Sentences with phrase «urban middle schools found»

For example, a recent study conducted in urban middle schools found that there were more similarities than differences in the reading profiles of struggling students from non-English-speaking and English - speaking households, and that low academic vocabulary knowledge, a major component of advanced literacy skills, was a shared source of difficulty.

Not exact matches

So I have recently started adulting after a long run with school and internships... I have Summer's off as I am a guidance counselor in an urban school district... I am finding my middle ground of going to shows and also...

One outstanding example of NNSP's vision in action is found in Roland Park Country School's (RPCS) commitment to opening an urban charter school for middle school girls in Baltimore inSchool's (RPCS) commitment to opening an urban charter school for middle school girls in Baltimore inschool for middle school girls in Baltimore inschool girls in Baltimore in 2015.

But to capitalize on this opportunity, urban schools that currently serve a predominantly poor and minority population must find a way to attract and retain the gentrifiers — mostly white, upper - middle - class, highly educated parents.

This finding has led some to dream about economically integrating every urban public school with «a strong core of middle - class students,» as Kahlenberg puts it.

Two recent studies, one by Joshua Angrist and colleagues and another by Matthew Johnson and colleagues, found that attendance at urban charter middle schools with high behavioral expectations is associated with a higher number of days suspended relative to attendance at traditional schools in the same districts.

A report released in November on a blended learning math program called Teach to One found positive but uneven gains during the first year at seven urban middle schools.

1 We consulted the following educators by e-mail and telephone: Jacqueline Ancess, Codirector, National Center for Restructuring Education, Schools, and Teaching at Teachers College, Columbia University, and founding Principal of Manhattan East Middle School, New York, NY; Sanda Balaban, Autonomy Zone Liaison for New York City Department of Education and Coordinator of Homework Audit for New Mission High School, Roxbury, MA; Avram Barlowe, history teacher, Urban Academy, New York, NY; Ann Cook, Codirector, Urban Academy, and Cochair, New York Performance Standards Consortium, New York, NY; Cecelia Cunningham, Director of Middle College National Consortium and former Principal of Middle College High School at LaGuardia Community College, New York, NY; Herb Mack, Codirector, Urban Academy, New York, NY; Deborah Meier, Senior Scholar, New York University, Steinhardt School of Education, and founding Principal of Central Park East Elementary and Secondary Schools, New York, NY, and Mission Hill School, Boston, MA; Marian Mogulescu, education consultant and former Codirector of Vanguard High School, New York, NY; and Sylvia Rabiner, Project Manager, the Institute for Student Achievement, and founding Principal of Landmark High School, New York, NY.

For example, a meta - analysis of school - based and afterschool SEL programs found that participation improved elementary and middle school students» test scores by an average of 11 to 17 percentile points, decreased conduct problems, and increased students» problem - solving skills.17 Similarly, a meta - analysis of school - based SEL programs for students in kindergarten through 12th grade found that participation improved students» academic performance by 11 percentile points, reduced their anxiety and stress, and increased their prosocial behavior.18 These programs were successful in all geographic locations, including urban, suburban, and rural school environments.19

An in - depth examination of two urban middle schools engaged in mathematics reform (Horn, Kane, & Wilson, 2015) found that in one school, data conversations were mostly superficial.

Britton conducted a RCT in a private independent school comparing a mindfulness meditation class with an active control (n = 101), finding that mindfulness was associated with reductions in thoughts of self - harm.35 A recent trial of a mindfulness program compared with a social responsibility control in a mostly middle - class population showed that mindfulness led to positive outcomes in psychological symptoms, cognitive control, interpersonal outcomes, and stress physiology.36 Although these findings are promising, little information is available on mindfulness instruction for low - income, urban, minority populations.

CONCLUSIONS: These findings support the hypothesis that mindfulness instruction improves psychological functioning and may ameliorate the negative effects of stress and reduce trauma - associated symptoms among vulnerable urban middle school students.

A meta - analysis of 20 studies found that school - wide positive - behavior support (SWPBS) reduces misbehavior and improves school culture among elementary schools and middle schools, particularly in urban settings, with low to average or moderate effects.