Sentences with phrase «with high achievement gaps»

Harkin said that the bill's federally mandated interventions — which would require a state to identify five percent of its lowest - performing schools, in addition to five percent of its schools with the highest achievement gaps — would help keep states» performance on track.

And we as a state have accomplished all of that with the highest achievement gap in the country and without excluding our lowest performing students from taking those tests.

Not exact matches

In addition, Borough President Katz will recognize the nine Queens high schools that were recently designated as «Reward Schools» by the New York State Commissioner of Education for having made the most significant progress or have the highest achievement in the state with no significant gaps in student achievement.

The gap was found to be smaller among women, married people, individuals with higher educational achievement, Asians, and Hispanics, and people in their 20s and 60s.

If you can help them close the achievement gap with their peers, they'll be much more likely to have success throughout high school and life.

The 2006 Child Well - Being Index, released in March by the Foundation for Child Development in cooperation with Duke University and the Brookings Institution, suggests a general lack of progress for K - 12 students, evidenced by flat scores on the National Assessment of Educational Progress, persistent achievement gaps, and falling high school graduation rates.

Nowhere does the report suggest any single program or package of reforms that would close the achievement gap with the highest performing countries.

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).

When you parse the conclusion, you see that it refers to programs: (1) as designed; (2) as implemented; (3) that have been carefully studied; and — the topper --(4) that have not by themselves closed the achievement gaps with the highest performing countries.

The case study illustrates how three groups of charter management organizations (CMOs)-- High Tech High in San Diego; Uncommon Schools, KIPP Foundation, and Achievement First in New York; and Match Education in Boston — saw big gaps in the traditional teacher education programs that left their aspiring teachers with no place to learn how to teach effectively in their specific schools or in a way that would allow them to succeed in working with the country's most vulnerable students.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

However, if you're in a low - income district with a lot of struggling students or a high achievement gap, it's likely you'll want to be involved in this application process and that your state could use your input.

«Equipped with the insights of both HGSE staff and colleagues from throughout the nation and across the globe, we are implementing reforms which are closing achievement gaps, prompting greater diversity in advanced course enrollment, engaging students at higher levels, and are thus becoming more equitable institutions of learning.»

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

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

The legislation also, as Layton reported, «require states to intervene with «evidence - based» programs in schools where student test scores are in the lowest 5 percent, where achievement gaps are greatest, and in high schools where fewer than two - thirds of students graduate on time.»

While this is a reasonable approach, given the high percentages of students from low - income families in CEP schools, such a policy tends to conflict with the heavy emphasis placed by the ESEA on measuring achievement gaps between students from low - income families and other students in establishing performance consequences for schools.

This School of Education, along with many of our peers, remains committed to the understanding that high levels of academic accomplishment for all demographic groups is an essential, if not fundamental, factor in closing the achievement and opportunity gaps that plague our nation.

The study, conducted with Stanford GSE alumna Ximena Portilla, compared the achievement gaps between high - and lower - income children entering kindergarten in 1998 and 2010 using the most recent data from the U.S. Department of Education's Early Childhood Longitudinal Study (ECLS).

The percentage of low - income students and English Learners meeting the standards increased, but these increases were not at fast enough rates to close substantial achievement gaps with higher income students who are fluent in English.

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.

Some specific ways your donation contributes to closing the achievement gap include: ensuring that all Brooke eighth graders participate in an annual experiential learning experience in Washington, D.C., purchasing books for every middle school student who participates in Brooke Book Club with Boston professionals, support for Brooke High's Debate Team, assistance with the costs of college text - books for our alumni, and much more!

«Given the strong influence of poverty on student academic achievement, these changes have increased the challenge of improving student outcomes in IPS,» the report read, promising a plan to cultivate schools capable of erasing the achievement gap associated with inner city schools where high levels of poverty and greater racial diversity exist.

Over time, such schools would transform the teaching profession with the ultimate result of higher levels of student learning and smaller achievement gaps.

Federal and state policymakers should focus on sustained school improvement efforts coupled with support mechanisms to help all students achieve at higher levels and close achievement gaps.

The purpose of this program is to provide competitive grants to applicants with a record of improving student achievement and attainment in order to expand the implementation of, and investment in, innovative practices that are demonstrated to have an impact on improving student achievement or student growth, closing achievement gaps, decreasing dropout rates, increasing high school graduation rates, or increasing college enrollment and completion rates.

Sixty - two years after the landmark Brown v. Board Supreme Court decision that desegregated America's public schools, the education system is still struggling with a number of issues in classrooms, including segregation, the opportunity and achievement gaps, school funding discrepancies, improving high school graduation rates, and college enrollment and persistence.

ASCD believes that to close the achievement gap, all underserved populations — high - poverty students, students with special learning needs, students of different cultural backgrounds, nonnative speakers, and urban and rural students — must have access to

Ensuring accountability by guaranteeing that when students fall behind, states redirect resources into what works to help them and their schools improve, with a particular focus on the very lowest performing schools, high schools with high dropout rates, and schools with achievement gaps.

We've been pleased to see that that schools across Oakland are headed in the right direction with many schools «On the Rise,» some hidden gems, and a couple of high schools winning external recognition for closing the achievement gap.

Federal law requires schools test at least 95 percent of students, both overall and among certain demographics — including minorities, students with disabilities and those with limited English proficiency — since high participation rates paint a more accurate picture of student performance and help identify achievement gaps.

Compared with native English speakers, ELLs have higher dropout rates and demonstrate significant achievement gaps on state and national assessments (Snow & Biancarosa, 2003; White House Initiative on Educational Excellence for Hispanic Americans, 1999).

Berkeley High was one of the most diverse high schools with one of largest achievement gaps in the stHigh was one of the most diverse high schools with one of largest achievement gaps in the sthigh schools with one of largest achievement gaps in the state.

In conjunction with Education Trust - New York, an «unprecedented coalition» of 12 education, business, and civil rights organizations, cosigned a policy memo detailing recommendations for the state of New York to use ESSA to create accountability systems that «maintain high standards, prioritize closing achievement gaps, ensure...

Turnaround Arts empowers high - need schools with innovative arts, dance, theater and music programs, arts integration across subject areas, arts resources, musical instruments, and high - profile artist mentors as a proven strategy to help address broader school challenges and close the achievement gap.

Rising proficiency for students with disabilities across most subjects (exceptions for middle school writing, high school math, and high school social studies), at a pace that can contribute importantly to narrowing one of our widest achievement gaps

In fact, research has indicated that a low income child who has a high quality teacher five years in a row will have learning gains, on average, high enough to completely eliminate the achievement gap with their more affluent peers.

Anderson authored the books Closing the Achievement Gap and Transforming Schools for Excellence, along with several articles on high - performing, high - poverty school cultures.

The decision by the administration to limit accountability to the worst - performing five percent of schools (along with at least 10 percent of schools with wide achievement gaps) will allow warehouses of mediocrity off the hook for providing high - quality education to all children regardless of background.

This goes for all races, but the trend is that many of the students with families living in poverty drop out of high school, or are just not getting the right education needed and end up on the lowest part of the achievement gap.

Beyond that, Jarvis - Cedeño spent most of her budget hiring accomplished, experienced teachers, in line with research suggesting that high - quality teachers are perhaps the most important ingredient in closing the achievement gap.

It is built on a foundation of rigorous standards and high expectations for each student, with an intentional focus on low - performing students and closing achievement gaps through many inclusive strategies.

• Overall score gains may mask wider achievement gaps between high - scoring and low - scoring students, with percentages of students scoring in the lower ranges stuck or increasing.

The new initiative, however, is specifically designed to create conditions for high - performing charter schools — schools with a proven track record of student achievement — to help with one of our state's most pressing issues: closing the opportunity gap.

Increased targeted staffing to higher poverty schools within states is associated both with higher measured outcomes of low - income children and with smaller achievement gaps between children from low - income and non-low income families.

A school with significant achievement gaps will be disqualified from earning the highest ratings.

As well, the black - white achievement gap was largest in these schools with high black densities.

The grants are from the federal Mathematics and Science Partnership (MSP) program, which supports efforts by colleges and universities to provide high - quality professional development programs for teachers with the goal of improving instruction and closing achievement gaps in mathematics and science.

«Teacher Quality and Educational Equality: Do Teachers with Higher Standards - Based Evaluation Ratings Close Student Achievement Gaps?»