Sentences with phrase «high academic achievement from»

For one, she is the child of Chinese immigrants who hold their own demons at bay by relentlessly demanding the highest academic achievement from their daughter.

Not exact matches

For example, referring to the «institutional field of cultural production» that «rapidly and radically transformed... the rigid dichotomy between «high» and «low» «(for academics like Professor Rainey, dichotomies are always «rigid» and high art always needs scare quotes), he tells us that «Modernism's ambiguous achievement... was to probe the interstices dividing that variegated field and to forge within it a strange and unprecedented space for cultural production, one that did indeed entail a certain retreat from the domain of public culture, but one that also continued to overlap and intersect with the public realm in a variety of contradictory ways.»

He received the highest recommendations for character, family values and commitment to academic achievement and student - athlete welfare from his current and former athletics directors, players, coaching colleagues and experienced media figures.

I come from a background of high academic achievement in the area of Biblical studies.

Data gathered from studies show that while there is a clear link between IQ and academic success, the correlation between high achievement and the character traits of conscientiousness and self - discipline is even more pronounced.

New York State has had the longest and most comprehensive review and implementation of new academic standards, according to a new study from High Achievement New York.

Here in the Ctiy of Buffalo this year a report from the Council on Great City Schools on Improving the Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instAcademic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iAchievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instacademic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iachievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.

In summary, although teachers in the U.S. are more likely to be drawn from the lower end of the academic achievement distribution than are teachers in selected high - performing countries, the picture is a bit more nuanced than the rhetoric suggests, and as we illustrate, it has in fact changed over time in an encouraging direction.

Many pundits point to the fact that in the United States, teachers tend not to be drawn from the top of the academic - performance distribution, as is the case in countries with higher student achievement, such as Finland, Korea, and Singapore.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

If high - income parents are more likely to make a request, and such requests are for better teachers on average, then the availability of requests could exacerbate the achievement gap between students from low - and high - income families, even if all families equally value academic achievement.

Rothstein continually asks whether schooling is the most effective way to elevate students from poverty and launch them on a road to higher academic achievement.

Using both quantitative and qualitative measures, she found that from elementary school to high school, happiness is positively correlated with motivation and academic achievement.

The study also revealed that Latino parents had high expectations of their children's academic achievement and wanted to be more involved in their education, but felt excluded from the school community.

The effects on academic achievement are greatest for students from higher income families, while the effects on behavior are more pronounced on students who are less well - off.

While necessary and appealing, this drive toward higher standards raises justifiable concern: Are schools promoting academic excellence for those who already have a competitive advantage, while turning away from the far more difficult task of fostering achievement among those who do not?

Researcher's Goal: An Admissions Process That Rewards «Ethical Character» Chronicle for Higher Education, 10/4/15 «The project grew from the worry that many teenagers, focused on academic achievement and their own success, have too little concern for others and the world beyond their test - prep manuals.

Research shows that students who take part in high - quality summer learning programs that combine academics, enrichment and physical activity benefit from substantial improvements in their academic achievement, vocabulary and reading skills, social skills, work habits and attitudes, and readiness to learn.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Kira was one of 87 graduating seniors from Uncommon Charter High School in Bedford - Stuyvesant who took part in a college signing day event last month designed to celebrate the academic achievements of the Class of 2017.

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

During this same period, inequality in academic achievement and educational attainments between children from high - and low - income families has also increased substantially.

Schools with sound fiscal practices and high academic achievement would win an «earned charter,» granting them regulatory flexibility from the state and district.

The bill also eliminates goals and performance targets for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.

Since the start of the Denver Plan, DPS has gone from being the district with the lowest rate of student academic growth among major Colorado districts to the district with the highest rate of academic achievement growth.

Moving students from a belief in the limits of intelligence can counter the argument for tracking by increasing academic achievement for all students, including high needs subgroups.

This is the first long - term study to track children for more than a decade from kindergarten through high school and analyze connections between bullying and academic achievement,

The report also points out that much of the research over the last ten years has been conducted by pro-voucher organizations, and yet these organizations have not conclusively shown higher academic achievement resulting from vouchers.

Early intervention effects include lower rates of retention, higher levels of academic achievement, fewer special education services, and a stronger commitment to graduating from high school (Stegelin, 2004).

Breakthrough schools are communities where students reach their full potential — and where the academic achievement of lower - income students is indistinguishable from that of their higher - income peers.

Although Gaetz's bill does not include fiscal expenditures, as noted in the main text (§ IV, supra), in reviewing the start time / academic achievement studies undertaken by fellow economists, Columbia University Assistant Professor of Finance and Economics Jonah Rockoff and the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Professor of Education at the University of Michigan, Brian Jacob, concluded that delaying middle and high school start times «from roughly 8 a.m. to 9 a.m. -LSB-,]» will increase academic achievement by 0.175 standard deviations on average, with effects for disadvantaged students roughly twice as large as advantaged students, at little or no cost to schools; i.e., a 9 to 1 benefits to costs ratio when utilizing single - tier busing, the most expensive transportation method available.

From administrators to guidance counselors to teachers, schools must institute high expectations for both academic achievement and behavior.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

Almost every high - performing charter network in the country, from KIPP to Achievement First, uses significantly more scheduled time to achieve impressive academic gains, and many public schools, spurred by local initiatives, innovative state policies and federal leadership, are also adopting this promising practice.

The existence of a «socioeconomic achievement gap» — a disparity in academic achievement between students from high - and low - socioeconomic status (SES) backgrounds — is well - known in educational research.

«The range of academic, workforce and social proficiency achievement students should acquire to successfully transition from high school to skilled employment, advanced military training, an associate degree, bachelor's degree, or technical or industry certification, without the need for remediation.

Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the achievement gap, with African American students consistently earning higher Academic Performance Index (API) scores and proficiency rates statewide in many urban districts and across subjects.

The funding from Title II, Part B from the U.S. Department of Education supports a competitive grant competition for projects that increase the academic achievement of students in mathematics and science by encouraging state education agencies, institutions of higher education, local education agencies, elementary schools, and secondary schools to participate in programs that improve instruction and upgrade the status and stature of mathematics and science teaching.

Nor did Vallas mention the Mentoring for Academic Achievement and College Success (MAACS) program, a long - time effort in which «MAACS pairs high school students in all three Bridgeport public high schools with college mentors from local colleges and universities.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

Saldaña also got support from the board to consider whether a school is recognized by the state for high performance or substantial progress in closing the academic achievement gaps before the district decides on closure.

While not every dollar a school spends directly improves academic outcomes, a new report from Rutgers school - finance expert Bruce Baker finds certain kinds of money very much do matter: extra funding for higher teacher salaries and more equitable distribution of resources between rich and poor districts, for example, are correlated with higher student achievement, especially for the neediest kids.

These favorable work conditions are also predictors of higher levels of student growth and improved academic achievement.27 New teachers, especially, can benefit from additional time, tools, and support — possibly provided as part of residency and induction programs — during their critical first years in the classroom.

From ancient times until the present, in nations both wealthy and developing, the most market - like education systems have been the most efficient, produced the highest academic achievement, created the least social conflict, and been the most responsive to the evolving needs of parents and students.

Given the lack of causal evidence from developing countries, we examine the impact of participating in shadow education (private tutoring or other fee - based academic activities outside of formal schooling) on high school student achievement.

We found that LCFF - induced increases in school spending led to significant increases in high school graduation rates and academic achievement, particularly among children from low - income families.

RANTOUL — Thirty - one African American males from Rantoul Township High School received awards for their academic achievement April 28 at the first scholarship and awards program sponsored by Lone Star Lodge No. 18, AF&AM, Prince Hall Affiliation.

Both younger and older cohorts of blacks and Hispanics have made relative progress in the attainment of certificates and AAs but still lag behind whites in the entry into and completion of BA programs; completion rates in BA programs also lag substantially for those from low - income families or with weak academic achievement in high school.

Measuring Academic Performance: The Case for Focusing on Grades Despite all the attention to standardized tests, a growing body of research shows that achievement test scores are not strong predictors of whether students will graduate from high school or college.

High - quality tutoring can meet each student at his or her individual level, 22 a level of differentiation that is impossible for even the most dedicated of teachers to provide.23 Essentially, every student with an educated, engaged parent has access to one - on - one tutoring at home, which is perhaps one of the reasons why homework compounds the advantages enjoyed by middle - class children.24 For students who, for a variety of reasons, may not have access to that kind of academic assistance at home, receiving more tailored instruction from their schools can help to level the playing field and close achievement gaps.25