Sentences with phrase «make high achievement»

Make high achievement one theme in the large composition of a child's life.

Not exact matches

And given the high cost of college and the huge gaps in achievement between those who make the most of their time as undergrads and those who flounder, the stakes for getting it right are pretty high.

This reliance on the left side tends to make men more action - oriented, with a higher focus on task and achievement.

The company has produced a stellar sedan — Consumer Reports scored it higher than any other car it has ever tested — and Musk's achievements justify accolades: He co-founded PayPal and has made billions; SpaceX has made multiple missions to the International Space Station.

The scientists behind these studies all seem to agree on the answer: rather than view narcissism as an evil to be always avoided, organizations should strive to understand that small doses of the characteristic are often inseparable from high achievement and make rational cost - benefit analyses.

But in the meantime, Trump's disapproval ratings remain persistently high, major legislative achievements have yet to come through and his habit of engaging in Twitter tirades makes even many of his supporters uncomfortable.

Specialization is regarded as a means for increasing the individual's qualitative excellence of achievement and for making possible higher forms of cultural life through the organization of differentiated skills.

From our freedom comes our human responsibility, which makes us persons instead of things and opens the door to all the highest achievements of the human spirit.

(ENTIRE BOOK) This book summarizes the history of the Christian religion, directing attention to the challenges it has met, the failures of many of its most loyal adherents to live up to «the high calling of God in Christ Jesus,» and some of the achievements in seeking to make that calling a reality.

After the achievement of independence when the Episcopal Church of its own volition got an Episcopate, and in spite of the pompous pretensions and sober protestations of such High - churchmen as Connecticut's Samuel Seabury, the new American church in order to attain organization on a national scale had to make the lay voice in its councils an essential part of its being.

This principle is simply that no human idea or institution or condition can ever be made final, ultimate, or absolute, but that every such finite order must remain under the criticism of higher possibilities, at every level of achievement.

Education — Mille Lacs Corporate Ventures will help to increase student achievement by donating to areas that make learning relevant for future careers, inspire students to pursue higher education, and to further education students about Native American culture.

Even by the high standards of current law - making, it is an achievement.

At 5:45 p.m., Board of Regents Chancellor Betty A. Rosa, Regent Lester W. Young, Jr. and Regent Judith Johnson will celebrate achievements made by the City of Yonkers in the year since it accepted the national My Brother's Keeper Community Challenge, Lincoln High School, 375 Kneeland Ave., Yonkers.

In addition, Borough President Katz will recognize the nine Queens high schools that were recently designated as «Reward Schools» by the New York State Commissioner of Education for having made the most significant progress or have the highest achievement in the state with no significant gaps in student achievement.

Mrs. Henrietta Fore made this known, on Friday, 27th April, 2018, at high level event to mark the achievement the Education Above All Foundation to enrol ten million children to receive quality primary school education across the world.

This achievement has been made possible by using high - resolution cryo - electron microscopy, a technique brought to the CNIO thanks to Óscar Llorca, director of the Structural Biology Programme and lead author on the paper published in Nature Communications.

«Making a transition to a college of «lesser» academic achievement — relative to that of one's high school — is what's known as «undermatching.»

Now that education has been made universal; the love partners can have self - acceptance in wherever country they are studying and work together for higher achievement.

So many of us do things which actually make failure and lack of achievement a high probability.

Players will still progress through the game by firing orbs of various hues to make like - colored chains for points, but a number of exclusive differences — such as high - definition graphics, achievements, and cosmetic avatar rewards — are being folded into the proceedings.

It found that progress had been made in closing achievement gaps in the elementary grades, but that middle and high schools are still struggling to close those gaps.

While we've made some gains at the 4th - grade level (probably reflecting better instruction in decoding), reading - achievement trends by the end of high school are depressingly flat.

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

Students made short - term gains in math and reading achievement, were better prepared for high school, and took fewer remedial courses once there.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

Because teachers were considering intangible factors, even when race, gender, family income, and academic achievement are the same, there was no way to isolate the effect of being held back, much less to make reasonable conclusions about the effects of retention on a student's academic achievement or the probability of his dropping out of high school.

While «having high state standards makes a big difference to underprivileged people,» as Christopher Cerf put it, common standards might be set too low and so, contrary to what the PEPG report showed, may not serve to raise standards of achievement when U.S. students are compared to their peers in high - achieving countries.

It's no accident that the governments of both the Netherlands and Singapore, which already had educational systems that produce very high achievement, have both made substantial changes to their management of schools in recent years.

If the state had turned the MEAP into a high - stakes exam by making high - school graduation contingent on passing it, this would have affected only those students at the bottom of the achievement curve.

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.

Looking at gains rather than levels of achievement also adjusts for the fear that performance pay will make all teachers want to teach the highest - achieving kids.

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.

Here's one solution: Start with the premise that a great school either has very high achievement for all students or helps all of its students make a lot of progress over the course of the year.

«The Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middle school math.

Michigan's high school achievement test, in place since 1978, could be on its way out to make way for a set of new tests that would measure students» college readiness.

I want to keep working at solving the problem that, notwithstanding the great efforts we've made in Massachusetts over a couple of decades in setting high goals, measuring progress, holding people accountable, and investing and building the capacity of the system to deliver, we've still been — however successful we've been comparatively — unsuccessful at: closing persistent achievement gaps.

Nor do the researchers find evidence that students who attend middle schools make larger achievement gains than their K - 8 peers in grades 9 and 10, by which time most Florida students have entered high school.

A review of 25 schools supported by the Achievement for All Achieving Schools programme between 2011 and 2015, indicated that pupils with special educational needs (SEN), those eligible for Pupil Premium funding and low attainers consistently made progress at a higher rate than expected for their year groups.

They rarely quibble with the need for children to learn how to use computers, but find little evidence that making technology more available leads to higher student achievement in core subjects.

However, without the changes Massachusetts made to its entire system of teacher licensing (e.g., subject area licensing tests for all prospective teachers, criteria for achieving full licensure after beginning teaching, and criteria for license renewal for veteran teachers), it is unlikely there would have been enduring gains in achievement for students in all demographic groups and in all its regional vocational / technical high schools — gains confirmed by tests independent of control or manipulation by Massachusetts or federal policy makers.

It is possible that what I have observed is the opposite of what it seems: countries with high student achievement may find it easier to persuade teachers to accept pay for performance, thereby making it appear that merit pay is lifting achievement.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

Solution: Extend standards - based reform to high schools by making them accountable for their students» achievement and completion rates.

For example, performance pay could be more widely used in places where, as in Asia, cultural expectations for student performance are high, making it appear that performance pay systems are effective, when in fact both performance pay plans and student achievement are the result of underlying cultural characteristics.

A new group, Educate America Inc., announces plans to develop a national achievement test for all high - school seniors, and to ask the Congress to fund it and make it mandatory.

Or, such students may inspire other low - income students to study more because their experience makes the benefits of high achievement more salient.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Finally, states can signal that high - achievers matter by making them a visible, trackable «subgroup,» akin to special education students or English language learners, and publishing school grades for their progress and / or achievement.

«It'll make NAPLAN a much better tool in the future, for teachers, principals, parents to be able to get quick, detailed information about where students sit, their competencies and where additional assistance is required, or indeed where extra potential exists in terms of students of high achievement and ability.»