Sentences with phrase «with higher levels of student achievement»

Furthermore, the review indicates that authoritative parenting styles are often associated with higher levels of student achievement, although these findings are not consistent across culture, ethnicity, and socioeconomic status.

Schools with higher levels of student achievement are more likely than others to have principals who establish high expectations for students and teachers and are attentive to multiple measures of student success.

No superintendent can, on his or her own (single handedly), fulfill leadership responsibilities positively associated with higher levels of student achievement.

Teachers who receive such support have higher levels of job satisfaction, rate higher in their classroom teaching practices, and are associated with higher levels of student achievement.

Parents assign higher grades to schools with higher levels of student achievement, not schools in which students demonstrate greater gains.

Not exact matches

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Along with University of Munich professor Ludger Woessmann, I have estimated the impact on U.S. Gross Domestic Product (GDP) of higher levels of student achievement.

According to the American Psychological Association, students with a more positive and connected relationship with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.

Despite the united front of opposition, with studies like Carol Klein's 2006 Virtual Charter Schools and Home Schooling finding high levels of parent satisfaction and student achievement at virtual schools, it is highly unlikely that independent home schoolers and advocates for traditional public schools will be able to stop them.

The survey sought to identify issues and successful practices in «inclusive» STEM schools — schools that serve students from groups historically under - represented in STEM fields and with a higher percentage of students who qualify for a free or reduced - price lunch (which is linked to family income)-- as opposed to «selective» STEM schools, which recruit students who have higher levels of prior achievement.

I was especially interested in the influence of a teacher's gender on students» perceptions, because engagement with an academic subject may be an important precursor to subsequent achievement levels, course selection in high school and college, and also occupational choice.

For example, a quasi-experimental study by the Educational Testing Service found that teachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 2004).

The PIRLS 2016 results and questionnaire also revealed that higher levels of enjoyment of reading are associated with higher levels of achievement, so long as students have books in the home.

Nor did students with low initial levels of achievement and applicants from SINI schools experience significantly different reading gains from the program than high achievers and non-SINI applicants.

Such pay innovations should also boost student achievement and, because they are based on performance, strengthen the argument for dramatically raising teacher salaries — at least for those with the highest levels of professional expertise.

«In every class in this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learners.

Again, this has been linked to higher student achievement with the Trust reporting that «students who write outside school daily are five times more likely to have levels of writing above those expected for their age, compared with those who never write outside the classroom (30.9 per cent versus 5.8 per cent)».

He finds that replacing the least effective 5 to 8 percent of all teachers with average teachers would bring the U.S. to a level of student achievement equivalent to that of Canada, and replacing the least effective 7 to 12 percent of teachers with those of average effectiveness would «move the United States to the level of the highest - performing countries in the world, such as Finland.»

Despite their higher levels of achievement in 10th grade compared with 8th grade, many students may be academically ill - prepared for the transition to high school, data from a massive federal survey suggest.

Besides high expectations for student achievement, Lambe said small classes, providing all schools with the same amount of resources, and solid community support also contribute to a high level of student learning.

In addition to the country - level factors of per capita GDP and education spending per student, we include in our analysis information on the presence or absence of external exit exams (which research suggests are associated with higher achievement) and information on whether the country had a Communist government in 1970 (which may have affected both the size of the private sector and achievement).

A student with a growth mindset who chooses to listen to his or her Inner Friend is much more resilient and can reach ever - higher levels of achievement.

Uncertified teachers, teaching fellows, and TFA corps members all tend to teach in schools that, relative to those employing more certified teachers, have a higher percentage of minority students; more low - income, ESL, and special - education students; and students with lower achievement levels.

«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.»

Rigorous studies consistently show that the impact of a more - effective teacher is substantial A high - performing teacher, one at the 84th percentile of all teachers, when compared with just an average teacher, produces students whose level of achievement is at least 0.2 standard deviations higher by the end of the school year.

Perhaps two of the most significant findings from the list above are that students are developing higher levels of academic engagement, collaboration, motivation, and self efficacy and that deeper learning is working with students regardless of their income levels or prior school achievement.

But Latinos also have the lowest student achievement levels, with less access to early childhood programs, lower reading and math scores, a higher chance of dropping out of high school and worse odds of attending college than any other group.

Although, as the authors note, «most non-urban students do reasonably well in any case,» the causal effect of a year of non-urban charter attendance is a substantial reduction in achievement in all levels and subjects, on the order of 0.16 standard deviations in middle school with almost a quarter of a standard deviation decline in high school math.

As students feel more comfortable in school, they may build better relationships with peers and with teachers — relationships that support higher levels of achievement in the future.

These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance — such as high student - teacher ratios, high student enrollments and high levels of students living in or near poverty.

The measures of teacher quality that are used by most public school systems to screen candidates and determine compensation — certification, experience, and education level — have been well researched, but there is little definitive empirical evidence that these characteristics, defined in general terms, are associated with higher student achievement.

The Executive Leadership Program for Educators at Harvard University in association with The Wallace Foundation will emphasize midcareer development of teams of high - level education leaders that share responsibility for making changes in their organizations and across their states to broadly improve school leadership and its impact on student achievement.

In a briefing paper prepared for the National Academy of Education (NAE) and the American Educational Research Association, Linda Darling - Hammond and three other distinguished authors reached the following conclusion: «With respect to value - added measures of student achievement tied to individual teachers, current research suggests that high - stakes, individual - level decisions, as well as comparisons across highly dissimilar schools or student populations should be avoided.»

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

«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.

This means that the SGP calculation compares the pre / post progress for a student with a history of high achievement to the pre / post progress of other high - achieving students nationwide at that grade level.

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

• More fulfilled and dedicated in and to their profession • They center teaching around the student • Willing to meet the needs of their students through new methods • Able to persist when things don't go as planned • Able to perceive their student's learning levels • More frequent in offering assistance to students with learning problems and to help them become more successful • Less likely to submit students with learning problems for special services • Able to set higher goals and expect more from students • Work longer with students who are falling behind • Able to teach students in such a way that the students outperform other classes • A predictor of success for students on the Iowa Test of Basic Skills, the Canadian Achievement Test, and the Ontario Assessment Instrument Pool (Trull, 2004)

Evaluation of the National Assessment of Educational Progress (2009) addresses issues identified by Congress concerning the quality of the National Assessment of Educational Progress (NAEP), including whether NAEP is properly administered, produces high quality data that are valid and reliable, and is consistent with relevant widely accepted professional assessment standards; and whether student achievement levels are reasonable, valid, and reliable.

Real schools with students living in poverty do post high levels of student achievement.

School - level data were downloaded from the California Department of Education, California Longitudinal Pupil Achievement Data System (CALPADS) website.6 The following were dropped: schools with total enrollment of fewer than 50 students, special education schools, continuation high schools, schools in juvenile delinquency facilities, alternative schools, community day schools, and schools lacking a full panel of data for 2013 - 2015.

State high stakes tests of achievement are criterion - referenced tests that are aligned with the state's standards, measuring whether children actually have mastered the skills that are prescribed for the students» particular grade level.

As a component of the school - level parental involvement policy mandated by federal law Title I, each school served under this part shall jointly develop with parents for all children served under this part a school - parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high standards.

Students will develop critical thinking skills, cultivate high levels of self - motivation for personal and professional achievement, and recognize they can affect change in a global society through their rigorous curriculum and cultivated relationships with many established partners.

The EOCEP encourages instruction in the specific academic standards for the courses, encourages student achievement, and documents the level of students» mastery of the academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English / language arts and science will be administered to all public school students by the third year of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1 of the Elementary and Secondary Education Act (ESEA).

Countries with high school exit exams appear to have higher levels of student achievement.

Mission's school - wide outcomes include: (1) Utilizing student work to drive instruction, inform teaching practices, and support student achievement at the highest level; (2) Emphasizing Post-Secondary Success at all grade levels to ensure that students are academically prepared, eligible, and have a deep awareness of all post-secondary options upon graduation from high school; (3) School - wide family engagement to create meaningful partnerships, build strong relationships, and deepen avenues of communication with all families in order to provde the highest levels of support to its students.

Emmerich Manual High School will provide students with the necessary tools and skills needed to develop superior levels of achievement.

And minority principals can make unique contributions to students» levels of comfort, motivation, and achievement in schools with high populations of minorities.

These comparisons demonstrate how the traits can provide all students of any grade level with a solid grasp of high - quality writing and support achievement of the expectations described in the CCSS writing standards.