over that same period, achievement levels for students at age nine showed a moderate increase.

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.

Teachers should be rewarded for producing useful student outcomes, most notably, student learning gains, measured by value - added standards (i.e., improvement) rather than by levels of achievement at the end of a course.

Los Altos already ranked among the best - performing districts in the state, but it had set itself a goal of improving individual achievement, and «capturing data at a granular level» on each student was proving difficult, Goines told me.

And recent reports show that the fastest - growing gap between black and white students is at advanced levels of achievement.

While the demands of the federal No Child Left Behind Act have some districts fighting to raise the achievement of students who aren't performing at grade level, the 185,000 - student Philadelphia district plans to expand greatly the number of enrichment programs for its students.

Based solely on their race, ethnicity, and socioeconomic status, there are students at high, middle, and low levels of achievement who are not receiving the educational challenges they need to succeed and excel.

Despite the staff's efforts to help all students perform at high levels, the biggest challenge LACES faces is closing the achievement gap.

This view would assign less importance to concerns about declining test scores at the elementary - school level, since the increasing skill of the workforce provides evidence that overall student achievement is not falling.

(Student achievement gains and classroom observations are rarely used at the college level.)

Such pay innovations should also boost student achievement and, because they are based on performance, strengthen the argument for dramatically raising teacher salaries — at least for those with the highest levels of professional expertise.

These schools are open to students at all levels of academic achievement, located in disadvantaged communities, and emphasize strong relationships between students and faculty.

The panel's conclusion was that flexible ability grouping, with students at similar levels of achievement, serves students without the flaws of tracking.

«In the decades before Common Core, an enormous amount of the instruction in American elementary and middle schools has been with leveled text,» says David Liben, a veteran teacher and Senior Content Specialist at Student Achievement Partners.

1) Bringing every state up to the best state in the United States (Minnesota) 2) Bringing every state up to the best state in its region 3) Bringing all students in each state up to the NAEP basic achievement level 4) Bringing each state up to the best state, but assuming others do not make any gains at all, thereby isolating the direct impact of a state's efforts.

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.

Within KIPP schools, students in early grades have lower entering achievement levels, on average, than those in later grades, a pattern that is not evident at district schools.

While student - achievement data run counter to rising public optimism, the change in public thinking corresponds with the new mood that emerged on Capitol Hill in 2015 when Congress passed the Every Student Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the localstudent - achievement data run counter to rising public optimism, the change in public thinking corresponds with the new mood that emerged on Capitol Hill in 2015 when Congress passed the Every Student Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the localStudent Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the local level.

Give more authority to states to design their own accountability systems as long as they make «significant» progress in the proportion of students at or above the proficient level and are closing achievement gaps.

Once family background and the nature of the peer group at school were taken into account, student achievement was unaffected by per - pupil expenditure, school size, the science lab facilities, the number of books in the library, the use of tracking by ability levels to assign students to classrooms, or other factors previously assumed to be indicators of what makes for a good school.

The Tennessee Student / Teacher Achievement Ratio Experiment (STAR) class - size study inspired action at the federal and state levels.

English language arts, history, and science are essentially detracked, i.e., schools typically offer a single course that serves students at every level of achievement and ability.