Monthly Archives: June 2023

All about notice periods in the US

Feeling burnt out or unappreciated at your job? Or maybe you’re ready to take the plunge into remote work, and explore the digital nomad lifestyle? Are you lacking the right vocabulary to say it in English? Whatever the reason may be for reading this article now, chances are you’re ready for a change. And, to do so, you need the right information to make this transition a smooth process. So, let’s explore everything you need to know about employment contract notice periods in America, laws surrounding this situation, and how to inform your employer about your plans. 

• Employment contract notice periods in the US
• Is there a law that stipulates notice periods?
• How to determine if you have a notice period
• How can you inform your employer about your resignation?
• What happens when a contract is terminated due to employee misconduct?

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Employment contract notice periods in the US

Generally speaking, the US doesn’t enforce a specific notice period nor is there an average notice period. However, some specific states or jobs might be exceptions to this so to clarify these misconceptions.

Important vocabulary related to notice periods

Before we jump into the legal aspects of notice periods, I’ve listed some business English words and phrases you can get familiar with to ensure you understand the process:

• Notice period: the length of time either you or your employer are required to give notice about the termination of your employment contract
• Dismiss: when an employer ends an employment contract
• Resign: when an employee decides to leave a job or position
• Terminate: to end (a contract)
• COBRA: health care that is offered during the gap of leaving one job to find another
• At-will employment: an employer can dismiss an employee, just like an employee can leave a job position at any time for any reason (aside from illegal reasons) without any negative consequences.

Phrases to use to resign from your job

In addition to the above vocabulary words, you don’t want to burn any bridges, or to act unpleasantly in a situation that you’re leaving. Why? Well, because in case your next job doesn’t work out, it would be easier to go back to your previous job if you have a good relationship with your boss.

With that said, here are some professional phrases you might consider using when you’re ready to tell your boss you quit:

How to say “I quit” professionally:

• Next Friday is my last day of working and I’m happy to finish up everything necessary before then.
• I’m putting in my two-week notice, but I greatly appreciate my time working here.
• I shouldn’t pass up this other opportunity.
• Thank you for all the growth, but I’m taking a break from this job.

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Is there a law that stipulates notice periods?

The Department of Labor in the US protects employees in the areas of wages, workplace safety, employee benefits security, workers’ compensation, and others, but it does not stipulate that notice periods are legally required for employment contracts.

Nonetheless, it’s cordial in the US to allow employees at least two weeks after their resignation in advance as a notice period to allow them time to fill the position and delegate tasks. For example, when my colleague quit her 3rd-grade teaching position, she gave her boss a year’s notice, because that’s how much time she needed to make a transition to becoming a digital nomad and entrepreneur. With that said, that doesn’t mean that’s a suitable notice period for every particular job, but make sure to consider all angles and remain professional when making your decision to resign.

How to determine if you have a notice period

Although it’s uncommon that notice periods are required for work contracts in the US, there can be some circumstances where they are still applied if they have been agreed upon in advance.

Check your contract

You most likely signed a contract at the beginning of your employment period. Dust it off, and use it as a guide moving forward to help you with your specific situation. It’s also helpful to contact your human resources department if you would like further clarification about the process outlined in your contract. Furthermore, please note that if you work under the conditions of “at-will employment”, no notice period applies for both the employer and employee.

Pro Tip: At this stage, inquire about COBRA healthcare, which will fill in the gap between the time you’ve quit your current job until the time you’re situated in your next position, which helps reduce stress during an already chaotic time.

Consider your seniority in the company

The other element to consider for notice periods is your seniority. In general, the longer you’ve been at a job, the longer notice you should provide. Think about it like this: the more expertise you have, the harder it is to replace you, so to be considerate of your boss (especially if you know the hiring process is long) and think about giving at least 2 weeks notice.

What if your boyfriend or girlfriend came up to you and just blurted out: 

“We’re over!”

You’d be like, “wait, what!? Why?”

All humans are the same: they want an explanation. Bosses especially understand that everyone grows, and we’re not required to be bound to any one job or position for our entire life. 

With that said, you should still create a formal letter of resignation as proof of the date you resigned.

Make sure to include:

• Your boss’ full name
• Today’s date
• Your notice period time frame
• The date when you’ll officially resign
• A statement of how the company helped you grow, or what you are most grateful for from your position
• Signature

In addition to giving a written form to your supervisor, it would be helpful for your team to be informed about your plans too. This way, they have time to make necessary adjustments. 

Again, leaving your position with grace might open up networking opportunities, or provide you with helpful recommendation letters, so be sure to put some thought into your letter of resignation.

What happens when a contract is terminated due to employee misconduct?

An employer has the right to dismiss an employee due to misconduct, but the dismissal shouldn’t happen without proof. An employer should refrain from dismissing anyone on the spot, as that’s most likely an act of anger and can result in legal issues. 

If a dismissal situation gets ugly and either party conducts themselves in a manner that does not abide by the contract, this could end up in court.

In this case, double-check your contract to ensure if and which agreed-upon statements were broken, and that both parties signed the contract. If worse comes to worst, seek legal counsel if you feel you’ve been taken advantage of in the situation.

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Typical Employee Notice Periods | BrightHR

Are you drawing up a new employment contract, or preparing to say goodbye to a member of staff? Then you need to know how much notice the employee should work before you let them go.

In most cases, typical employee notice periods work just fine. But in others, you’ll need to think more carefully about your organisation’s needs and obligations — and those of the departing employee. Here’s what you need to know.

Employee notice periods are determined by the contract of employment and the law.

Organisations typically ask employees who have been in their jobs for more than two years to work one month’s notice, via the employment contract. A notice period of a month gives you a reasonable amount of breathing space to recruit a replacement employee.

For employees who have been with you less than two years, a notice period of one week is common.

The law on notice periods

Under the Employment Rights Act 1996, both the employer and the employee are legally entitled to a minimum period of notice when the employee leaves. Your contracts should be compliant with these laws.

The minimum notice period is:

• One week for employees who have been with your organisation for more than a month, but less than two years
• Two weeks for employees who have been with your organisation over two years

Notice periods then increase by one week for each year worked, up to a maximum of 12 weeks. These rules don’t apply to retiring employees older than retirement age.

Terminating an employee without giving the contractual or legally-required notice period could lead to a wrongful dismissal claim.

Agreeing payment in lieu of notice

There might be cases where you and the employee agree it would be better for the employee to leave straight away, without working the notice period.

The Employment Rights Act 1996 does not prevent you and the employee waiving your right to notice. However, in such cases, you will still need to pay the employee for the duration of their notice period.

What if the termination is related to conduct?

In some cases — for example, when an employee has been found guilty of a serious crime or gross misconduct — you may wish to terminate employment immediately.

The Employment Rights Act 1996 does not affect your right — or the employee’s right — to terminate the contract for reasons related to the other party’s conduct.

When should you put an employee on garden leave?

When an employee leaves to work with a competitor, they might have a conflict of interests — so you might not want them in your workplace during their notice period. For example, you might not want a salesperson who now works for a rival company talking to your customers.

A typical solution is to put the employee on garden leave. Employees on garden leave stay on your payroll for their notice period, but are asked to stay away from the workplace.

You can include rules in your employment contract about garden leave for employees joining competitors.

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How to fill in the period code in the notice of calculated tax amounts – Kontur.Extern

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According to the memo of the Federal Tax Service, the choice of the period of obligation in the notification and the reporting period should be filled in based on the data in columns 9, 10, 11 of Appendix 1.

At the same time:

• for corporate property tax, simplified taxation system (STS), transport tax, land tax (payment of tax in advance payments quarterly) quarter;
• for personal income tax (hereinafter referred to as personal income tax) and insurance premiums, the Notifications indicate in field 5 “Reporting (tax) period/Month/Quarter number” the code of the reporting period, which corresponds to the ordinal number of the month in the quarter;
• for personal income tax withheld and calculated for the period from December 22 to December 31, in field 5 “Reporting (tax) period / month / quarter number” the reporting period code corresponds to 34/04.

Information on taxes in the context of the KBK, for which taxpayers must submit a notification of the calculated amounts in 2023, is indicated in the attachment to the letter of the Federal Tax Service dated December 30, 2022 No. 8-7-02/0001@.

BCC of tax: 18210101040011000110, 18210101060011000110, 182101010

000110.

Category of payers: taxpayers (tax agents) who submit declarations no later than 25 calendar days from the end of the relevant reporting period (those who submit a tax return quarterly).

Due date: 28th day of the month following the reporting period.

Deadline for submission of declaration		Reporting notice period	Deadline	Reporting period code
Reporting period	Deadline
I quarter	25 April	January	Not later than 25 February	21/01
		February	Not later than 25 March	21/02
		March	April 25 not available	21/03
Half year	25 July	April	Not later than 25 May	31/01
		May	Not later than 25 June	31/02
		June	July 25 not available	31/03
9 months	25 October	July	Not later than 25 August	33/01
		August	Not later than September 25	33/02
		September	October 25 not available	33/03
Year	March 25 of the year following the expired tax period	October	No later than 25 November	34/01
		November	Not later than 25 December	34/02
		December	Not later than 25 January	34/03

For March in April, for June in July and for September in October tax notifications are not provided, since the deadlines for filing declarations and notifications coincide.

KBK tax: 18210101030011000110, 18210101050011000110, 182101010

000110.

Category of payers: tax agents submitting tax calculations no later than 25 calendar days from the end of the relevant reporting period (quarterly).

Due date: 28th day of the month following the reporting period.

Deadline for submission of declaration		Reporting notice period	Deadline	Reporting period code
Reporting period	Deadline
I quarter	25 April	January	Not later than 25 February	21/01
		February	Not later than 25 March	21/02
		March	April 25 not available	21/03
Half year	25 July	April	Not later than 25 May	31/01
		May	Not later than 25 June	31/02
		June	July 25 not available	31/03
9 months	October 25,	July	Not later than 25 August	33/01
		August	Not later than September 25	33/02
		September	October 25 not available	33/03
Year	March 25 of the year following the expired tax period	October	No later than 25 November	34/01
		November	Not later than 25 December	34/02
		December	Not later than 25 January	34/03

Tax payment deadline for agents calculating tax in accordance with Art. 310.1 of the Tax Code of the Russian Federation, comes no later than the 28th day of the month following the month in which the tax is calculated.

For March in April, for June in July and for September in October, tax notifications are not provided, since the deadlines for filing declarations and notifications coincide.

BCC of tax: 18210101070011000110.

Category of payers: payers (tax agents) who submit declarations no later than 25 calendar days from the end of the corresponding reporting period (those who submit a tax declaration quarterly).

Due date: 10th day of the month following the reporting period.

18210102010011000110 18210102080011000110, 182101020

000110, 18210102100011000110, 18210102110011000110 011000110, 18210102140011000110.

Category of payers: tax agents, individual entrepreneurs, lawyers, notaries.

Payment due: no later than the 28th of the current month. For the period from December 23 to December 31 – no later than the last business day of the year.

Deadline for submission of declaration		Reporting notice period	Deadline	Reporting period code
Reporting period	Deadline
I quarter	25 April	January	Not later than 25 February	21/01
		February	Not later than 25 March	21/02
		March	Not later than 25 April	21/03
Half year	25 July	April	Not later than 25 May	31/01
		May	Not later than 25 June	31/02
		June	Not later than 25 July	31/03
9 months	25 October	July	Not later than 25 August	33/01
		August	Not later than September 25	33/02
		September	Not later than 25 October	33/03
Year	March 25 of the year following the expired tax period	October	No later than 25 November	34/01
		November	Not later than 25 December	34/02
		December	Not later than 25 January	34/03

Deadline for submission of declaration		The period when the employee was paid salary	Deadline	Reporting period code
Reporting period	Deadline
I quarter	25 April	January 1 – January 22,	Not later than 25 January	21/01
		January 23 – February 22	Not later than 25 February	21/02
		23 February – 22 March	Not later than 25 March	21/03
Half year	25 July	March 23 – April 22	Not later than 25 April	31/01
		April 23 – May 22	Not later than 25 May	31/02
		May 23 – June 22	Not later than 25 June	31/03
9 months	25 October	June 23 – July 22	Not later than 25 July	33/01
		23 July – 22 August	Not later than 25 August	33/02
		August 23 – September 22	Not later than September 25	33/03
Year	February 25 of the year following the expired tax period	Sep 23 – Oct 22	Not later than 25 October	34/01
		23 October – 22 November	No later than 25 November	34/02
		Nov 23 – Dec 22	Not later than 25 December	34/03
		December 23 – December 31	Not later than the last working day of the year	34/04

If the salary was paid on 01/21/2023, that is, this is the period from 01/01/2023 to 01/22/2023, then the notification must be submitted before 01/25 and indicate the period 21/01, if the salary was paid on 01/25/2023, then the notification deadline — 25. 02 and specify the period 21/02 in it.

CBC: 18210201000011000160 160, 18210208000061000160, 1821020

61000160, 18210210000011000160, 18210211000011000160.

Payer category: payers making payments and other remuneration to individuals.

Payment term: no later than the 28th day of the month following the reporting month.

Deadline for submission of declaration		Reporting notice period	Deadline	Reporting period code
Reporting period	Deadline
I quarter	25 April	January	Not later than 25 February	21/01
		February	Not later than 25 March	21/02
		March	April 25 not available	21/03
Half year	25 July	April	Not later than 25 May	31/01
		May	Not later than 25 June	02/31
		June	July 25 not available	31/03
9 months	25 October	July	Not later than 25 August	33/01
		August	Not later than September 25	33/02
		September	October 25 not available	33/03
Year	January 25 of the year following the expired tax period	October	No later than 25 November	34/01
		November	Not later than 25 December	34/02
		December	January 25 not available	34/03

For March in April, for June in July and for September in October, for December in January, notifications are not provided, since the deadlines for submitting the calculation and notifications coincide.

Tax Code: 18210602010021000110, 18210602020021000110.

Category of payers: legal entities-owners of taxable real estate.

Due date: 28th day of the month following the reporting period.

Deadline for submission of declaration		Reporting period for notification	Deadline	Reporting period code
Reporting period	Deadline
I quarter		I quarter	25 April	34/01
Half year (II quarter)		Half year (II quarter)	25 July	34/02
9 months (III quarter)		9 months (III quarter)	25 October	34/03
Year	March 25 of the year following the expired tax period	Year	February 25 of the year following the expired tax period	34/04

Notification is not provided when the legislative (representative) body of a subject of the Russian Federation in accordance with clause 6 of Art. 382 of the Tax Code of the Russian Federation provided for certain categories of taxpayers the right not to calculate and not pay advance tax payments during the tax period.

BCC of tax: 18210604011021000110.

Category of payers: legal entities.

Due date: 28th day of the month following the reporting period.

Deadline for submission of declaration		Reporting period for notification	Deadline	Reporting period code
Reporting period	Deadline
Not available		I quarter	25 April	34/01
		II quarter	25 July	34/02
		III quarter	25 October	34/03
		Year	February 25 of the year following the expired tax period	34/04

Notification is not provided when the legislative (representative) body of a subject of the Russian Federation in accordance with clause 6 of Art. 362 of the Tax Code of the Russian Federation provided for certain categories of taxpayers the right not to calculate and not pay advance tax payments during the tax period.

BCC tax: 18210606031031000110, 18210606032041000110, 18210606032111000110, 18210606032121000110, 18210606032141000 110, 18210606033051000110, 18210606033101000110, 18210606033131000110.

Category of payers: legal entities.

Due date: 28th day of the month following the reporting period.

Deadline for submission of declaration		Reporting period for notification	Deadline	Reporting period code
Reporting period	Deadline
Not provided		I quarter	25 April	34/01
		II quarter	25 July	34/02
		III quarter	25 October	34/03
		Year	February 25 of the year following the expired tax period	34/04

Notification is not provided when the regulatory legal act of the representative body of the municipality (the laws of the federal cities of Moscow, St. Petersburg and Sevastopol, the regulatory legal act of the representative body of the federal territory Sirius) in accordance with paragraph 2 of Art. . 397 of the Tax Code of the Russian Federation provides that taxpaying organizations do not make advance tax payments during the tax period.

Tax Code: 18210501011011000110, 18210501021011000110.

Category of payers: legal entities and individual entrepreneurs.

Payment term: advance payments are transferred no later than the 28th day of the month following the reporting period. Organizations pay annual tax until March 28, individual entrepreneurs – until April 28.

Declaration deadline		Reporting period for notification	Deadline	Reporting period code
Reporting period	Deadline
Year	Legal entities: March 25 of the year following the expired tax period Individuals: April 25 of the year following the expired tax period	I quarter	25 April	34/01
		Half year	25 July	34/02
		9 months	25 October	34/03
		Year	Not represented

The deadline for submitting the notification for the fourth quarter (year) coincides with the deadline for submitting the annual declaration, so the notification by the deadline of March 25 (April 25) is not submitted.

BCC of tax: 18210503010011000110.

Category of payers: legal entities and individuals.

Due date: half-year advance payment no later than July 28, annual tax no later than March 28 of the following year.

Deadline for submission of declaration		Reporting notice period	Deadline	Reporting period code
Reporting period	Deadline
Year	March 25 of the year following the expired tax period	I quarter	Not represented
		Half year	25 July	34/02
		9 months	Not represented
		Year	Not represented

Recall that from 2023, notifications of calculated amounts are submitted for taxes and insurance premiums, the deadline for filing a declaration or calculation for which is later than the deadline for paying taxes, advance payments for taxes, fees, insurance premiums.

How to submit a notification of the calculated amounts to the Federal Tax Service through Extern, they said in the news.

How to fill in the period code in the notification of calculated tax amounts – Kontur.Extern

Follow Extern news, be the first to learn about new clarifications from experts and communicate with colleagues on social networks

• Telegram
• VKontakte
• Odnoklassniki

According to the memo of the Federal Tax Service, the choice of the period of obligation in the notification and the reporting period should be filled out on the basis of the data in columns 9, 10, 11 of Appendix 1.

At the same time:

• tax, land tax (payment of tax in advance payments quarterly) in notifications in field 5 “Reporting (tax) period/Month/Quarter number” the reporting period code corresponds to the quarter number;
• for personal income tax (hereinafter referred to as personal income tax) and insurance premiums, the Notifications indicate in field 5 “Reporting (tax) period/Month/Quarter number” the code of the reporting period, which corresponds to the ordinal number of the month in the quarter;
• for personal income tax withheld and calculated for the period from December 22 to December 31, in field 5 “Reporting (tax) period / month / quarter number” the reporting period code corresponds to 34/04.

Information on taxes in the context of the KBK, for which taxpayers must submit a notification of the calculated amounts in 2023, is indicated in the attachment to the letter of the Federal Tax Service dated December 30, 2022 No. 8-7-02/0001@.

Tax Code: 18210101040011000110, 18210101060011000110, 182101010

000110.

Category of payers: taxpayers (tax agents) who submit declarations no later than 25 calendar days from the end of the relevant reporting period (those who submit a tax return quarterly).

Due date: 28th day of the month following the reporting period.

Deadline for submission of declaration		Reporting notice period	Deadline	Reporting period code
Reporting period	Deadline
I quarter	25 April	January	Not later than 25 February	21/01
		February	Not later than 25 March	21/02
		March	April 25 not available	21/03
Half year	25 July	April	Not later than 25 May	31/01
		May	Not later than 25 June	31/02
		June	July 25 not available	31/03
9 months	25 October	July	Not later than 25 August	33/01
		August	Not later than September 25	33/02
		September	October 25 not available	33/03
Year	March 25 of the year following the expired tax period	October	No later than 25 November	34/01
		November	Not later than 25 December	34/02
		December	Not later than January 25	34/03

For March in April, for June in July and for September in October tax notifications are not provided, since the deadlines for filing declarations and notifications coincide.

BCC of tax: 18210101030011000110, 18210101050011000110, 182101010

000110.

Category of payers: tax agents submitting tax calculations no later than 25 calendar days from the end of the corresponding reporting period (quarterly).

Due date: 28th day of the month following the reporting period.

Deadline for submission of declaration		Reporting notice period	Deadline	Reporting period code
Reporting period	Deadline
I quarter	25 April	January	Not later than 25 February	21/01
		February	Not later than 25 March	21/02
		March	April 25 not available	21/03
Half year	25 July	April	Not later than 25 May	31/01
		May	Not later than 25 June	31/02
		June	July 25 not available	31/03
9 months	October 25,	July	Not later than 25 August	33/01
		August	Not later than September 25	33/02
		September	October 25 not available	33/03
Year	March 25 of the year following the expired tax period	October	No later than 25 November	34/01
		November	Not later than 25 December	34/02
		December	Not later than 25 January	34/03

Tax payment deadline for agents calculating tax in accordance with Art. 310.1 of the Tax Code of the Russian Federation, comes no later than the 28th day of the month following the month in which the tax is calculated.

For March in April, for June in July and for September in October, tax notifications are not provided, since the deadlines for filing declarations and notifications coincide.

BCC of tax: 18210101070011000110.

Category of payers: payers (tax agents) who submit declarations no later than 25 calendar days from the end of the corresponding reporting period (those who submit a tax declaration quarterly).

Due date: 10th day of the month following the reporting period.

Deadline for submission of declaration		Reporting notice period	Deadline	Reporting period code
Reporting period	Deadline
I quarter	25 April	January	Not later than 25 February	21/01
		February	Not later than 25 March	21/02
		March	Not later than 25 April	21/03
Half year	25 July	April	Not later than 25 May	31/01
		May	Not later than 25 June	31/02
		June	Not later than 25 July	31/03
9 months	25 October	July	Not later than 25 August	33/01
		August	Not later than September 25	33/02
		September	Not later than 25 October	33/03
Year	March 25 of the year following the expired tax period	October	No later than 25 November	34/01
		November	Not later than 25 December	34/02
		December	Not later than 25 January	34/03

Tax CBC: 18210102010011000110, 18210102020011000110, 18210102050011000110, 18210102070011000110, 18210102080011000110 182101020

000110 18210102100011000110 18210102110011000110 11000110, 18210102140011000110.

Category of payers: tax agents, individual entrepreneurs, lawyers, notaries.

Payment deadline: no later than the 28th day of the current month. For the period from December 23 to December 31 – no later than the last business day of the year.

Deadline for submission of declaration		The period when the employee was paid salary	Deadline	Reporting period code
Reporting period	Deadline
I quarter	25 April	January 1 – January 22,	Not later than January 25	21/01
		January 23 – February 22	Not later than 25 February	21/02
		23 February – 22 March	Not later than 25 March	21/03
Half year	25 July	March 23 – April 22	Not later than 25 April	31/01
		April 23 – May 22	Not later than 25 May	31/02
		May 23 – June 22	Not later than 25 June	31/03
9 months	25 October	June 23 – July 22	Not later than 25 July	33/01
		July 23 – August 22	Not later than 25 August	33/02
		August 23 – September 22	Not later than September 25	33/03
Year	February 25 of the year following the expired tax period	September 23 – October 22	Not later than 25 October	34/01
		Oct 23 – Nov 22	No later than 25 November	34/02
		Nov 23 – Dec 22	Not later than 25 December	34/03
		December 23 – December 31	Not later than the last working day of the year	34/04

If the salary was paid on 01/21/2023, that is, this is the period from 01/01/2023 to 01/22/2023, then the notification must be submitted before 01/25 and indicate the period 21/01, if the salary was paid on 01/25/2023, then the notification deadline — 25. 02 and specify the period 21/02 in it.

CBC: 18210201000011000160 160 18210208000061000160, 1821020

61000160, 18210210000011000160, 18210211000011000160 individuals.

Payment term: no later than the 28th day of the month following the reporting month.

Deadline for submission of declaration		Reporting notice period	Deadline	Reporting period code
Reporting period	Deadline
I quarter	25 April	January	Not later than 25 February	21/01
		February	Not later than 25 March	21/02
		March	April 25 not available	21/03
Half year	25 July	April	Not later than 25 May	31/01
		May	Not later than 25 June	31/02
		June	July 25 not available	31/03
9 months	25 October	July	Not later than 25 August	33/01
		August	Not later than September 25	33/02
		September	October 25 not available	33/03
Year	January 25 of the year following the expired tax period	October	No later than 25 November	34/01
		November	Not later than 25 December	34/02
		December	January 25 not available	34/03

For March in April, for June in July and for September in October, for December in January, notifications are not provided, since the deadlines for submitting the calculation and notifications coincide.

KBK tax: 18210602010021000110, 18210602020021000110.

Category of payers: legal entities-owners of taxable real estate.

Due date: 28th day of the month following the reporting period.

Deadline for submission of declaration		Reporting period for notification	Deadline	Reporting period code
Reporting period	Deadline
I quarter		I quarter	25 April	34/01
Half year (II quarter)		Half year (II quarter)	25 July	34/02
9 months (III quarter)		9 months (III quarter)	25 October	34/03
Year	March 25 of the year following the expired tax period	Year	February 25 of the year following the expired tax period	34/04

Notification is not provided when the legislative (representative) body of a subject of the Russian Federation in accordance with clause 6 of Art. 382 of the Tax Code of the Russian Federation provided for certain categories of taxpayers the right not to calculate and not pay advance tax payments during the tax period.

Tax Code: 18210604011021000110.

Category of payers: legal entities.

Due date: 28th day of the month following the reporting period.

Deadline for submission of declaration		Reporting period for notification	Deadline	Reporting period code
Reporting period	Deadline
Not provided		I quarter	25 April	34/01
		II quarter	25 July	34/02
		III quarter	25 October	34/03
		Year	February 25 of the year following the expired tax period	34/04

Notification is not provided when the legislative (representative) body of a subject of the Russian Federation in accordance with clause 6 of Art. 362 of the Tax Code of the Russian Federation provided for certain categories of taxpayers the right not to calculate and not pay advance tax payments during the tax period.

CBC tax: 18210606031031000110, 18210606032041000110, 18210606032111000110, 18210606032121000110, 1821060603214100 0110, 18210606033051000110, 18210606033101000110, 18210606033131000110.

Payer category: legal entity.

Due date: 28th day of the month following the reporting period.

Deadline for submission of declaration		Reporting period for notification	Deadline	Reporting period code
Reporting period	Deadline
Not provided		I quarter	25 April	34/01
		II quarter	25 July	34/02
		III quarter	25 October	34/03
		Year	February 25 of the year following the expired tax period	34/04

Notification is not provided when the regulatory legal act of the representative body of the municipality (the laws of the federal cities of Moscow, St. Petersburg and Sevastopol, the regulatory legal act of the representative body of the federal territory Sirius) in accordance with paragraph 2 of Art. . 397 of the Tax Code of the Russian Federation provides that taxpaying organizations do not make advance tax payments during the tax period.

Tax Code: 18210501011011000110, 18210501021011000110.

Category of payers: legal entities and individual entrepreneurs.

Payment term: advance payments are transferred no later than the 28th day of the month following the reporting period. Organizations pay annual tax until March 28, individual entrepreneurs – until April 28.

Declaration deadline		Reporting period for notification	Deadline	Reporting period code
Reporting period	Deadline
Year	Legal entities: March 25 of the year following the expired tax period Individuals: April 25 of the year following the expired tax period	I quarter	25 April	34/01
		Half year	25 July	34/02
		9 months	25 October	34/03
		Year	Not represented

The deadline for submitting the notification for the fourth quarter (year) coincides with the deadline for submitting the annual declaration, so the notification by the deadline of March 25 (April 25) is not submitted.

Top 10 Best Arlington County Public Schools (2023)

School (Math and Reading Proficiency)

Location

Grades

Students

Rank: #11.

Williamsburg Middle School

Math: 84% | Reading: 94%
Rank:

Top 5%

Add to Compare

3600 N Harrison St
Arlington, VA 22207
(703) 228-5450

Grades: 6-8

| 940 students

Rank: #22.

Yorktown High School

Math: 83% | Reading: 94%
Rank:

Top 5%

Add to Compare

5200 Yorktown Blvd
Arlington, VA 22207
(703) 228-5400

Grades: 9-12

| 2,514 students

Rank: #33.

Nottingham Elementary School

Math: 85% | Reading: 90%
Rank:

Top 5%

Add to Compare

5900 Little Falls Road
Arlington, VA 22207
(703) 228-5290

Grades: PK-5

| 425 students

Rank: #44.

Arlington Traditional

Magnet School

Math: 84% | Reading: 90%
Rank:

Top 5%

Add to Compare

855 N. Edison St
Arlington, VA 22205
(703) 228-6290

Grades: PK-5

| 615 students

Rank: #55.

Taylor Elementary School

Math: 82% | Reading: 91%
Rank:

Top 5%

Add to Compare

2600 N Stuart St
Arlington, VA 22207
(703) 228-6275

Grades: PK-5

| 618 students

Rank: #6 – 76. – 7.

Arlington Science Focus

Magnet School

Math: 84% | Reading: 89%
Rank:

Top 5%

Add to Compare

1501 N. Lincoln Street
Arlington, VA 22201
(703) 228-7670

Grades: PK-5

| 643 students

Rank: #6 – 76. – 7.

Jamestown Elementary School

Math: 84% | Reading: 89%
Rank:

Top 5%

Add to Compare

3700 N Delaware St
Arlington, VA 22207
(703) 228-5275

Grades: PK-5

| 511 students

Rank: #8 – 98. – 9.

Discovery Elementary School

Math: 78% | Reading: 85%
Rank:

Top 20%

Add to Compare

5241 36th Street North
Arlington, VA 22207
(703) 288-2685

Grades: PK-5

| 536 students

Rank: #8 – 98. – 9.

Tuckahoe Elementary School

Math: 78% | Reading: 85%
Rank:

Top 20%

Add to Compare

6550 26th St N
Arlington, VA 22213
(703) 228-5288

Grades: PK-5

| 461 students

Rank: #1010.

Dorothy Hamm Middle School

Math: 74% | Reading: 88%
Rank:

Top 20%

Add to Compare

4100 N Vacation Lane
Arlington, VA 22207
(703) 228-2910

Grades: 6-8

| 859 students

Rank: #1111.

Mckinley Elementary School

Math: 77% | Reading: 83%
Rank:

Top 20%

Add to Compare

1030 N Mckinley Rd
Arlington, VA 22205
(703) 228-5280

Grades: PK-5

| 682 students

Rank: #1212.

Glebe Elementary School

Math: 76% | Reading: 83%
Rank:

Top 20%

Add to Compare

1770 N. Glebe Road
Arlington, VA 22207
(703) 228-6280

Grades: PK-5

| 511 students

Rank: #1313.

Washington Liberty High School

Math: 70% | Reading: 87%
Rank:

Top 20%

Add to Compare

1301 N Stafford St
Arlington, VA 22201
(703) 228-6200

Grades: 9-12

| 2,436 students

Rank: #1414.

Swanson Middle School

Math: 75% | Reading: 83%
Rank:

Top 20%

Add to Compare

5800 N Washington Blvd
Arlington, VA 22205
(703) 228-5500

Grades: 6-8

| 1,018 students

Rank: #1515.

Ashlawn Elementary School

Math: 71% | Reading: 83%
Rank:

Top 20%

Add to Compare

5950 N. 8th Road
Arlington, VA 22205
(703) 228-5270

Grades: PK-5

| 600 students

Rank: #1616.

Long Branch Elementary School

Math: 65-69% | Reading: 75-79%
Rank:

Top 30%

Add to Compare

33 N Fillmore St
Arlington, VA 22201
(703) 228-4220

Grades: PK-5

| 444 students

Rank: #1717.

Alice West Fleet Elementary School

Math: 70% | Reading: 74%
Rank:

Top 30%

Add to Compare

115 S Old Glebe Road
Arlington, VA 22204
(703) 228-5820

Grades: PK-5

| 623 students

Rank: #1818.

Montessori Public School Of Arlington

Math: 60-64% | Reading: 75-79%
Rank:

Top 50%

Add to Compare

701 S Highland Street
Arlington, VA 22204
(703) 228-8871

Grades: PK-5

| 460 students

Rank: #1919.

Gunston Middle School

Math: 59% | Reading: 76%
Rank:

Top 50%

Add to Compare

2700 S Lang St
Arlington, VA 22206
(703) 228-6900

Grades: 6-8

| 1,191 students

Rank: #2020.

Oakridge Elementary School

Math: 64% | Reading: 71%
Rank:

Top 50%

Add to Compare

1414 24th St S
Arlington, VA 22202
(703) 228-5840

Grades: PK-5

| 559 students

Rank: #2121.

Claremont Immersion

Magnet School

Math: 55% | Reading: 74%
Rank:

Top 50%

Add to Compare

4700 S. Chesterfield Rd.
Arlington, VA 22206
(703) 228-2500

Grades: PK-5

| 733 students

Rank: #2222.

Wakefield High School

Math: 66% | Reading: 65%
Rank:

Top 50%

Add to Compare

1325 S. Dinwiddie Street
Arlington, VA 22206
(703) 228-6700

Grades: 9-12

| 2,561 students

Rank: #2323.

Campbell Elementary School

Math: 55-59% | Reading: 65-69%
Rank:

Top 50%

Add to Compare

737 S. Carlin Springs Rd.
Arlington, VA 22204
(703) 228-6770

Grades: PK-5

| 418 students

Rank: #2424.

Jefferson Middle School

Math: 48% | Reading: 75%
Rank:

Top 50%

Add to Compare

125 S Old Glebe Rd
Arlington, VA 22204
(703) 228-5900

Grades: 6-8

| 1,019 students

Rank: #2525.

Arlington Community High School

Math: 60-79% | Reading: ≥50%
Rank:

Bottom 50%

Add to Compare

800 S. Walter Reed Dr
Arlington, VA 22204
(703) 228-5350

Grades: 9-12

| 171 students

Rank: #2626.

Francis Scott Key Elementary School

Magnet School

Math: 48% | Reading: 63%
Rank:

Bottom 50%

Add to Compare

2300 Key Blvd
Arlington, VA 22201
(703) 228-4210

Grades: PK-5

| 699 students

Rank: #2727.

Hoffman-boston Elementary School

Math: 45-49% | Reading: 60-64%
Rank:

Bottom 50%

Add to Compare

1415 S Queen St
Arlington, VA 22204
(703) 228-5845

Grades: PK-5

| 469 students

Rank: #2828.

Kenmore Middle School

Math: 44% | Reading: 62%
Rank:

Bottom 50%

Add to Compare

200 S Carlin Springs Rd
Arlington, VA 22204
(703) 228-6800

Grades: 6-8

| 1,046 students

Rank: #2929.

Barcroft Elementary School

Math: 40-44% | Reading: 50-54%
Rank:

Bottom 50%

Add to Compare

625 S Wakefield St
Arlington, VA 22204
(703) 228-5838

Grades: PK-5

| 416 students

Rank: #3030.

Abingdon Elementary School

Math: 39% | Reading: 54%
Rank:

Bottom 50%

Add to Compare

3035 S Abingdon St
Arlington, VA 22206
(703) 228-6650

Grades: PK-5

| 712 students

Rank: #3131.

Dr. Charles R. Drew Elementary School

Magnet School

Math: 35-39% | Reading: 50-54%
Rank:

Bottom 50%

Add to Compare

3500 South 23rd Street
Arlington, VA 22206
(703) 228-5825

Grades: PK-5

| 422 students

Rank: #3232.

Randolph Elementary School

Math: 35-39% | Reading: 45-49%
Rank:

Bottom 50%

Add to Compare

1306 S Quincy St
Arlington, VA 22204
(703) 228-5830

Grades: PK-5

| 436 students

Rank: #3333.

Barrett Elementary School

Math: 25-29% | Reading: 45-49%
Rank:

Bottom 50%

Add to Compare

4401 N Henderson Rd
Arlington, VA 22203
(703) 228-6288

Grades: PK-5

| 513 students

Rank: #3434.

Carlin Springs Elementary School

Math: 15-19% | Reading: 25-29%
Rank:

Bottom 50%

Add to Compare

5995 South 5th Road
Arlington, VA 22204
(703) 228-6645

Grades: PK-5

| 570 students

Rank: n/an/a

Eunice Kennedy Shriver Program

Special Education School

Add to Compare

The Heights Building, 1601 Wil
Arlington, VA 22209
(703) 228-6440

Grades: Inquire with school

| n/a students

Show 6 more public schools in Arlington County, VA (out of 41 total schools)

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Arlington ISD | Texas Public Schools

Arlington, TX

Accountability rating
(2021-2022)

B

Total students

55,594

Avg. teacher experience

11.3 years

Statewide: 11.1 years

Four-year graduation rate

87.7 %

Statewide: 90%

Arlington ISD is a school district in Arlington, TX.
As of the 2021-2022 school year, it had 55,594 students.
62.1% of students were considered at risk of dropping out of school.
30.1% of students were enrolled in bilingual and English language learning programs.

The school received an accountability rating of B for the 2021-2022 school year.

In the Class of 2021, 87.7% of students received their high school diplomas on time or earlier.
The dropout rate for students in grades 9-12 was 3.9% during the 2020-2021 school year.

The average SAT score at Arlington ISD was 956 for 2020-2021 graduates.
The average ACT score was 19.5.

As of the 2021-2022 school year, an average teacher’s salary was $63,040, which is $4,153 more than the state average.
On average, teachers had 11.3 years of experience.

Demographics

Race and ethnicity

Total students

55,594

African American

14,799 (26.6%)

Statewide: 12.8%

American Indian

240 (0.4%)

Statewide: 0.3%

Asian

2,962 (5.3%)

Statewide: 4.8%

Hispanic

26,404 (47.5%)

Statewide: 52.8%

Pacific Islander

113 (0.2%)

Statewide: 0.2%

White

9,454 (17%)

Statewide: 26.3%

Two or more races

1,622 (2.9%)

Statewide: 2.9%

African American

26. 6%

American Indian

0.4%

Asian

5.3%

Hispanic

47.5%

Pacific Islander

0.2%

White

17.0%

Two or more races

2.9%

Risk factors

A student is identified as being at risk of dropping out of school based on state-defined criteria. A student is defined as “economically disadvantaged” if he or she is eligible for free or reduced-price lunch or other public assistance.

At-risk students

62.1 %

Statewide: 53.5%

Economically disadvantaged

72.8 %

Statewide: 60.7%

Limited English proficiency

30.3 %

Statewide: 21.7%

At-risk students

62.1%

Econ. disadvantaged

72.8%

Limited Eng. proficiency

30.3%

Enrollment by program

A look at the percentage of students enrolled in certain programs offered at schools for the 2021-2022 school year.
A student can be enrolled in more than one program.

Bilingual/ESL

30. 1 %

Statewide: 21.9%

Gifted and Talented

10 %

Statewide: 8%

Special Education

9.9 %

Statewide: 11.6%

Bilingual/ESL

30.1%

Gifted and talented

10.0%

Special education

9.9%

Academics

Accountability ratings

Texas assigns ratings to districts and campuses that designate their performance in relation to the state’s accountability system.

For the 2021-2022 school year, the state gave only A – C ratings. All Texas public school districts and campuses that would have received a D or F rating instead received the label “Not Rated: SB 1365.” In addition, not all schools and districts are rated because some are alternative education programs and treatment facilities.

Overall
(2021-2022)

B

Student achievement
(2021-2022)

C

School progress
(2021-2022)

A

Closing the gaps
(2021-2022)

C

The overall grades are based on three categories: student achievement (how well students perform academically), school progress (how well students perform over time and compared to students in similar schools) and closing the gaps (how well schools are boosting performance for subgroups such as students with special needs).

For a detailed explanation of this year’s accountability system, see the 2022 Accountability Manual.

Four-year graduation rates

The percentage of students who started ninth grade in 2017-2018 and received a high school diploma on time — by Aug. 31, 2021. Learn more about how four-year graduation rates are defined.

All students

87.7 %

Statewide: 90%

African American

87 %

Statewide: 86.3%

American Indian

80 %

Statewide: 87.4%

Asian

95.1 %

Statewide: 96.7%

Hispanic

84.1 %

Statewide: 88.1%

Pacific Islander

75 %

Statewide: 88.3%

White

92.9 %

Statewide: 93.8%

Two or more races

91.3 %

Statewide: 90.8%

African American

87.0%

American Indian

80.0%

Asian

95.1%

Hispanic

84.1%

Pacific Islander

75.0%

White

92. 9%

Two or more races

91.3%

Dropout rates

The dropout rate for students in grades 9-12 during the 2020-2021 school year.
It is calculated by dividing the number of dropouts by the number of students who were in attendance at any time during the school year.

All students

3.9 %

Statewide: 2.4%

African American

4 %

Statewide: 3.5%

American Indian

12.7 %

Statewide: 3.1%

Asian

1.3 %

Statewide: 0.5%

Hispanic

4.6 %

Statewide: 2.8%

Pacific Islander

7.4 %

Statewide: 2.6%

White

2.7 %

Statewide: 1.3%

Two or more races

3.8 %

Statewide: 2%

Chronic absenteeism

The chronic absenteeism rate for students during the 2020-2021 school year.
It measures the number of students who were absent for at least ten percent of the school year.

All students

21.2 %

Statewide: 15%

African American

25. 2 %

Statewide: 20.7%

American Indian

26.7 %

Statewide: 16.4%

Asian

8.3 %

Statewide: 3.3%

Hispanic

24.7 %

Statewide: 16.9%

Pacific Islander

19.2 %

Statewide: 17.9%

White

10.7 %

Statewide: 10.7%

Two or more races

19.6 %

Statewide: 13.9%

College readiness

AP/IB participation

The percentage of students in grades 11 and 12 taking at least one Advanced Placement (AP) or International Baccalaureate (IB) exam in any subject
during the 2020-2021 school year.

All students

19.9 %

Statewide: 21.1%

African American

14.4 %

Statewide: 13%

American Indian

13.3 %

Statewide: 16.8%

Asian

44.5 %

Statewide: 55.4%

Hispanic

14.7 %

Statewide: 18%

Pacific Islander

8.3 %

Statewide: 17.9%

White

27 %

Statewide: 24. 3%

Two or more races

22 %

Statewide: 23.5%

AP/IB performance

The percentage of test-taking students in grades 11 and 12 who passed at least one AP or IB exam in the 2020-2021 school year.
A passing score on the AP exam is a 3, 4 or 5. On an IB exam, it is a 4, 5, 6 or 7.

All students

37.2 %

Statewide: 48.6%

African American

21.5 %

Statewide: 29%

American Indian

Masked

Statewide: 52.8%

Asian

52.1 %

Statewide: 73.6%

Hispanic

24.8 %

Statewide: 34.6%

Pacific Islander

Masked

Statewide: 43.9%

White

49.8 %

Statewide: 61.2%

Two or more races

46.3 %

Statewide: 60.8%

SAT

The average SAT score for students graduating in 2020-2021, with critical reading, writing and mathematics results combined.
The maximum score is 2400. For the small percentage of students who took the redesigned SAT with a maximum score of 1600, their scores were converted to the equivalent scores on the previous SAT using College Board concordance tables.

Avg. SAT score

956

Statewide: 1002

ACT

The average ACT composite score for students graduating in 2020-2021. The maximum score is 36.

Avg. ACT score

19.5

Statewide: 20.0

College-ready graduates

A graduate is considered college ready in Reading or Math if he or she has met or exceeded the college-ready criteria on the Texas Success Initiative Assessment (TSIA) test, the SAT or the ACT test.
These figures are for students graduating in 2020-2021.

Reading

47.1 %

Statewide: 56.1%

Math

32 %

Statewide: 45.7%

Reading + Math

30.4 %

Statewide: 40.4%

Reading

47.1%

Math

32.0%

Reading + Math

30.4%

Staff

Teacher ethnicities

These figures are expressed as a percentage of the total teacher full-time equivalent (FTE) as of the 2021-2022 school year.

Total teacher FTEs

3,923. 9

African American

696.2 (17.7%)

Statewide: 11.2%

American Indian

10.9 (0.3%)

Statewide: 0.3%

Asian

86.6 (2.2%)

Statewide: 1.9%

Hispanic

813.8 (20.7%)

Statewide: 28.9%

Pacific Islander

1.8 (0%)

Statewide: 0.1%

White

2,231 (56.9%)

Statewide: 56.4%

Two or more races

83.6 (2.1%)

Statewide: 1.2%

Highest degree held by teachers

These figures are expressed as a percentage of the total teacher full-time equivalent.

No degree

11.4 (0.3%)

Statewide: 1.4%

Bachelor’s

2,769.7 (70.6%)

Statewide: 72.6%

Master’s

1,103.6 (28.1%)

Statewide: 25.2%

Doctorate

39.2 (1%)

Statewide: 0.8%

Students per teacher

The total number of students divided by the total full-time equivalent count of teachers for 2021-2022.

Students per teacher

14.2

Statewide: 14.6

Teacher experience

This figure for the 2021-2022 school year refers to tenure — the number of years a teacher has been employed in any district, whether or not there was an interruption in service.

Avg. teacher experience

11.3 years

Statewide: 11.1 years

Teacher salaries

The average salaries listed here are for regular duties only and do not include supplemental pay. For teachers who also have nonteaching roles, only the portion of time and pay dedicated to classroom responsibilities is factored into the calculation.

Base average

$63,040

Statewide: $58,887

Beginner

$50,809

Statewide: $51,054

1 to 5 years

$59,216

Statewide: $54,577

6 to 10 years

$61,485

Statewide: $57,746

11 to 20 years

$65,162

Statewide: $61,377

21 to 30 years

$69,888

Statewide: $65,949

30+ years

$77,690

Statewide: $71,111

All campuses

Elementary schools

• Adams Elementary School
• Amos Elementary School
• Anderson Elementary School
• Ashworth Elementary School
• Atherton Elementary School
• Bebensee Elementary School
• Beckham Elementary School
• Berry Elementary School
• Blanton Elementary School
• Bryant Elementary School
• Burgin Elementary School
• Butler Elementary School
• Community Based Pk
• Corey Fine Arts / Dual Language Academy
• Crouch Elementary School
• Crow Leadership Academy
• Ditto Elementary School
• Duff Elementary School
• Dunn Elementary School
• Ellis Elementary School
• Farrell Elementary School
• Fitzgerald Elementary School
• Foster Elementary School
• Goodman Elementary School
• Hale Elementary School
• Hill Elementary School
• Johns Elementary School
• Jones Fine Arts / Dual Language Academy
• Key Elementary School
• Kooken Ed Center
• Larson Elementary School
• Little Elementary School
• McNutt Elementary School
• Miller Elementary School
• Moore Elementary School
• Morton Elementary School
• Patrick Elementary School
• Peach Elementary School
• Pearcy Stem Academy
• Pope Elementary School
• Rankin Elementary School
• Remynse Elementary School
• Sherrod Elementary School
• Short Elementary School
• South Davis Elementary School
• Speer Elementary School
• Starrett Elementary School
• Swift Elementary School
• Thornton Elementary School
• Webb Elementary School
• West Elementary School
• Williams Elementary School
• Wimbish World Language Academy
• Wood Elementary School

Middle school or junior high schools

• Bailey Junior High
• Barnett Junior High
• Boles Junior High
• Carter Junior High
• Gunn Junior High
• Nichols Junior High
• Ousley Junior High
• Shackelford Junior High
• Workman Junior High
• Young Junior High

High schools

• Arlington College And Career High School
• Arlington Collegiate High School
• Arlington High School
• Bowie High School
• Lamar High School
• Martin High School
• Newcomer Center
• Sam Houston High School
• Seguin High School
• Tarrant Co JJAEP
• Turning Point Secondary School
• Venture Alter High School

University of Texas at Arlington Admission Process with UniPage

The information is for informational purposes only. Check the prices and requirements on the official website of the educational institution.

About the University

The University of Texas at Arlington is a public institution. The University of Texas at Arlington is located in Arlington, USA.

The university is in the top 1290 best universities in the world, according to the international QS ranking. The University of Texas at Arlington is one of the top universities in the United States. In the QS ranking, the university is one of the most developed in engineering and technology, natural sciences.

The admission committee of the university recruits for undergraduate, graduate and doctoral programs. The campus of the university is located within the city of Arlington.

Rating

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Tuition fees at the University of Texas at Arlington

On the official website of the university you will find all the latest information about tuition fees and scholarships.

Also be prepared for additional expenses: hostel rent, transportation, study materials, meals and personal expenses.

University of Texas at Arlington Programs

Undergraduate Masters Doctorate

Applied ScienceBachelor of Science in Substance Use and TreatmentEducationBachelor of Education (BA, BS)Medicine of Science in MicrobiologyBachelor of Science in Nursing (BSN)Bachelor of Science in Public Health (BSPH)Bachelor’s in Biology (BA, BS)Physical SciencesBachelor in Physics (BA, BS)Economics and Business AdministrationBachelor of Business Administration in MarketingBusiness AnalyticsEnvironmental and Earth SciencesBS in Environmental and Earth SciencesBachelor in Geology (BS, BA)Natural Science and MathematicsBS in Biological ChemistryBachelor in Mathematics (BA, BS)Bachelor’s in Chemistry (BA, BS)HumanitiesBA in FrenchArts and HumanitiesBA in Critical Languages ​​and International StudiesBA in EnglishBA in Spanish for Global CompetenceBachelor of Arts (BA) in Art HistoryBachelor of Arts in Music Industry Studies Show all

Social Sciences and ManagementBA in AnthropologyBA in PhilanthropyBachelor of Arts in SociologyOtherB. S. in Medical TechnologyBA in CommunicationBA in HistoryBA in LinguisticsBA in Spanish Translation and Interpreting Show All

Other Programs

Engineering and TechnologyMasterof Science in Learning Analytics (MSLA)Science and MathematicsMaster of Science in ChemistryApplied ScienceMaster of Social WorkHumanitiesMaster of Arts in HistoryMedicineMaster of Public Health (MPH)Master of Science in BiologyEconomics and Business AdministrationMaster Business Administration (MBA)Environmental and Earth SciencesMS in Environmental and Earth SciencesEducationMA in Teaching English to Speakers of Other Languages ​​(TESOL)Social Sciences and ManagementMA in SociologyMS in PsychologyMaster of Arts in CommunicationMaster of Arts in Political ScienceMaster of Public AdministrationArts and HumanitiesMA in EnglishMaster of ArchitectureMaster of Arts in Modern LanguagesMaster of MusicMaster of Music in Music EducationOtherMA in Criminology and Criminal JusticeMA in linguisticsMS in Sustainable Building TechnologyMaster in Landscape ArchitectureMaster of City and Regional Planning ( MCRP) Show all

Other programs

Economics and Business AdministrationPhD in Business AdministrationPhysical SciencesPh. D. in Physics and Applied PhysicsApplied SciencesPh.D. in Social WorkHumanitiesPh.D. in LinguisticSocial Sciences and ManagementPh.D. in General Experimental PsychologyPublic Administration and Public Policy (PAPP) Ph.DEducationPh.D. in Educational Leadership and Policy StudiesPh.D. in ChemistryPh.D. in Earth and Environmental SciencesMedicineDoctor of Nursing Practice (DNP)Ph.D. in Kinesiology Ph.D. in Nursing SciencePhD in Quantitative BiologyOtherPh.D. in HistoryPh.D. in MathematicsPh.D. in Urban Planning and Public Policy (UPPP)PhD in English Other Programs

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Undergraduate Admissions at the University of Texas at Arlington

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University of Texas at Arlington graduate admissions

The university’s admissions committee must take into account the student’s previous undergraduate academic performance. It is impossible to enter the University of Texas at Arlington for a master’s program without confirming knowledge of the English language. You can do this by taking the IELTS or TOEFL exam. The University of Texas at Arlington provides an opportunity to get a master’s degree remotely.

What to do after the University of Texas at Arlington

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University of Texas Arlington

We are the Mavericks

The University of Texas at Arlington, a leader in education in the heart of the thriving North Texas region, educates minds in an environment that values ​​excellence, innovation and diversity. UTA is dedicated to lifelong learning and critical thinkers who are in demand in our region and nation.

World-Class University of Excellence

UTA is Carnegie Research-1’s growing center of excellence in research, committed to discoveries that improve people’s lives, innovative teaching methods, and caring for the community.

US News and World Report Top High School Rankings includes more than 20 UTA graduate programs. Our highly regarded academic programs attract the best and brightest scholars from over 100 countries, and our faculty and students consistently receive national and international recognition for their achievements. As the sixth largest university in the country, UTA prides itself on cultural inclusion and opportunity.

The depth of these accolades highlights UTA’s status as a preeminent place for intellectual pursuits and a force for positive change.

State of the art equipment

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We have one of the most incredible learning environments in the University of Texas system. Students who come here soon realize that they have access to all of this. From artists showcasing their work at the UTA Gallery, to future nurses responding to emergencies at our smart hospital, or breaking new ground in science and medicine at the new Science, Engineering and Innovation Research Building. Our students have the opportunity to work in places that blur the line between the world they learn in and the world they help shape.

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Bright Beginnings Preschool of Athens, LLC.

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About the Provider

Description: Bright Beginnings Preschool of Athens, LLC. is a Child Care Learning Center in Athens GA, with a maximum capacity of 55 children. This child care center helps with children in the age range of Infant (0 -12 months), Toddler (13 months – 2 years), Preschool (3 years – 4 years), School Age (5+). The provider also participates in a subsidized child care program.

Additional Information:

Has Drop In Care; Has Special Needs Care; Has Drop In Care; Has Special Needs Care;

Program and Licensing Details

• License Number:
  CCLC-23224
• Capacity:
  55
• Age Range:
  Infant (0 -12 months), Toddler (13 months – 2 years), Preschool (3 years – 4 years), School Age (5+)
• Achievement and/or Accreditations
  QualityRated_Participant;
• Rate Range
  Under 1 year – $185.00|1 year – $185.00|2 years – $185.00|3 years – $185. 00|4 years – $185.00|5 years & older – $115.00
• Quality Rated Star:
  3
• Enrolled in Subsidized Child Care Program:
  Yes
• Type of Care:
  Full Time
• Transportation:
  Afterschool Only (PM Only)

Location Map

Inspection/Report History

Computer Kids – Houston TX Licensed Center – Child Care Program

Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.

Report Date	Arrival Time	Report Type
2021-11-15	01:30 PM	Monitoring Visit
2021-05-18	11:00 AM	Monitoring Visit
2020-10-16	09:30 AM	Licensing Study
2020-03-11	08:35 AM	Monitoring Visit
2019-11-18	12:45 PM	Monitoring Visit
2019-02-19	10:25 AM	Licensing Study
2018-10-15	09:30 AM	Monitoring Visit
2018-03-28	01:15 PM	Licensing Study
2017-09-25	12:05 PM	Monitoring Visit
2017-02-17	08:55 AM	Licensing Study

If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.

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Government Subsidies and the American Families Plan

Childcare is a crucial aspect of a child’s development, and it has been a challenge for parents to find affordable and reliable childcare options. The government recognizes the importance of childcare and is considering various subsidies to support daycare homes and centers. In this article, we will discuss the current subsidies being considered for daycare homes and centers, their potential benefits, and the challenges they may face…….

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Traveling with Children – Winter Edition

Vacationing in Hawaii! Warm tropical winds, the beach, swimming pools with incredible water slides, awesome sunsets, mouth-watering sea food, fresh delectable fruit, and the Castello Familyscenery and terrain of the beautiful islands were all so welcoming. It was a trip the we will fondly remember forever. Anything and everything that you could want was available for the entire family. We first stayed on beautiful Maui and next ventured to the big Island of Hawaii during our 11 day visit……

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The Daycare Interview

As a parent looking for childcare, it’s crucial to find a daycare center or a childminder who will provide a safe and nurturing environment for your child. One of the most critical steps in this process is the interview with potential childcare providers. The interview is a chance for you to get to know the provider, ask questions, and evaluate whether or not they are a good fit for your family. To help you prepare for your interview, we’ve gathered some member comments from the Daycare.com forum to provide insights on what to expect and how to make the most of this crucial step…….

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Provider Burn Out – It’s Problems and Solutions

Provider burnout is a major concern in the daycare industry. The constant demands of caring for young children can be exhausting, both physically and emotionally, and can take a toll on providers over time. Burnout can negatively impact not only providers, but also the children in their care and the families who depend on them. In this essay, we will explore the causes and effects of provider burnout and discuss strategies for preventing and managing burnout in the daycare industry……..

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The Daily Walk

Many years ago I decided to add a daily walk around our neighborhood to our morning schedule. We started out small by walking around our long block. We clocked it in the car and found that it was six-tenth of a mile. That took about seventeen to twenty minutes depending on the skill set and age of the walkers…..

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I know there are many types of agreements between parents and providers when it comes to having children in the provider’s vehicle. There are parents who want it for their kids and many who pay providers to transport their child to and from school and preschool. Some providers transport their own children to school and have field trips as a major selling point of their business…….

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Romantic leads. – M., Sov. artist, 1966. 248 pages, illustration. (Art History Page)

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Romantic leads. – M.

Parent’s guide to finding the right school

Finding the right school for your child can be a daunting task. One family may want small class sizes and strong test scores while another places a high priority on arts and science programs. Others may prefer bilingual — or even trilingual — schools to gain a linguistic advantage or simply so their kids can talk to abuela or po po.

Four families throughout California shared the lessons learned from their journeys in search of the right public school for their children. Sometimes they had to let go of their top choice. Sometimes they had to endure several rounds of enrollment. Other times, they were surprised to find that the best fit turned out to be their neighborhood school.

There are lots of popular online school comparison tools to check out like GreatSchools.org. And California public schools produce report cards each year showing how many teachers are credentialed, average staff salaries, student achievement scores, suspension rates and the general condition of the school’s facilities. But there’s nothing like visiting a school, talking to teachers and other parents to find out if it’s an environment that will foster your child’s love of learning.

While parents keep searching, school comparisons will soon be changing in California. This year, the state will redesign its system for evaluating public school performance to include more than just test scores. Gone is the three-digit Academic Performance Index based solely on math and English test results crafted during the No Child Left Behind era. The State Board of Education is looking at graduation rates, how fast English learners gain proficiency and other indicators to comply with a new federal law.

 

What that new system will look like (one mockup uses a color spectrum of red to blue to indicate improvement) and whether schools will even be ranked remains fuzzy and politically charged. Teacher unions are concerned that evaluating a school based on test scores will lead to a slippery slope for teacher evaluations. And civil justice groups want to include measures of school climate in an effort to drive down suspension and expulsion rates that have been linked to the school-to-prison pipeline.

Ultimately, Fresno Unified School District Superintendent Mike Hanson says even if parents don’t get one number, they are sophisticated enough to find the things that are important to them. Fresno is among a group of urban school districts known as CORE districts pushing the envelope on measuring social-emotional growth, which can include how students handle conflict and manage their emotions.

“Every kid is different. Parents know that very very well. And they look for different things in different schools for different kids,” Hanson said. “We all have a great deal of choice in our districts because parents want to have it.”

 

Neighborhood schools can be wonderful 

Mahasin Abuwi Aleem and E. Harith Aleem of Oakland

Children: Aadam, 9; Isa, 6; Aasiya, 18 months.

Hometown: Oakland, Lake Merritt

School: Cleveland Elementary School

Priorities: Diversity, test scores, curriculum and veteran teachers

Experience: Despite tirelessly researching and enrolling what she thought were the best schools to fit her sons’ personalities, Aleem found structure and support just blocks away in her neighborhood school.

Advice: Use online search tools, ask friends and acquaintances, and consider the family’s budget.

“We’re priced out of Oakland,” Aleem said. “Potentially it would just make more sense to go somewhere a little bit cheaper where the incomes aren’t significantly less, which we think is the Sacramento area.”

Mahasin Abuwi Aleem, 36, and E. Harith Aleem, 40, with their children Aadam, Isa and Aasiya. Photo courtesy of the Aleems.

Mahasin Abuwi Aleem, a graduate student, and her husband, a parks and recreation supervisor, conducted extensive research in Oakland for their sons, 9-year-old Aadam now in third grade and 6-year-old Isa in first grade. They also have a 14-month-old girl Aasiya.

Instead of settling for their neighborhood school, she sent Aadam to a Waldorf-inspired charter school for creative learning and Isa to a Spanish dual-immersion program to foster his quick grasp of language. But the charter school was brand new and Isa’s teachers sent him home with a note for chewing pencils rather than finding out if he was intimidated or bored.

Both ended up at Cleveland Elementary School, their neighborhood school, where they are thriving.

“We enrolled in our neighborhood public school and it was wonderful,” Aleem said. “It’s like four blocks from where we live, it’s really diverse, the kids for the most part are well behaved, veteran teachers and the parent population is very kind.”

The bilingual edge

Jen and Joe Ward of Los Angeles

Children: Audrey 8; Olivia, 6

School: Aldama Elementary School

Hometown: Los Angeles, Highland Park

Priorities: Community, bilingual education, parent engagement

Experience: The Wards let go of their top choice school and followed their instincts for a bilingual school with an inviting community feel.

Advice: Visit schools and do your research but follow your gut and don’t overthink.

“I got overwhelmed with excitement and got carried away,” said Jen Ward.

Jen Ward, 41, and Joe Ward, 42, with their daughters Audrey and Olivia. Photo courtesy of Sari Makki-Phillips.

In Southern California, high test scores weren’t as important to Jen Ward as following her instinct for an inviting community and a desire for her oldest daughter, Audrey, to learn Spanish. The family in the Los Angeles neighborhood of Highland Park toured a mix of charter and neighborhood schools and was placed on a waitlist for their top pick. When school started, Ward started Audrey at a school with strong test scores but quickly realized it lacked warmth.

During the first week, Ward received a call from Aldama Elementary School notifying her of an opening. She learned how the students spend half the day in English and half in Spanish. She was especially pleased to see how teachers went after grants for cognitive math instruction for their students.

“I went down the street. It was just love. I pulled Audrey out immediately,” Ward, 41, said. “Two weeks later I got the call that I had gotten into the school I wanted and I turned it down.”

Audrey’s younger sister, Olivia, is now at Aldama too.

Higher expectations for Latinos and African-Americans

Luis Sanchez and Maria Brenes of Los Angeles

Children: Emiliano, 5; Alegria, 3

School: Arroyo Seco Museum Science Magnet School

Hometown: Los Angeles, El Sereno

Priorities: Elementary and middle school, culture of higher expectations for African Americans and Latinos, positive discipline and school climate

Experience: A social equity advocate, Sanchez wanted a place where his son would be instilled with an expectation to attend college. After touring charter, magnet and traditional schools, they went with a K-8 program so Emiliano wouldn’t have to change schools in middle school.

Advice: Get recommendations from friends and coworkers, visit schools.

“The belief system you put out there and the belief system teachers have are critical to building the confidence of young people at a young age,” said Sanchez.

Luis Sanchez, 41, and Maria Brenes, 39, with their children, Emiliano and Alegria, and Chewbacca. Photo courtesy of Luis Sanchez.

But Aldama was cut from Luis Sanchez’s list when he and his wife, Maria, scouted schools for their 5-year-old son Emilino. Even though the dual language program was attractive, they felt the neighborhood had been gentrifying and wasn’t sure their son’s needs would be a priority.

Sanchez, 41, a social equity advocate who works with the Alliance for Boys and Men of Color, applied and enrolled Emilino in kindergarten at Arroyo Seco Museum Science Magnet School in the Los Angeles neighborhood of Highland Park. The magnet school with 92 percent Latino students and 82 percent qualifying for free or reduced priced meals was on their short list because the K-8 school will allow Emilino to stay in one school longer.

“It was more of a seamless transition that didn’t require us to figure out a middle school option. In my view, it’s truly hard to find a middle school in LAUSD,” said Sanchez, who drives five miles from their home in El Sereno to drop off Emilino.

They knew friends and colleagues who sent their children to Arroyo Seco. They felt it had a strong school culture that would teach their son about conflict resolution as a young Latino. The school was ranked 9 out of 10 under the Academic Performance Index in 2013. Under the first year of the California Assessment of Student Performance and Progress test using Common Core learning, 40 percent of students met math proficiency and 50 percent met English proficiency.

Sanchez said it’s imperative that schools instill a higher expectation of learning from African American and Latino students.

“School culture and school climate is critical to me,” Sanchez said. “Part of it is how schools navigate kids of color … in terms of how they treat conflict and handle the energy (of students). It’s interesting because my life is reflective of the work I’m advocating on.”

Persistence pays off

Heather Barrett and Johan Almqvist of San Francisco

Children: Olivia, 7; Magnus, 2

Hometown: San Francisco, Richmond District

School: George Peabody Elementary

Priorities: Skilled teachers, supportive community, test scores, late school start time

Experience: Barrett and Almqvist rolled the dice on San Francisco’s angst-inducing enrollment process and have come to praise their daughter’s teachers for helping Olivia to excel academically.

Advice: Get recommendations from friends and acquaintances, stay determined through the enrollment process and trust teachers.

“Teachers are incredibly smart,” said Barrett. “Not that they weren’t when I was growing up but I feel they’re teaching at a higher level. Their game is stronger now and our kid has benefited enormously.”

Olivia Almqvist, 7, attends George Peabody Elementary in San Francisco. Photo courtesy of Heather Barrett.

In Northern California, San Francisco’s enrollment process has instilled terror in many parents — so much so that wealthy families have been known to move or send their children to private school.

Heather Barrett, a strategy director in the advertising industry, and her husband Johan Almqvist, an international sales director in the publishing industry, credit persistence and determination for getting their 7-year-old daughter, Olivia, into George Peabody Elementary in San Francisco’s Inner Richmond neighborhood.

The district has a goal of integrating students of different race and socioeconomic backgrounds, but Barrett says it does so without considering the families. Parents identify their preferred schools but the district also factors in demographic information such as the mother’s educational attainment in assigning a school. A student could be assigned to a school miles away from home or to one that is underperforming. In Olivia’s case, Barrett and her husband went through three rounds of the application process just for kindergarten.

“There is something going on that is incredibly opaque where the system appears to force school choices without thought about commute,” Barrett said. “So there’s an incredible amount of angst when your child turns 5.”

Still, Barrett said she has been impressed with her daughter’s teachers and appreciates being in a community with resources to support teachers. In turn, the teachers have helped Olivia surpass her parents’ expectations, particularly as California schools adapt to new Common Core curriculum that emphasizes getting students ready for four-year college programs or ready for the workforce by the time they graduate high school.

“The quality of the teaching is so strong, it defied my mental concept of what was possible,” Barrett said.

Picking a school – Tell us your priorities

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Parents’ school reviews correlated with test scores and demographics, not school effectiveness

Credit: Unsplash/CC0 Public Domain

A first-of-its-kind analysis of parents’ reviews of U.S. public K-12 schools, posted primarily from 2009 to 2019 on the popular school information site GreatSchools. org, found that most reviews were written by parents at schools in affluent neighborhoods and provided information that correlated strongly with test scores, a measure that closely tracks race and family income. Language associated with school effectiveness, which measures how much students improve in their test scores over time and is less correlated with demographics, was much less used. The research was published today in AERA Open, a peer-reviewed, open access journal of the American Educational Research Association.

“Our results reveal the large weight that parents in this timeframe placed on test scores as a measure of quality,” said study coauthor Nabeel Gillani, a doctoral student at the Massachusetts Institute of Technology. “Parents seemed to value schools based on current students’ performance, not growth over time, which perhaps reflects the longstanding focus of education policies on test scores as a primary marker of school quality. ”

“School rating websites have come under scrutiny for ratings systems that overemphasize test scores,” said Gillani. “Now we’ve found that subjective online parent reviews can do the same.”

“Further research is needed to understand whether reviews reflecting school demographics have the potential to exacerbate neighborhood segregation or other conditions that impact access to high-quality education,” Gillani said.

For their study, Gillani and his coauthors, Eric Chu, Doug Beeferman, and Deb Roy, also at MIT, and Rebecca Eynon, at the University of Oxford, applied recent advances in natural language processing to analyze about 830,000 reviews of more than 110,000 schools that were posted by self-identified parents primarily from 2009 to 2019 on GreatSchools.org. Their analyses identified and measured the prevalence of words and phrases that correlated with different measures of school quality—namely, test scores and student learning progress measures—along with school demographics like race and family income, drawn from the Stanford Education Data Archive.

Schools in urban areas and those serving affluent families were found to be more likely to receive parent reviews, and there were clear differences in the review language used by parents of children at majority-White vs. minority-White, and high-income vs. low-income schools.

The authors found that many of the words and phrases that were statistically associated with test scores also conveyed information about the racial and income makeup of schools. For example, words like “PTA” and “emails” were more often used in descriptions of schools with smaller percentages of students receiving free or reduced-price lunch and those serving a smaller percentage of non-White students, as were reviews using the terms “small school,” “special needs,” and “IEP” (Individualized Education Plan).

“Overall, parents’ reviews tended to focus on topics that are associated with race and income in school systems,” said Roy, who directs MIT’s Center for Constructive Communication. “Wording such as ‘the PTA,’ ’emails,’ ‘private school,’ ‘we,’ and ‘us’ are predictive of test scores, reflecting the tendency of more affluent, non-minority parents to have dual-parent households, digital connectivity, more schooling options, and more time to be involved and communicate regularly with teachers.”

“These results reveal the subtle and sometimes hidden patterns in the words we use, sending signals and encoding biases that pervade our social realities,” Roy said. “New techniques from machine learning applied to large data sets describing human behavior can help make those patterns visible.”

The findings offer evidence that parents from lower-income, minority schools may have fewer voices to learn from.

“Unfortunately, many of these parents are not always tapped into social networks where they can readily receive guidance that helps them identify and select the best schools for their children,” said Gillani.

According to the authors, rating sites should encourage parents and stakeholders to value growth as a measure of school quality. They should also adopt strategies to capture a more inclusive cross-section of parents’ perspectives about schools and prompt insights that reflect how well schools help children learn and grow.

The analysis does not explore how parent reviews may have changed as a result of GreatSchools’ methodological changes in recent years. GreatSchools updated its rating system in 2017 to include new measures of school quality and again in September 2020, after the study was conducted, to emphasize educational equity and give more weight to student growth. GreatSchools and MIT are pursuing a data and research partnership to continue examining how its site is being used and to explore modifications to mitigate potential inequity issues.

“It is critical to uplift the voices of all parents, especially those in traditionally underserved communities, to highlight their experiences within a school community,” said GreatSchools CEO Jon Deane. “As we continue to evolve measures of school quality, including prioritizing academic growth over test scores, we value working alongside researchers to find new ways to more equitably serve all parents. ”

The authors suggest that parents and the public be mindful of how much weight to place on subjective assessments offered by other parents about any given school—and to be mindful of how ratings sites may factor these subjective assessments into their overall scores for schools. (GreatSchools does not factor subjective assessments into its overall ratings.) The authors also recommend that school administrators foster a culture where all parents’ voices are valued and parents are encouraged to share their holistic views about the quality of education their children receive.

“One of the goals of school rating sites is to use available data to democratize access to information about school quality,” said Gillani. “However, the school choice market is only as good as the information available to consumers. We need more representative voices talking about a more holistic set of topics if we want to maximize opportunities and outcomes for all students, especially those from less privileged backgrounds. ”

More information:
Nabeel Gillani et al, Parents’ Online School Reviews Reflect Several Racial and Socioeconomic Disparities in K–12 Education, AERA Open (2021). DOI: 10.1177/2332858421992344

Provided by
American Educational Research Association

Citation:
Parents’ school reviews correlated with test scores and demographics, not school effectiveness (2021, March 2)
retrieved 12 June 2023
from https://phys.org/news/2021-03-parents-school-scores-demographics-effectiveness.html

This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no
part may be reproduced without the written permission. The content is provided for information purposes only.

“Don’t put a deuce, my mother will kill me.

” Why kids are afraid of bad grades

“Checking grades is sacred”

For some parents, a digital diary is nothing more than a convenient way to check the schedule and check homework. For others, it is constant monitoring of the child’s progress and stress due to poor grades. As Nadezhda K., a Muscovite, told Gazeta.Ru, she constantly logs into her electronic diary, especially if the child has tests that day. “I keep track of my progress, and I always get upset because of bad grades. The most difficult thing is to hold back in the evening and not tell the child your “fi” about the triple in mathematics,” she admits.

Anna M., mother of a third-grade student, logs into MES (Moscow Electronic Diary) several times a day.

“Checking grades is sacred. I understand that seeing good grades there, I satisfy my ego, she says. – But I don’t scold the child for bad grades, if a three is put, then a three. I rather don’t like the mark “4” – usually it’s inattention, inaccuracy. ”

According to a Muscovite, there is a significant disadvantage in electronic diaries. “Often the system “hangs”, and then the children get their grades lowered for failing to pass the test – this is unpleasant. Recently, there was a test in which the whole family participated: there were disputes and guesses as to what was right… But the test contained certain answers that did not fit with the child’s life reasoning, this is a minus of tests and the inability to give the child reason, ”says Anna.

For the sake of beauty and cleanliness: why they collect money from the parents of schoolchildren

Employees of a Chechen school were fired for collecting money from their parents, locals reported on September 13…

September 13 22:48

Iraida Chaikina, the grandmother of an elementary school student, enters the electronic diary to look at her homework, and if she sees bad grades, she never scolds her granddaughter. “I raised my daughter, and I understand how many mistakes I made then, painfully reacting to bad grades. Therefore, I behave differently with my granddaughter, ”she admits. The woman urges parents not to scold children for grades in order to avoid resentment in the future. “I’m begging moms – don’t overreact. Control is needed, but without tantrums. You can say everything and understand where and what was missed, ”concludes Iraida Chaikina.

What do teachers think?

Not only children, but also teachers get bad grades: they have to communicate with their parents almost every day because of “unfair” grades.

“I had one student whose mother took screenshots with grades that seemed unfair to her and sent them to the head teacher of the school. I had to explain myself for each mark of the child, ”says Tatyana Loshmanova, Master of Pedagogy, elementary school teacher.

According to the teacher, today there are very strict standards for grading, and the teacher, with all the desire, cannot give a high score if there are errors, shortcomings or blots in the work. “For example, in elementary school there is the concept of “formulating a task”. And if the student missed one of the mandatory items, the grade will be lowered.” But parents do not understand this, and teachers often have to explain why the child has a “4” and not an “5,” she explains.

At the same time, the student may use a trick to show his parents that he was treated with prejudice.

According to the teacher, today almost all primary school students write with erasable ink pens, and in her practice there are often cases when a child “erases” mistakes and shows parents the corrected work.

“But the grade has already been given, and it’s not a five. As a result, parents think that the teacher is biased,” says Tatiana Loshmanova.

“Potentially dangerous schoolchild identified, what’s next?”

The Ministry of Education and Science was asked to develop methods for studying schoolchildren for their tendency to engage in dangerous behavior…

October 15 14:11

Children go for such tricks because of the pressure of their parents, the teacher believes. She notes that she always tries to convey to children that they study for the sake of knowledge, and not for the sake of grades. But over the years of work at the school, many parents have passed through it, acutely reacting to the poor grades of their children. “There was one girl who said so: “Don’t put a bad mark, my mother will kill me,” recalls Tatyana Loshmanova. “According to her, even today there are children who themselves tear out pages from notebooks in order to copy without errors. “But they do it not because they need it, but because they are afraid of the wrath of their parents,” she explains.

All this affects the progress of children. The teacher admits that she often has to deal with situations when parents shift their ambitions onto children. From childhood, a child is taught that he is the best, which means that he should answer and write control tests best of all. Such children, having received a bad mark, begin to cry and ask to rewrite the work.

“The child does not want to rewrite anything, but is terribly afraid that due to a bad grade he will no longer be the best for his mother,” says the teacher.

Moscow school teacher Anastasia Shalaeva believes that pressure on children due to academic performance can cause serious harm to the child’s psyche. “It turns out that the child is attacked from two sides. On the one hand, there is a school where he comes and they tell him – study, on the other – his parents, who scold and criticize instead of support. The child suffers, feels bad, and no one seems to love him,” she explains.

At the same time, grades are far from always an indicator of the level of a child’s knowledge, Shalaeva is sure – she knows in practice that there are children who consistently write dictations poorly, but at the same time they do certain exercises well, so in a five-point system, the score is no more than than a convention.

“It is very difficult to show with grades whether a student has become better at understanding a subject or not. Maybe he always wrote dictations and made 20 mistakes. And he wrote another dictation with 10 mistakes. It’s still a deuce, but these are completely different deuces, ”explains Shalaeva.

In such a situation, she advises to talk to the child and praise him for his efforts. “Yes, he still has a bad grade, but there are much fewer mistakes, and this is already a success. It is a pity that parents do not notice the improvement, but only see a deuce, ”complains Anastasia Shalaeva.

She advises parents to stop tugging at their children because of grades, then the child will not be nervous, and probably will become better at school. “When he gets nervous and thinks about a mark, his thoughts are not on the topic that he should answer, but on the fact that he should get a good mark for his mother,” she explains.

What do psychologists advise?

“Pressure due to grades from parents creates hatred for school in children and discourages the desire to study in the future,” says Natalia Derbeneva, a practicing psychologist and co-founder of the Infant School kindergarten. “It turns out that parents have been communicating with the child through the prism of evaluations for ten years, and this communication is often negative,” she explains.

In addition, the child may stop believing in his parents. “If you are scolded so much because of the grade, then all the beautiful words that “we learn not for grades, but for knowledge” are worth nothing,” she concludes.

According to psychotherapist Artem Tolokonin, the “struggle” for good grades often hides the desire of adults to be the parents of an exceptional, outstanding and successful child. He is sure that by their neurosis, parents develop neurosis in their children, driving them into the framework of ideal learning and behavior.

“The super-valuable idea that “the child should be the best of all” is put at the forefront. Often, at any cost. And the bargaining chip, as a rule, is the happiness of the child. I often have “excellent students” at receptions, who in childhood were physically punished for “fours”. This has sad consequences for the psyche, which already affect the life of an adult, ”says the doctor.

The psychotherapist explains: when scolding for poor grades in exact subjects, parents do not think about the individual characteristics of the child at all. It implies that a child may have completely different inclinations and character traits.

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“To demand good academic performance in exact subjects from a creative and humanistically inclined child means to increase the risk of his unfulfillment in the future. Without developing his creativity, he will simply go the wrong way and will not be able to become happy in the full sense of the word, ”he explains.

Natalia Derbeneva recommends especially nervous parents to seek professional help from a psychologist and set rules for themselves on how to communicate with their child about grades.

“You can never pass judgment on a situation yourself. It is necessary to give the child the opportunity to build a causal relationship with the help of questions: how do you score, why is the score low, what do you plan to do? And, thus, shift the focus from their perception to how the child evaluates each assessment received, ”she explains.

The psychologist is sure that when it comes to education, parents should be “managers” who connect the necessary resources in time and keep track of who should do what. “This is both talk and a plan of action. Not always children can cope on their own, sometimes the help of tutors is needed, ”she explains.

Education is an independent process that parents should help and encourage. But not by hypercontrol, but by assistance, help and suggestion that, regardless of the assessments, the child is loved and supported, Artem Tolokonin is sure. “The main thing in childhood is a feeling of happiness, and it has nothing to do with marks,” he concludes.

Out of weight classes: why parents oppose new grading systems | Articles

In the Kaluga region, parents opposed the introduction of a new grading system – the weighted average. Unlike the usual arithmetic mean system, this approach takes into account not only the assessment itself, but also the so-called weight of a particular type of work. What is such a system, which, however, has been introduced in other Russian schools for several years, as well as how parents can influence the criteria for evaluating their children – in the Izvestia material.

Parents against innovations

In the Kaluga region, a dispute broke out over the introduction of a new grading system in one of the schools in the city of Maloyaroslavets. Members of the public organization “Parental movement. Kaluga Region”, namely the parents of students of the Maloyaroslavets School No. 1, advocated the abolition of the weighted average grading system. They created a petition saying that “this system is not optimal for an objective assessment of the knowledge gained, but is just another stress factor for the fragile psyche of school-age children. ”

According to the parent community, the usual arithmetic mean method is more universal and objective than the weighted average.

– With the weighted average system, the computer puts out the assessment, and each assessment has its own “weight category”. For example, a test score is three points, independent work is two points, homework or the answer at the blackboard is one point. Thus, if a student wrote a test for a triple or a deuce at the end of a quarter, he will no longer have time and opportunity to correct this assessment, because it will be necessary to correct not one triple, but as many as three triples or deuces, – indicated in the text.

Photo: TASS/Vyacheslav Prokofiev

According to the petition, the decision to change the system of knowledge assessment was made without the consent of parents and students and “the decision was made without any reasoned justification for the expediency of this methodology.”

However, according to parents, Article 2 of the Federal Law “On Education in the Russian Federation” states that students and parents are the most important participants in educational relations (paragraph 31). Article 3, paragraph 10 guarantees “the democratic nature of education management, ensuring the rights of teachers, students, parents (legal representatives) of minor students to participate in the management of educational organizations.”

Introduced in other regions as well

As Izvestia was informed by the Ministry of Education of the Kaluga Region, the introduction of this assessment system was initiated not by the department itself, but by the school administration. “They have decided to switch to a weighted average system. Some group of parents suggested not to switch to it, opposed, recorded a video. We saw all this and asked the school management to once again enter into a dialogue with parents, ”the ministry noted.

Photo: RIA Novosti/Grigory Sysoev

– As for the most average weighted system – this is the usual five-point system, just each type of work has its own specific weight – coefficient. It is also used in other regions of Russia, in particular, in some Moscow schools. What is the point: depending on the complexity of the work, coefficients are set – 1, 2, 3, 4 … For example, a student received a five, and this five is multiplied by this coefficient. For example, he received the following mark for an oral answer, for example, a four. But the oral answer has a lower coefficient – 3. The scores are multiplied by the coefficients, added up and then divided by the sum of these coefficients – an average score is obtained. This is just one of the options for how this can take place, – told Izvestia in the department. – In some schools, the electronic journal calculates grades automatically, it has this gradation.

Possibly later

Izvestiya was informed at Maloyaroslavets School No. 1 itself that the school only planned to switch to this system from the beginning of the school year. According to the regulation adopted at the school back in August on the procedure for current monitoring of progress and intermediate certification of students, it was planned to make the calculation of the weighted average grade automatic in the electronic diary. However, now the implementation of this plan has been suspended after the appeal of disgruntled parents.

Photo: TASS/Dmitry Feoktistov

— The minority defeated the majority. The entire teaching staff, the school administration and the majority of children interested in the quality of knowledge and results agreed with the introduction of this system. In addition, now we accept the claims of parents that they are against the fact that we abandoned this system, because it suited them just the same. We have not conducted any experiments, this system is already being implemented in many Russian schools, we consulted before making a decision on its introduction, – Izvestia was told at the Maloyaroslavets school. – For the time being, this implementation is on hold and we are reverting to the old system. We will work on it, and there is a possibility that maybe we will return to it next year if it gets proper recognition.

Decided locally

From a mathematical point of view, the weighted average grading system is more objective than the traditional one, because the grades, for example, for a test paper or the final annual exam theoretically have different weights, considers a member of the Council for General Education and Additional Education of Children of the Committee on Education and science of the State Duma Konstantin Derevyanko.

— Nevertheless, the key question is how to determine the weight of a particular learning activity. Today this is regulated by local acts, that is, at the level of regions or individual schools. There are no unified approaches to this issue yet. The system is mobile, developing and requires more clarifications and improvements, – he said in a conversation with Izvestia. “However, in order for it to become objective and be able to prevent any conflicts that arise due to the fact that, for example, parents are dissatisfied with the final grades due to disagreement with the system for distributing these coefficients, it is necessary to conduct a comprehensive analysis and develop common standards.

Photo: RIA Novosti/Konstantin Chalabov

Each school, within the framework of the current legislation, has the right, in agreement with the participants in the educational process, to decide on which system to evaluate students and whether to do it at all, points out in an interview with Izvestia, the chairman of the Association of Young Teachers of Russia, director of Lyceum No. 369 Konstantin Tkhostov. “Now, for example, the topic of introducing such subjects as fine arts, technology, physical education, and music into the credit system is also being actively discussed. The fact is that these items sometimes raise questions among children and parents, because by and large they are needed for emotional unloading, and when an additional load begins on a child who is already busy in all areas, this is not entirely correct, notes Tkhostov,

— By and large, what the assessment system will be like is an agreement between a separate school and parents for the benefit of those who study there. However, before introducing anything, it is necessary to negotiate with the participants in the educational process, while not forgetting the main experts in the education system, which include the students themselves, , he believes. – In any case, it must be fixed locally. In our educational institution, for example, the grade is displayed by the program itself, which is called the “Electronic Diary”: the child sees his quarter grade in the course of obtaining his current grades, and there are no difficulties or problems in this.