Sentences with phrase «years high poverty schools»

Preliminary results from a two - year research engagement include: Newest teachers are more likely to be assigned to the least prepared students There is significant variation in Delaware teachers» impact on student test scores Teachers» impact on student test scores increases most in the first few years of teaching A significant share of new teachers leave teaching in Delaware within four years High poverty schools in Delaware have higher rates of teacher turnover...

Not exact matches

One significant victory in that battle was last year's passage of the Healthy, Hunger - Free Kids Act which, among other things, uses Medicaid data to directly certify children for free and reduced price meals; helps states improve the certification process for school meal aid; allows universal free meals for students in high poverty communities; and expands USDA authority to support meals served to at - risk children in after school programs.

The option became available to high - poverty schools and school districts in all states in the 2014 - 2015 school year.

The area represents the highest concentration of poverty in our district and these students typically qualify for a free, nutritious lunch during the school year.

These included fathers» age in years, race and ethnicity, household poverty level (as a percentage of the federal poverty level), educational level (less than high school, high school or equivalent, some college or more), employment status (reporting regular work in the last week), and marital status with the child's mother.

Children from the high poverty neighborhoods surrounding Coney Island's PS 188 faced a number of challenges when the school joined our first CLS cohort in the 2012 - 13 school year — worsened by Hurricane Sandy.

During his initial primary campaign for District 4's council seat last year, Greene focused on Syracuse's high poverty rate and the city's school district.

«The 15 - year risk of poverty for an American who is in their later 30s, white, not married, and with an education beyond the high school level, is 32 percent.»

Two of the network's three schools rank among the 15 top - performing high - poverty schools in the state, and the newest site, opened last year, was the number - one first - year school in the state.

My colleague, Bob Balfanz, coined the term «dropout factories» many years ago to describe high schools, almost always serving high - poverty areas, that produced a high proportion of all dropouts nationwide.

Philanthropies like the Bill & Melinda Gates Foundation and the Broad Foundation, after giving to urban education for years, have realized that the charter sector disproportionately produces high - performing high - poverty schools.

As we've seen in New York, which is a few years ahead of the curve when it comes to making its tests much harder, a higher cut score will make achievement gaps look much bigger, and the achievement of most high - poverty schools look much worse.

While we find only small effects for children from nonpoor families, for low - income children, a 10 percent increase in per - pupil spending each year for all 12 years of public school is associated with roughly 0.5 additional years of completed education, 9.6 percent higher wages, and a 6.1 - percentage - point reduction in the annual incidence of adult poverty.

The federal government's own comprehensive analysis of Title I, mandated by Congress, conducted by RAND among others, and published in 2007 after several years of NCLB experience, found the largest academic gains since 2000 and 2003 among students in high - poverty schools.

A former school principal and deputy superintendent in Boston, Riley has made the nearly 30 - mile trek north for the past three years as the district's first receiver, overseeing a high - poverty school system that had suffered from chronic underperformance.

As in most other school districts, the teachers in higher - poverty schools in our sample have fewer years of experience than their counterparts in lower - poverty schools (11.8 years vs. 14.0 years).

Our high - poverty schools, for instance, may provide the rhetorical urgency to stop these schools from bleeding new teachers every year, but the remedies tend to be spread too thin across too many schools.

[v] In California, Steele et al. found that a $ 20,000 bonus to high achieving teaching candidates to work in high poverty schools increased the probability of their placement in a high - poverty school by 28 percent and their probability of remaining in the high - poverty school at the end of four years was similar to other teachers in those schools.

Since last year, the U.S. Department of Education has awarded nearly $ 75 million in grants to schools and school districts interested in developing systems that reward good teaching and compensate teachers for taking jobs in hard - to - staff schools (low - performing and typically high - poverty schools).

By 2014 it requires all students in every grade level to get to proficiency in every year — even 3rd graders who are born into poverty, or high - school students who moved to the United States two years prior.

Almost half of the teachers in Ohio's charter schools quit their schools in the four - year period between 2000 and 2004, in comparison with about 8 percent in conventional public schools and 12 percent in high - poverty, urban public schools, suggesting that new organizations are not a magic formula for school stability.

Garden State judges have ruled over school finance for 40 years, and the schools — especially the highest - poverty schools — have had a friend in court, being allowed to spend virtually whatever they want.

Last year, the Rodel Charitable Foundation of Arizona, a group that identifies teachers with a track record of extraordinary student achievement in high - poverty schools, recognized Corby as an exemplary teacher.

High - performing, high - poverty schools have long been systematically providing targeted support for students within and outside the traditional school day, week, or yHigh - performing, high - poverty schools have long been systematically providing targeted support for students within and outside the traditional school day, week, or yhigh - poverty schools have long been systematically providing targeted support for students within and outside the traditional school day, week, or year.

These include a relatively standard set of student and family demographics: an indicator for whether anyone in the family received free or reduced - price meals at school in the past year, the family's income as a percentage of the federal poverty line, whether the child was born in the United States, whether the child lives with a single mother, and the highest level of education either parent has attained.

First - and second - year Teach For America teachers recruited and trained during the grant were as effective as other teachers in the same high - poverty schools in teaching both reading and math.

Or that nationally, low - income students in more affluent schools are two years ahead of low - income students in high poverty schools.

In the 2000 — 01 school year, during the last round of acute shortages, 40,000 California teachers were working on emergency credentials, the vast majority of them in high - minority and high - poverty schools.

But a new report points to a promising trend in New York City, where teachers in the highest - poverty schools became more qualified over a five - year period.

For poor children, a twenty percent increase in per - pupil spending each year for all 12 years of public school is associated with nearly a full additional year of completed education, 25 percent higher earnings, and a 20 percentage - point reduction in the annual incidence of poverty in adulthood.

He also played a leading role in the establishment of the E-Rate program, which provides over $ 2 billion a year to high - poverty schools across the country to pay for telecom and Internet services.

Some have argued that the only way for districts to close the comparability gap is to force experienced teachers to transfer to high - poverty schools, which typically employ teachers with fewer years of experience and lower salaries.

A charter school desert is defined in the report as an area with three or more contiguous census tracts with moderate or high poverty and no charter elementary schools as of the 2014 - 15 school year.

More than 2,200 high - poverty schools serving nearly 1 million children in seven states — one in ten children across these states — operated under community eligibility during the 2012 - 2013 school year.

And although charters enroll only 5 percent of America's K - 12 students, to the cash - strapped, high - poverty urban districts that have been targeted for charter expansions, that number represents a shift of roughly $ 38.7 billion per year in lost tax dollars and mass closings of neighborhood schools.

[16] The income eligibility thresholds for free and reduced - price lunches are higher than the poverty levels used in the standard allocation formulas to states and LEAs: 130 percent of the poverty line for free lunches (or $ 31,525 annually for a family of four for the 2015 - 16 school year) and 185 percent of the poverty line for reduced - price lunches (or $ 44,863 annually for a family of four for the 2015 - 16 school year).

In the two previous years, 46 and 39 percent of urban schools were rated D or F. To be sure, fewer high - poverty schools will flunk under value - added as under a proficiency measure.

They rank among the 15 top - performing high - poverty schools statewide, and the site that opened in 2009 was the number - one first - year school in the state in the high - poverty category.

This chart shows key statistical information for the 2001 - 02 school year for five high - poverty districts that were found in a new report to have raised students» test scores over three or more years.

The five year graduation rate in high poverty schools was 78.8 % «five - year» graduation rate versus 43.2 % without a certified teacher - librarian.

In fact, 14 percent of teachers in high - poverty schools have three or fewer years of experience, compared to 9 percent of teachers at low - poverty schools.50

For two years running, it's been recognized as one of 33 high - poverty schools making the most academic progress in Colorado.

Knapp (1995) studied 140 grade 1 - 6 classrooms in 15 high - poverty schools in California, Maryland, and Ohio over a two - year period.

For many years, he served as a classroom teacher, working in a high - poverty elementary school.

There's a much wider gap between high and low poverty schools in terms of students who actually complete college within six years.

Had the board voted to surrender control over the schools, all of which serve predominately black and Hispanic student populations in high - poverty neighborhoods, the district could have received a two - year reprieve from state sanctions.

State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, research memo).

Pasco High School is a high - poverty school in Eastern Washington that has kept its teacher turnover rate below the state average for the past five yeHigh School is a high - poverty school in Eastern Washington that has kept its teacher turnover rate below the state average for the past five School is a high - poverty school in Eastern Washington that has kept its teacher turnover rate below the state average for the past five yehigh - poverty school in Eastern Washington that has kept its teacher turnover rate below the state average for the past five school in Eastern Washington that has kept its teacher turnover rate below the state average for the past five years.

The high - poverty, highly segregated school was struggling, and I stayed only one year.

Over twenty - five years ago, Rosenshine and Furst (1973) found that asking multiple levels of questions was consistently related to student achievement, and Puma et al. (1997) found that teachers in effective high - poverty schools emphasized both basic skills and higher order comprehension skills in reading.