Sentences with phrase «with achievement school district»

Jerry Sanders was most recently the founder of a turnaround school in Memphis with the Achievement School District.

While working as a Broad Resident, Angela DelBrocco served as Chief Finance Officer with Achievement School District.

She has also served as a teacher development coach with the Achievement School district, observing and analyzing teachers at work and collaborating with school leadership to create a system of best practices and targeted feedback to further improve teaching skills.

The Memphis Education Fund is seizing a Memphis Moment... a once - in - a-lifetime opportunity to dramatically improve the bottom 10 % of our schools in partnership with the Achievement School District and the Shelby County School District.

Not exact matches

In between there's time spent recruiting, training, team building and doing all that a Starbucks district manager does, along with helping her children with school work and her own coursework (she's studying organizational leadership through the Starbucks College Achievement Plan).

So while you may not be a Fuel Up to Play 60 school, sharing a news item about another nearby school or district's FUTP60 achievement is like giving that school a virtual «high - five» while also sharing relevant school nutrition content with your audience.

At the Batavia City School District Board of Education meeting on Feb. 6, several students and staff members were presented with achievement awards for their exemplary work and contributions.

The same day the state United Teachers union launched a multi-million dollar ad campaign touting school achievement, Comptroller Tom DiNapoli's office finds most districts are meeting the new requirements under the recently enacted property tax cap, with «high needs» districts showing higher rates of taxation.

The Airborne Astronomy Ambassadors project is aimed to measurably enhance student STEM engagement and achievement in selected school districts via professional development for teachers consisting of: (1) STEM Professional Development in astrophysics and planetary science delivered via webinars & in - person workshops; (2) a week - long STEM immersion experience at NASA's science research aircraft facility in Palmdale, California, including participation in research flights on the Stratospheric Observatory for Infrared Astronomy (SOFIA); (3) follow - through involving continuing webinars fostering reflection and connections with astrophysics & planetary science subject matter experts.

He flew to Cambridge, Massachusetts, to consult with faculty at the Harvard Graduate School of Education and learned of Tony Alvarado, the former New York City schools chancellor and head of District 4 on the East Side of Manhattan, where he had had remarkable success in raising achievement in a district dominated by minority sDistrict 4 on the East Side of Manhattan, where he had had remarkable success in raising achievement in a district dominated by minority sdistrict dominated by minority students.

With the tremendous pressure — and guidelines from the federal government, state governments, and local school districts — principals are often not sure what matters most and what will improve academic achievement at their schools, Hood said.

And Rubinstein and McCarthy's research shows that the district's students have higher achievement in the schools with stronger partnerships between teachers unions and school administration.

It is difficult to pin down the relative quality of charter and district schools with confidence without studies that use admissions lotteries to compare the achievement of students who win charter - school admission to those who don't.

In light of these extraordinary achievements, the following statement may be surprising: Because of an extremely difficult relationship with the Novato Unified School District, which has oversight authority for the school, MSAT no longer eSchool District, which has oversight authority for the school, MSAT no longer eschool, MSAT no longer exists.

The GRC enables users to compare academic achievement in math and reading between 2004 and 2007 for virtually every public school district in the United States with the average achievement in a set of 25 other countries with developed economies that might be considered our economic peers and sometime competitors.

In New Jersey, the Pequannock Township School District helped raise achievement with a number of initiatives, including implementing a special reading program in the elementary schools.

In four states — Louisiana, Mississippi, New Mexico, and West Virginia — there is not a single traditional school district with average student achievement in math above the 50th percentile.

While we partner with a number of reform - minded districts across the United States, only about 20 percent of EP alumni in education work for school districts (including exciting new models like Louisiana's Recovery School District and Tennessee's Achievement School Distschool districts (including exciting new models like Louisiana's Recovery School District and Tennessee's Achievement School DistSchool District and Tennessee's Achievement School DistSchool District).

A recent investigation of achievement in one large Tennessee school district (in which I am collaborating with Sanders and Paul Wright of the SAS Institute) has found that 20 percent of math teachers are recognizably better or worse than average by a conventional statistical criterion.

When the Education Achievement Authority (EAA), the state of Michigan's school turnaround district, launched in the fall of 2012 with 15 schools, hopes for rebirth in Detroit were high in many quarters.

There are an endless number of interesting stories that could be told with this information, but the one that really stood out to us is that achievement in many of our affluent suburban public school districts barely keeps pace with that of the average student in a developed country.

The timing coincides with the desegregation of many school districts, especially in the South, but other policy, economic, and social changes may also have influenced the achievement gap.

According to the Global Report Card, more than a third of the 30 school districts with the highest math achievement in the United States are actually charter schools.

As superintendents of seven large school districts west of the Mississippi — districts with long histories of high student achievement — we...

Another goal states that participants would implement approaches to ensure inclusion of all students; implement practices to close the achievement gap; establish means for collaboration between district departments and schools; develop a plan for sharing lessons learned with other district leaders and to complement succession planning.

Dr. Mike R. Barton is currently the Chief Student Achievement Officer with the Clark County School District.

How, too, could the district move the needle on student achievement, on high dropout rates, and on families getting frustrated with dismal numbers and jumping ship for other districts or competing charter schools?

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

In many school districts, fewer than one - quarter of teachers work in grades and subjects where student achievement gains are tracked with state assessments.

From this perspective, school spending may, in some states or districts, be below what is required to steadily improve student achievement in line with federal requirements for «adequate yearly progress.»

In some places, Catholic schools must participate in these, usually as a condition of receiving students with vouchers; in a handful of places, diocesan authorities have willingly joined in, but nobody would say there's been a great rush by Catholic schools to be compared — with charter schools, with district schools, with other private schools, even with each other — on the basis of academic achievement.

Montgomery County's school district and union are focusing on standards - based professional development and the evaluation of teachers by principals, with the goal of improving student achievement.

Faced with budget crunches and federal and state pressure to close achievement gaps and turn around awful schools, many districts are cutting their advanced classes.

completing a study of achievement scores of students enrolled in its English - as - a-second-language program, the Fairfax County, Va., school district has fulfilled the last step of a 1980 agreement with the Education Department that settled a five - year d

Here's how Kristin Blagg of the Urban Institute puts it: «There is evidence that accountability pressure, particularly when schools or districts are on the margin of adequate yearly progress (AYP), is associated with neutral - to - positive achievement gains....

The report ignores the judgments of parents and students, uses bizarre definitions of such terms as innovation and accountability, compares charter schools with the ideal school rather than with traditional district schools, and presents confusing and out - of - context discussions of such admittedly complex matters as school finance and student achievement.

In this interview, Jay Greene discusses his new study, which examines student achievement in virtually every school district in the United States and compares the performance of U.S. districts with the performance of students in 25 developed countries.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

A new Achievement School District (ASD), modeled after those in Louisiana and Tennessee, is charged with transforming these very low - performing schools by taking in a small number (no more than six per year) and pairing them with successful charter networks, with the hope that they will return to district supervision once they're District (ASD), modeled after those in Louisiana and Tennessee, is charged with transforming these very low - performing schools by taking in a small number (no more than six per year) and pairing them with successful charter networks, with the hope that they will return to district supervision once they're district supervision once they're humming.

With more U.S. public schools entering the restructuring phase under the federal No Child Left Behind Act, experts convened here last week agreed that the remedies for schools and districts that don't meet their achievement targets have so far had more bark than bite.

Schools with sound fiscal practices and high academic achievement would win an «earned charter,» granting them regulatory flexibility from the state and district.

In Succeeding With English - Language Learners - Lessons Learned From the Great City Schools, the Council of the Great City Schools discusses findings from a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievemWith English - Language Learners - Lessons Learned From the Great City Schools, the Council of the Great City Schools discusses findings from a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievemwith improvements in English - Language Learner student achievement.

They document that public school districts with the largest declines in instructional expenditures during the recession had worse achievement outcomes and that this grew with additional years of exposure to the Great Recession.

Recent and ongoing projects include a researcher - practitioner partnership focused on familial and school - based relationships that support adolescents» emerging sense of purpose, academic engagement, achievement and post-secondary school transitions; Project Alliance / Projecto Alianzo, a multiethnic study of parental involvement in education during adolescence; and collaboration with a local school district focused on school choice policies to examine equity and access to high quality schools, along with demographic variations in parental priorities and experiences with these policies.

Does a district with wide achievement gaps and napping high - school students meet minimum quality standards?

With 25 schools serving 12,500 students, Alliance is the largest charter school network in Los Angeles, larger than 75 % of all California school districts, and successfully closing the achievement gap at scale...

Judi Dodson is a national LETRS trainer and works with school districts addressing issues related to school change, teacher knowledge, and literacy achievement.

Prior to this role, he served as the chief schools officer for the Education Achievement Authority of Michigan, a district charged with turning around some of Detroit's historically lowest performing schools.

States set annual district and school targets for grade - level achievement, high school graduation, and closing achievement gaps, for all students, including accelerated progress for subgroups (each major racial and ethnic group, students with disabilities, English language learners, and students from low - income families), and rate schools and districts on how well they meet the targets.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»