Sentences with phrase «students meet those high standards»

Accountability measures are based on the goal of having every student meet high standards.

Teacher Preparation, Licensure, and Recruitment The National Forum believes that specialized professional preparation and licensure are critical if we are going to improve middle - grades education across this country and help all students meet the high standards expected of them.

«Well - prepared teachers possess strong content knowledge; they understand how students learn and demonstrate the teaching skills necessary to help all students meet high standards; they can use a variety of assessment strategies to diagnose student learning needs; and they can reflect on their practices to improve instruction in collaboration with their colleagues.»

Students can graduate with a Regents or Advanced Regents Diploma and our school places special emphasis on completing the required coursework and tests to earn an Advanced Regents Diploma, based on the belief that students meeting this higher standard will be prepared to successfully enroll and pass entry - level college coursework.

NISL's Executive Development Program emphasizes the role of principals as strategic thinkers, instructional leaders and creators of a just, fair and caring culture in which all students meet high standards.

To express support for challenging graduation requirements and provide recommendations for federal, state, and local policymakers to help schools ensure that all students meet those high standards.

In a February 2009 position statement on preparing all students for postsecondary success, NASSP expressed support for challenging graduation requirements and provided recommendations for federal, state, and local policymakers to help schools ensure that all students meet those high standards.

Standards are created by an independent body in industry rather than officials within state departments, and thus have a vested interest in students meeting high standards so as to actually be skilled in their trade when they plan to enter the workforce.

Not exact matches

USA Today: Ruling lets S.C. students earn credit for religion classes In a ruling that advocates called «a tremendous victory for religious education,» a three - judge panel of the 4th Circuit U.S. Court of Appeals upheld the right of a school district to award high school credit for religious courses, as long as they meet secular standards.

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

Teams of students from across the country have traveled to Washington in recent years to compete in Cooking up Change, a national contest that challenges high school students to create meals that meet nutrition standards and can be easily replicated in schools.

Some parents, teachers and students have complained in meetings statewide that the Common Core was forced on schools by the state Education Department before teachers and students were prepared for the higher standards.

Under the proposal, half of the expected 300 students would have to meet the higher performance standards while the others — who could be admitted by taking a school tour or signing up for information at a fair, for example — could gain entry based on less stringent criteria, the notice stated.

«But we know the graduation rate could be even higher if students were given the option to meet our standards in a different way.

«To ensure that researchers and research facilities funded through the DHS [Center of Excellence] award meet the highest safety standards possible,» the UCCLS report states, «DHS requires every recipient to develop a Research Safety Plan» showing, among other things, that the researcher has identified the potential hazards in the research and will use accepted and appropriate protocols and practices; that the institution provides faculty oversight for students and education and training to develop a culture of safety; and that subject matter experts not involved in the research review protocols and practices.

«If you're offering the students supports without actually pushing them to meet high standards for college readiness, those supports are likely just weighing them down.

The report also addresses a second, widely used accountability policy: high - school exit exams that hold students responsible for meeting a set of content standards.

Is it too much to expect that we can create and implement effective strategies that would enable virtually all students to succeed on appropriate standards in elementary, middle, and high school, so that virtually all can meet rigorous requirements and walk across a stage, head held high, knowing that they truly attained what a high school diploma is supposed to certify?

A recent investigation revealed that several high schools in Washington, D.C., skirted district rules to graduate large numbers of their students who didn't meet the standards for earning diplomas.

Skilled educators set high standards for students but then help them understand how to embark on the path to meeting those standards.

However, in the quest for higher standards and achievement, these programs may offer some hope for students struggling to meet the bar.»

What makes National Board Certified teachers unique is that they have demonstrated how every element of their work, both inside and outside the classroom, meets high standards and improves student learning.

Continual reminders that students are failing to meet high standards are less effective than establishing where exactly individuals are in their learning, tailoring teaching to meet students at their points of need, and monitoring and celebrating excellent progress towards high standards.

Highlights of this year's NAPLAN results include: • There is evidence of movement of students from lower to higher bands of achievement across year levels and most domains over the last 10 years • Year 3 reading results continue to show sustained improvement • ACT, Victoria and NSW continue to have high mean achievement across all domains • There are increases in mean achievement in the Northern Territory in primary years reading and numeracy since 2008 • WA and Queensland have the largest growth in mean achievement across most domains since 2008 • Percentage of students meeting the national minimum standard remains high — over 90 per cent nationally and in most states and territories, across all domains and year levels

There is no longer a legitimate argument about whether or not all students should be expected to meet high standards.

New York State and North Carolina, by contrast, give students an incentive to study through the use of rigorous end - of - course exams that signal medium and high achievement levels, not just meeting minimum standards.

A US study titled Schoolwide intervention to reduce chronic tardiness at the middle and high school levels found that «instructional time lost to widespread tardiness is likely to significantly affect the capacity of the entire student population to meet rigorous academic standards».

Grode talked with Education World about the experience that brought her to teaching and how she prepares her students to meet the high standards she has set for them.

Teachers who hold students to a higher standard in math usually have confidence in themselves to help all students meet that standard.

However, there is consensus among three key federally funded agencies (What Works Clearinghouse, National Center on Student Progress Monitoring, and Florida Center for Reading Research), as well as several peer - reviewed journal articles that review research on education products, that Accelerated Reader has met high standards of scientific rigor with positive effects and no contrary evidence.

The success has been astounding: over the past decade, the percentage of students meeting provincial standards in the annual literacy and numeracy tests for grades 3 and 6 has risen from 54 % to 71 %, and the high school graduation rate has grown from 68 % to 83 %.

Holding high standards for all students and using differentiated instruction and support to enable students to meet them;

(Btw, some argue that students with relatively mild disabilities are achieving well in charters, but I'd love to see more hard data proving that in charters kids at risk for special ed are not being labeled, and / or they're being exited from sped at higher rates after meeting grade level standards.)

Plaintiffs in these lawsuits say they favor high standards and accountability and then point to data showing that large numbers of students in urban districts fail to meet heightened standards.

Small schools can also help boost graduation rates among these underserved students by providing them with a new version of the three Rs - rigorous academic coursework, meaningful relationships with instructors who can help them meet high standards, and relevant learning opportunities through internships, community partnerships, and real - world tasks.

Other provisions of the law concern the union as well, such as the emphasis on high - stakes testing and requiring all students to meet the same standards.

Set a high standard and don't be afraid to tell students that they haven't met it.

In the class of 2015, more than nine out of ten students whose highest math course was Trigonometry or Algebra II fail to meet the NAEP proficient standard.

The latter is one of nine principles of learning formulated by the Institute for Learning that I direct at the University of Pittsburgh to provide assistance to school systems in building organizational and instructional practices that will enable their students to meet higher achievement standards.

When truly high standards are set, students stay in school and rise to meet those standards.

Some education reformers and media outlets are already using the results of the new, tougher tests to brand schools as «failing» if most of their students don't meet the higher standards.

We also know that when we set high standards for every student, our children will rise to meet those standards.

The first state standardized test scores are in, and the 11th graders did no better than those at other comprehensive, non-selective city high schools: about one - quarter of the students met proficiency standards in reading and a mere 7 percent in math.

It's also part of the National STEM School Education Strategy 2016 - 2026 and comes at a time when Australian student performance in maths is flatlining, a substantial proportion of Australian 15 - year - olds are failing to meet the National Proficient Standard, and Year 12 high - level mathematics participation is declining.

On a community basis, a number of big cities — including San Antonio, Memphis, Milwaukee, Cincinnati, New York City, and Chicago — have instituted reforms focused on enabling students to meet high standards.

But in mathematics, PARCC set a higher standard for college - ready performance than MCAS» «proficient» standard — and meeting the PARCC standard provided a better indication of whether a student was prepared to earn a «C» grade in a college math course.

Unlike the Committee of Ten model, in which all students followed similar college preparatory programs, in the Cardinal Principles model equal educational opportunity was achieved because all graduates received the same ultimate credential, a high - school diploma, despite having followed very different education programs and having met very different standards in the process.

Literature by leaders in the field of self - regulation encourage the teaching of it and clearly demonstrate that those students that have higher self - regulation skills are far more successful in achieving their goals and meeting standards.

Kevin Hall: At a minimum, a high - quality charter school produces a vast majority of students who meet or exceed academic standards regardless of their ethnic or socioeconomic background and who are well prepared for postsecondary success.

Third, and most controversial, is the cost of ensuring that schools have enough resources to provide the high - quality educational opportunities that students need to meet the academic standards required by NCLB.