The eight key practices described in Leaders of Their Own Learning engage students
in making academic progress, improve achievement, and involve families and communities in the life of the school.
At any given time a high school of 2,000 or more students will have 300 to 400 students who have
made no academic progress over the course of two years.
All the elementary schools perform above state averages and the secondary schools have
made academic progress as measured against the state.
For example, a 3rd grader with a developmental - scale score of 1,000 and a 4th grader with a developmental - scale score of 1,000 have the same level of academic achievement; if a student gets a developmental - scale score of 1,000 in 2001 and then gets the same score of 1,000 in 2002, this indicates that the student has
not made any academic progress in the intervening year.
Those schools have failed to
make academic progress year after year, the secretary said in a June speech, but «too many administrators...
Another way to distinguish «good» schools from «bad» schools is the extent to which students
make academic progress during the course of a school year, or from school year to the next school year.
If states will allow schools in the choice sector to use other valid, respected assessments — the kind that make clear to policymakers, parents, and taxpayers whether a school and its pupils are
making academic progress from year to year — we won't complain.
While the nation's poorest - performing students have
made academic progress under the federal No Child Left Behind Act, the brightest students appear to be languishing for lack of attention, according to a report released today by a Washington think tank.
This brief outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having
difficulty making academic progress.
Academic interventions and ongoing «progress monitoring» assessments for students not making academic progress
Jacobs said many West
students made academic progress, but only those over a certain bar — above the 40th percentile, when compared to their academic peers — were given points under the new school grades.
One teenager missed four months of school after being moved from Naperville, where she was
making academic progress and had earned a medal in softball for good sportsmanship.
As the principal of the former Shawnee High School, he's had to replace half his staff, cope with unprecedented scrutiny from his district, and learn to work with a trio of turnaround specialists sent in by the state of Kentucky — all the while knowing his job was on the line if the school failed to
make academic progress.
Many students who have learning challenges become pessimistic about school and lose hope that they can
make academic progress.
A sounder way forward would give virtual schools some up - front funds for these fixed administrative and technology costs (such as furnishing students with a laptop and home Internet connection), and then fund schools with a weighted per - pupil rate as students mastered competencies and
made academic progress, which embeds performance funding in the formula and is similar to how New Hampshire's Virtual Learning Academy Charter School is funded.
Fifth graders in the United States have
made academic progress over their first six years of learning, but gaps in their learning still exist, concludes the fifth in a series of reports from the Early Childhood Longitudinal Study.
The report provides data that indicate scholarship students are
making academic progress and are closing the achievement gap with the statewide student average by almost half over the last five years, from 32 percentage points in 2011 to 18 percentage points in 2015.
Do classroom teachers believe the youth attending your program are
making academic progress, successfully completing homework, and building other skills and behaviors needed for engagement in school?
In other words, schools can receive high ratings even if students are not meeting expectations or
making academic progress.
What parents of a special needs student would not work hours assisting the teachers to implement a home / school strategy that would assist their child to
make academic progress?
If Congress reauthorizes the ESEA without provisions that ensure the identification of, and meaningful support for, schools in which subgroups are not
making academic progress, it is very likely that state plans such as Illinois» will become commonplace.
We wanted to know if there was any data for this set of very low performing schools that showed that despite their California School Dashboard ratings, these schools were
making academic progress.