Sentences with phrase «than their district school peers»

A study by Stanford's Center for Research on Education Outcomes (CREDO) finds that over the course of three years, Texas charter school students on average gained the equivalent of 17 more days of reading instruction per year than their district school peers.

Students attending charter schools affiliated with a Charter Management Organization have better learning gains than district school peers in both reading and math.

«On average charter school students in Ohio have less learning in a year than their district school peers.

Not exact matches

Across all four districts, which together serve more than 465,000 students, the researchers found new elementary teachers were assigned students who had performed.1 to.3 of a standard deviation below their peers who were assigned to teachers with four years of experience or more — meaning that these students were about three to nine months of schooling behind their classmates.

In other words, Boston charter - school students are learning at more than twice the rate of their district - school peers.

Although the federal government, states, school districts, and private foundations already have invested nearly $ 200 million in producing and rewarding National Board - certified teachers, this is the first study assessing whether the National Board has actually succeeded in identifying «expert» or «master» teachers who perform better than their uncertified peers.

Teachers at LACES probably have more work to do than their counterparts in other districts schools, but the longer hours for staff members pay off in the relationships they build with students and peers, Rutschman said.

She asked the school district to adopt a uniform policy banning peer grading and requiring teachers either to grade assignments themselves or at least to forbid students from grading papers other than their own.

If districts» data showed that children of color were being suspended or otherwise sanctioned at higher rates than their peers, that alone would demonstrate that schools» policies were having an «adverse impact» on protected groups and could trigger an OCR investigation.

In a separate study, Russell Skiba and Natasha Williams further revealed that black students in the same schools or districts were not engaged in levels of disruptive behavior that would warrant higher rates of exclusionary discipline than white peers.

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aschool, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the aSchool District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

By exploring districts» racial makeups, we see that across the board, Illinois has historically funded student groups in majority - White school districts better than their peers in districts with more students of color.

Each superintendent and in the case of the City School District of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eachSchool District of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eaDistrict of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eachSchool District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eaDistrict of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eachschool district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eadistrict or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of eadistrict or BOCES office, as applicable, and available for review by any individual no later than September 10th of each year.

A Black student in a district with below - average property wealth (less than $ 6,363 per pupil) has an adequacy level of 61 %, but his peer in a wealthier school district is only a bit better at 69 %.

Connecticut's education funding system is broken — with charter school students receiving on average $ 4,000 less in funding than their peers in district schools.

This summer, a Stanford University study estimated students in 37 percent of the nation's charter schools have performed worse on state standardized tests than their peers in typical public - school districts.

Public charter school students already receive nearly $ 4,000 less per child in public operating support than their peers in traditional district schools.

In fact, public charter school students currently receive nearly $ 4,000 less on average than their peers in traditional district schools.

In Tennessee, for example, the state's traditional districts need only to ensure that 42.8 percent of black high school students are proficient in Algebra I during the 2012 - 2013 school year, some 20 percentage points lower than the rate of proficiency for white peers.

CREDO released a 2014 report (http://credo.stanford.edu/pdfs/LA2014ReleaseFinal.pdf) finding that the typical LA charter school student gains more learning in a year than his / her district school peer, amounting to about 50 more days of learning in reading and an additional 79 days of learning in math.

BART students receive more academic time than their peers in local school districts.

That's nearly 20 percentage points lower than the proficiency expectations the Evergreen State has set for districts in improving achievement of white middle - school students, which, in turn, are slightly lower than for Asian peers.

A study conducted by the school district and researchers at Stanford University, and published last year, found that students in the district's English - only programs performed better than their peers in bilingual education programs in the early grades.

Charter schools in New York consistently grew academic achievement among the following demographic groups at significantly higher rates than the same subgroup of students in their district peers: Black, Hispanic, students in poverty, and special education.

Across that period, charter schools statewide consistently provided greater academic growth than their district peers: on average, charter students over the course of the study saw the equivalent of 34 additional days in reading and 63 in math each year.

URBAN NAEP COVERAGE EdWeek: NAEP: Urban School Districts Improving Faster Than the Nation Baltimore Sun: Baltimore students score near bottom in reading, math on key national assessment Cleveland Plain Dealer: Vast poverty differences create unfair comparisons on Nation's Report Card Miami Herald: Miami and Florida students outperform peers on national test

It said that the District's poor and minority students are still far less likely than their peers to have a quality teacher in their classrooms, perform at grade level and graduate from high school in four years.

Prior to his work with Peer Coaching, Foltos served as the Director of Instructional Technology for Seattle Public Schools from 1990 to 2001 where he led the implementation of the District's efforts to integrate technology into more than 3,000 teachers» classroom.

A 2015 report by the National Research Council, the research arm of the National Academies of Sciences, Engineering and Medicine, said the District's poor and minority students were still far less likely than their peers to have a quality teacher in their classrooms, perform at grade level and graduate from high school in four years.

According to the 2014 NBCT Survey, more than half of NBCTs are teacher leaders at the school, district, state, and national levels, leading Common Core State Standards (CCSS) implementation, STEM initiatives and programs, peer review and observations, data literacy, personalized learning, technology integration, and professional development.

Both white and minority children in Connecticut's magnet schools showed stronger connections to their peers of other races than students in their home districts, and city students made greater academic gains than students in non-magnet city schools, Casey Cobb and a team of colleagues found in this research commissioned by the state of Connecticut.

the typical student in a New York City public charter school gains more learning in a year than his or her peer in a district public school, amounting to about one more month of learning in reading and five more months of learning in math.

The results for the typical student in a Harlem public charter school — approximately 25 percent of the city's charter students — were even more pronounced in math, on average gaining seven more months than his or her peer in a district public school, but less than a full additional month in reading.

Instead, the lawsuit says, districts across the state suspend and expel special - education students at more than twice the rate of their peers — and further, school officials often send the children to «time - out» rooms or have their parents pick them up early, which results in their exclusion from an educational setting.

«This year's results reveal noteworthy achievement gains in many districts...» our neediest students continue to perform significantly worse than their wealthier peers, especially at the high school level.

But Los Angeles Unified School District students posted small gains in math, the best performance among the state's 10 largest school districts, and had a smaller dip in English than their peers statSchool District students posted small gains in math, the best performance among the state's 10 largest school districts, and had a smaller dip in English than their peers statschool districts, and had a smaller dip in English than their peers statewide.

Black students in school districts from Madison to Milwaukee and Green Bay to Kenosha also graduate at much lower rates than their white peers.

The researchers found the percent of students scoring either proficient or with advanced proficiency in reading went up at schools on a four - day schedule and were higher than their peers in school districts who remained on the five - day schedule.

Berry cited a CTQ survey of administrators from more than 30 school districts and nonprofits that held federal leadership grants that revealed a narrow approach to teacher leadership: ``... The vast majority of interviewees could not envision teachers leading in roles other than instructional coach or, perhaps peer evaluator.»

In Tennessee, districts will only need only to ensure that two - thirds of all black high school students are proficient in Algebra in the next few years, 15 points lower than that for their white peers.

Those at higher - performing charter schools deemed themselves less conscientious, less self - controlled and less gritty than lower - achieving peers at district public schools.

College enrollment rates for charter schools students are 20 percentage points higher than their peers at district - run schools (70 % vs. 50 %).

This has resulted in states such as Tennessee letting traditional districts get away with low bar goals, such as ensuring that 42.8 percent of black high school students are proficient in Algebra I during the 2012 - 2013 school year, some 20 percentage points lower than the rate of proficiency for white peers.

These roles may include, for example: team leader, who takes responsibility for team and student growth; reach teacher, who takes responsibility for larger - than - average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues improve their skills; and demonstration teacher, who models excellent teaching for teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12

«Stanford University's Center for Research on Economic Outcomes (CREDO) issued a report Saturday that found charter school students in Los Angeles learn more in a year than their peers in traditional district schools.»

These findings turn out to be as good or better to what we've seen in urban districts, where Linked Learning students are earning more credits and graduating at higher rates than peers in traditional high school programs.

What's more, students in participating schools receive 40 more days of instructional time each year than many of their peers statewide.41 The district points to increased time for teachers to collaborate and extra time for students to learn as major factors behind increased student success.

Peer effect is a critical missing measure in studies that purport to show charter effectiveness (CREDO NJ for example)-- because it's really hard to separate «school effect» from «peer effect» [because «peers» are an integral part of the «school»] Clearly, schools like North Star that serve substantively different student populations than district schools, and shed «weak» non-compliant students (& their parents) at astounding rates, create peer conditions that are advantageous to those few (50 % or so) who actually make it throPeer effect is a critical missing measure in studies that purport to show charter effectiveness (CREDO NJ for example)-- because it's really hard to separate «school effect» from «peer effect» [because «peers» are an integral part of the «school»] Clearly, schools like North Star that serve substantively different student populations than district schools, and shed «weak» non-compliant students (& their parents) at astounding rates, create peer conditions that are advantageous to those few (50 % or so) who actually make it thropeer effect» [because «peers» are an integral part of the «school»] Clearly, schools like North Star that serve substantively different student populations than district schools, and shed «weak» non-compliant students (& their parents) at astounding rates, create peer conditions that are advantageous to those few (50 % or so) who actually make it thropeer conditions that are advantageous to those few (50 % or so) who actually make it through.

«Policies and practices put in place by city leaders a number of years ago have yielded greater equity over time, although charter students continue to receive less public funding than their peers in district schools,» he said.

In Chicago, charter public school students grow more academically, graduate high school, enroll in college, and persist in college at higher rates than their peers at district - run open enrollment schools.