Sentences with phrase «about student academic performance»
Perhaps the greatest distortion in this film is its misrepresentation of data about student academic performance.
http://www.nybooks.com/ Not exact matches
In a series of experiments, Cohen, Walton, and Yeager have shown the power of what seem to be small - scale mindset interventions — watching a brief video of an older student talking about his struggles with belonging, or reading a magazine article that presents a growth - mindset perspective on brain development — to significantly improve the academic performance of students who are vulnerable to stereotype threat, including low - income students and African - American students.
Student worries about assessment, organisation and academic support show English universities need to improve their performance, higher education minister David Willetts has conceded.
Discussions about student - athletes» academic performance typically have centered on Division I teams.
What's important is that students take assessments aligned to their state standards so that parents and teachers received valuable and honest information about their academic performance.»
In an age where classroom teachers find themselves defending their profession and their results, the discussion of race in the classroom seems like one more opportunity for the finger - pointers who seek deeper understanding about the declining academic performance of all American students.
While existing research has compared academic performance between in - person and online students, little is known about the differences among the students themselves.
While we lack comparable indicators of the public's knowledge of student performance from earlier periods, it seems that the accountability movement has succeeded in ensuring citizens have good information about key academic outcomes.
First - and second - grade students in 1993 who had been kept out of kindergarten until they were older were less likely than other students to draw negative feedback from teachers about their academic performance or conduct in class.
About five years ago, it started to become popular for schools to teach students social - emotional skills like grit, self - control, and perseverance after research showed that these skills improved academic performance.
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).
First, experts are concerned about how school size affects students» perception of their education as well as their academic performance.
That's why GreatSchools ratings in a growing number of states and cities includes data about student academic progress over time, high school graduation rates, and college readiness including SAT / ACT performance and participation.
We surveyed over 1,100 entering college freshmen, majoring in business and engineering at a public university in the US, and combined this information with administrative data to create a comprehensive data set that, in addition to the usual academic performance data, cognitive ability measures, and demographics, also included measures of non-cognitive skills, personality traits, and student expectations about college success.
Decisions about licensure, and presumably tenure, would be based on — and here's where things get tricky — «observations of candidates» performance in real - time classroom settings and demonstrated effectiveness in supporting students» academic growth.»
«These statistics about young adolescents» poor academic performance suggest that many middle - grades schools are failing to enable the majority of their students to achieve at anywhere near adequate levels,» noted the Phi Delta Kappan editors.
Passionate about student success, Rocky believes in the strategy of assessment for learning to improve academic performance.
If educators are empowered to incorporate lessons about the positive impact of reflecting on their learning and using specific strategies to improve academic performance from the early grades on, students will be better equipped with the skills they will need to thrive in school, in their personal lives and in the working world.
Prior to meetings send information about magnet schools to supportive groups, including evaluative data on student academic achievement and performance.
Superintendents acknowledge that federal and state standards and accountability systems have created a situation in which district and school personnel can not ignore evidence about students who are struggling or failing to meet mandated standards for academic performance, as reflected in test results and other indicators of student success (e.g., attendance, graduation rates).
Parents and teachers already know quite a bit about the academic performance of their children and students, especially by the end of April in a given school year.
A sound accountability system produces ample data about the academic progress of students and the performance of their schools.
«What we know about Great Expectations is it has a positive impact on student attendance, and a positive impact on academic performance,» Stafford said.
Araki invited Trevorrow to survey students about their sleep habits and academic performance.
Indeed, as per a statement made by Ron Adler, president of the Ohio Coalition for Quality Education, not only is it «disappointing that ODE spends so much time denying that poverty and mobility of students impedes their ability to generate academic performance... they [continue to] remain absolutely silent about the state's broken report card and continually defend their value - added model that offers no transparency and creates wild swings for schools across Ohio» (i.e., the EVAAS system, although in all fairness all VAMs and the SGP yield the «wild swings» noted).
While teaching is broadly intended to help students live fulfilling lives, we must be more specific about the elements of performance that contribute to that goal — differentiating contributions to academic skills, for instance, from those that develop social skills.
The likelihood that students will achieve the aims of the standards will be substantially shaped by how well teachers teach challenging academic Read more about Student Performance Assessments and Teacher Learning -LSB-...]
Present Levels of Educational Performance This section of the IEP summarizes a student's performance in academic and behavioral areas and provides information about the student's strengths, his or her needs, and how the disability is impacting his or her pPerformance This section of the IEP summarizes a student's performance in academic and behavioral areas and provides information about the student's strengths, his or her needs, and how the disability is impacting his or her pperformance in academic and behavioral areas and provides information about the student's strengths, his or her needs, and how the disability is impacting his or her performanceperformance.
Research shows that missing 10 percent of the school, or about 18 days in most school districts, negatively affects a student's academic performance.
At its peak several years ago, tutoring services were provided by about 2,500 companies and other organizations that had received state approval to work with students, using money allocated to improve students» academic performance, according to Steve Pines, the president of the Education Industry Association, based in Vienna, Va..
Berliner seemed to shield teachers from much of the responsibility for poor academic performance by students as he testified that conditions beyond the classroom — he mentioned about nine of them — account for 60 percent of what influences a student's scholastic achievement whereas in - school factors such as class size, curriculum, the quality of the principal and the teacher account for only 20 percent.
• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.
We can and should report information about student performance in areas like attendance and effort, but we can report it separately from academic achievement (O'Connor, 2007; Tomlinson & McTighe, 2006).
Concerns about this component: TEA's proposed rules for T - TESS include a requirement that, beginning in the 2017 - 18 school year, each teacher appraisal shall include the academic growth of the teacher's students at the individual teacher level as measured by one or more of four options chosen by the local school district, including student performance on state assessments.
Offering teachers incentives of up to $ 15,000 to improve student test scores produced no discernible difference in academic performance, according to a study released Tuesday, a result likely to reshape the debate about merit pay programs sprouting in D.C. schools and many others nationwide.
Accountability in California is still evolving — there are many questions about the LCAP, the LCAP rubrics, the state replacement for the Academic Performance Index (API), and the federal Every Student Succeeds Act (ESSA).
Although parents seemed to care about and ask questions regarding the quality of academics, school representatives did not seem intent on discussing the academic performance of their students or explaining how and why their schools performed better academically than others.
Yes, we care greatly about the academic performance of our students and that is job one for us (we're pretty good at that, too), but we can have fun along the way, too.
The ExpandED Schools demonstration is being evaluated by Policy Studies Associates (PSA) and is rolling out at a time when there is heightened awareness among educators, researchers and youth development experts about the importance of cultivating student mindsets that are precursors to academic performance.
«Large majorities wanted to hear about teacher performance (73 percent), followed by student academic performance (71 percent), school crime or violence (69), school curricula (68 percent), school finances (66 percent) and school reform (66 percent),» the survey found.
They fail to provide teachers and parents with any usable information about how to improve teaching or student's academic performance in relation to what is actually being taught in Connecticut's classrooms.
Cleveland Board of Education members were concerned about older students waking up in the very early hours when national studies show that dulls academic performance.
About a third of the state's public schools met goals this year for academic achievement and closing gaps in school performance between whites and minority students.
It gives us the ability reflect on our practices and have deeper conversations about what's going on with our students and how that relates to their academic performance.»
Education leaders who worked on the state plan call the goals — which would require academic performance of black students to improve about four times as quickly as it is now — ambitious but doable.
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More than 21 percent of college students say anxiety has affected their academic performance, and 13.5 percent say the same about depression.5 A 2010 study from the University of Iowa identified emotional / mental health as the top reason for withdrawal from college.
As a professional school, The Cooper Union has historically attracted students who are serious about academic and artistic achievement and who have understood how substance addictions undermine academic performance.
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