Sentences with phrase «course academic credit»

Not exact matches

Over the course of 100 - 110 days, you'll learn from leading faculty and international experts, engage in hands - on field experiences and service projects in every destination, and earn academic credit.

NO credit academic credit is given for LDS seminary courses.

A given number of course credits is the quantifiable criterion to determine whether a course of study has been completed at such a level of competence as to have earned an academic degree.

As high school students mull which classes to take next fall, many are hoping to get a leg up in the college admissions race by choosing «dual enrollment» courses — university - level academics offered at their schools that earn them actual college credit.

SUNY students begin the academic season this year with a promise from the state: they can transfer any general education requirements as well as some discipline - specific courses from one school to another in what Chancellor Nancy Zimpher calls the «guaranteed seamless transfer of credits.»

The completion of MINDBODYGREEN's Online Courses does not convey academic credit, which will be recognized or transferable to academic educational institutions.

These courses do not offer academic credit, though they are the same as university courses.

Dual Credit: We discuss college lingo — like GPA, TSI, blackboard, academic standing, and transferability — and we go over what it means to be enrolled in dual - credit coCredit: We discuss college lingo — like GPA, TSI, blackboard, academic standing, and transferability — and we go over what it means to be enrolled in dual - credit cocredit courses.

These students accrued debt, but not academic credit, in remedial courses that put them off track for college graduation.

Martinez in particular credits Senior Lecturer Karen Mapp's course on family and community engagement and Senior Lecturer Richard Weissbourd's Moral Adults: Moral Children for reinforcing her belief that schools need to teach more than just academic skills.

But if school leaders adopt blended learning merely to increase out - of - district enrollments, increase course offerings, boost credit completion rates, lower staffing costs, or decrease the demands placed on teachers, then blended - learning technologies will become increasingly cheap, convenient, engaging, and easy to use without necessarily improving students» academic or life outcomes.

Researchers (e.g., Hanushek and Rivkin) can not discern a positive association between students» academic achievement and their teachers» post-BA course credits, degrees, or certificates.

To their great credit and insight, the teachers in these classes were happy for me to undertake and present this form of teaching strategy; as long as they could — of course — monitor what was taking place, specifically, to ensure that positive social engagement and academic participation was taking place, and that students» measurable knowledge and numeracy understanding was advancing.

The courses, all created and taught in house by instructional coaches and classroom teachers, are available to outsiders for $ 100 to $ 400 and qualify those who pass them for academic credit at several nearby universities.

But securing any sort of postsecondary credit for academic work done in high school means that the College Board (and anyone else devising «early college» strategies) must produce courses that resemble those that the students would otherwise take in college.

For example, online providers in states that still count academic credit in time must report out student learning based on these arcane metrics, rather than fully unleashing the more flexible pacing inherently possible in an online course or module.

The athlete, we discover, is relegated to dead - end remedial courses and is allowed to persist in his delusion that his athletic prowess will win him a full ride through college; his experience prompts Maran to explore in some detail how academic tracking and other more subtle differences in teachers» expectations contribute to a situation where 60 percent of white Berkeley High graduates attend a four - year college, while only 14 percent of black students earn enough credits to do so.

Regarding new distance - learning courses, «If you are thinking of a certificate - granting program, we don't know enough yet on whether to give academic credit.

The Common Core site also states that «these standards define the knowledge and skills students should have within their K - 12 education careers so that they will graduate high school able to succeed in entry - level, credit - bearing academic college courses and in workforce training programs.

An LEA shall use these grant funds to support direct student services including: (1) a student's enrollment and participation in academic courses not otherwise available at the student's school; (2) credit recovery and academic acceleration courses that lead to a regular high school diploma; (3) activities that assist students in successfully completing postsecondary level instruction and examinations that are accepted for credit at institutions of higher education; and (4) if applicable, transportation to allow a student enrolled in a low - performing school to transfer to another public school.

Through our full - time private school, individual courses for credit, and tutoring, Brightmont meets the individualized needs of students with learning difficulties and those seeking greater academic challenges.

Accordingly, they place high value on priorities such as staffing their faculty with doctorate - level researchers, giving their professors academic freedom regarding how they structure their courses, expanding their course offerings, and awarding degrees based on students» completion of seat - time - based credit hours.

With campuses across Ontario, Grade Learning offers: High School Credit Courses - Classroom - based, Online High School Credit Courses, Tutoring, Career College Diploma Programs, ESL Training, and Continuing Education (including Academic Upgrading, GED Preparation, Computer Training, Employability Training, and more).

The high school pays the costs of the community college course, provides academic support for the student on the high school campus, and awards high school credit for the course.

Initiatives such as identifying students at risk for dropping out early and providing the necessary academic and social / emotional supports; the expansion of alternative and flexible pathways to graduation, such as on - line credit recovery courses, have proven to be effective in reaching more students and keeping them in school, Warwick said.

We offer a rigorous academic program consisting of Honors, Advanced Placement, and Dual Credit course offerings.

ACT information can be a valuable tool in admissions and orientation, course sectioning and student placement, allocation of financial aid and scholarships, advanced placement and credit by examination, academic advising, student retention and tracking, and other student personnel services.

The PARCC CCR Determinations in ELA / Literacy and mathematics describe the academic knowledge, skills, and practices in English language arts / literacy and mathematics students must demonstrate to show they are able to enter directly into and succeed in entry - level, credit - bearing courses and relevant technical courses in those content areas at two - and four - year public institutions of higher education.

auditing or participating (with nondisabled students) in courses for which the student does not receive regular academic credit,

Over the course of time, public charter schools enrolled more students, stabilized financially, witnessed academic gains, and then began to hear from parents who wanted more; robust athletics, fine arts including, music, dance, and theater, a slew of extra-curricular activities, and more recently, dual credit courses or additional Career and Technical Education offerings.

«These standards define the knowledge and skills students should have within their K - 12 education careers so that they will graduate high school able to succeed in entry - level, credit - bearing academic college courses and in workforce training programs.»

The ACT test predicts a student's prospect of earning credit in entry - level courses, but has not been aligned to states» K - 12 academic standards.

Last year, LA Unified's Chief Academic Officer Frances Gipson said that California's public universities had approved the online credit recovery courses provided by Edgenuity and others as acceptable for admission.

Aside from our core course requirements listed below, beginning in the 2010 - 11 academic year, students no longer received credit toward graduation for courses in which they had not received a C or higher.

How does the staff at your school tackle issues such as giving zeroes for missing work, averaging formative assessment scores to arrive at a final unit grade, counting extra credit, and weighing academic and nonacademic factors (e.g., attendance, work ethic, behavior) together for a student's final course grade?

Students take a combination of academic and career - specific course work leading to a job certification or credit toward a two - or four - year degree.

For students who want to accelerate their academic program and earn a full course credit, our online campus is a great option.

HLC has established guidelines regarding the assurance of academic integrity of dual credit programs and courses at accredited institutions.

For the academic concentration, the state encourages students to take at least one Advanced Placement (AP) and / or Advanced Career (AC) course with corresponding examination, a fourth science credit, and two credits in one world language.

RIGOROUS ACADEMICS Rigorous academics that prepare students to take credit - bearing college - level courses and be university admissible, maximize articulation between high school and post-secondary programs of study, and facilitate and accelerate completion of post-secondary credentials, certificates, andACADEMICS Rigorous academics that prepare students to take credit - bearing college - level courses and be university admissible, maximize articulation between high school and post-secondary programs of study, and facilitate and accelerate completion of post-secondary credentials, certificates, andacademics that prepare students to take credit - bearing college - level courses and be university admissible, maximize articulation between high school and post-secondary programs of study, and facilitate and accelerate completion of post-secondary credentials, certificates, and degrees.

It also requires states to adopt challenging academic content standards and entrance requirements for credit - bearing course work in the state's system of public higher education.

This takes many forms of «partially» or «fully» integrated CTE / academic courses — some that offer credit towards CTE, elective, and / or academic requirements.

Academic and engagement - related indicators of readiness include student performance with respect to attendance, credit accumulation, course performance (grade point average and demonstration of proficiencies in context), performance on summative assessments, competitive course - taking patterns (Advanced Placement [AP], International Baccalaureate [IB], and career technical education options), and course completion.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

A district must offer an accelerated or advanced academic course for postsecondary credit if one or more pupils requests such a course under this subdivision.

Certified teachers provide synchronous feedback to students, hold office hours for credit - bearing courses, and are available throughout the summer via our Academic Hotline.

The district must offer at least one such course in the next academic period and must continue to offer at least one accelerated or advanced academic course for postsecondary credit in later academic periods.

Students complete a minimum of four elective courses (18 credits) chosen in consultation with the student's academic advisor.

Research shows that developmental education may discourage students or «divert» their academic progress, as students spend considerable time and money on developmental courses, but these credits do not count toward a college degree or transfer.

These standards represent a unified set of expectations across the country of what academic content knowledge and skills are required for students to be ready for credit - bearing college courses and careers.