Sentences with phrase «about the academic achievement of»

Bempechat's well - written book takes a fresh look at vital questions about the academic achievement of minority children.

The findings reported above represent the first systematic evidence that Americans» perceptions of the quality of their local public schools reflect publicly available information about the academic achievement of the students who attend them.

Second: one - time «snapshot» data of a single cohort of kids, which is all that NAEP can supply the first time around, tell you nothing about the academic achievement of children before they entered their charter schools — and just about everyone knows that a big fraction of the youngsters enrolling in charters were already behind the education eight - ball as a result of dismal performance in previous schools.

Not exact matches

Farrell notes that colleges and universities tout the successes of their incoming students — test scores, academic achievement, acceptance rates, and the like — but rarely spend the same amount of energy sharing data about job placement and success rates of graduates.

«Launched in 2007, ASCD's Whole Child Initiative is an effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long term development and success of children.»

Without these awards from the monarchy many would go unrewarded or people would not care about the achievement especially in terms of awards that are granted due to achievement in a certain academic field, such as David Attenborough's knighthood for his contribution to life science.

One can tell easily about a professor's academic standing and scientific merits through his publications and achievements by simple online search, but building trust between researchers in different parts of the world and sustaining it throughout the project is undoubtedly the biggest challenge facing global collaboration.

In all, about 62 % of the individual differences in academic achievement — at least when it came to GCSE scores — could be attributed to genetic factors, a number similar to previous studies» findings, the team reports online today in the Proceedings of the National Academy of Sciences.

Teachers who are engaged in service - learning tend to be more positive about the work they do, and we also see a higher level of parental involvement, which is key to academic achievement.»

The company is passionate about praising and encouraging children at school in order to boost their self - esteem and support their academic development, as a «Well Done» sticker, «Teacher's Award» badge or «Super Effort» stamp may seem small, but they make a child feel really proud of their achievements, spurring them on to work harder.

Teaching Kids to Be Kind (U.S. News and World Report) Coverage of Making Caring Common's research that illustrated that parents were more concerned about academic achievement than teaching their children kindness, and ways that parents can help teach kids to be kind.

About the Achievement Gap Initiative (AGI) at Harvard University The Achievement Gap Initiative (AGI) is a university - wide effort initiated by the Harvard Graduate School of Education to focus academic research, public education, and innovative outreach activities toward eliminating achievAchievement Gap Initiative (AGI) at Harvard University The Achievement Gap Initiative (AGI) is a university - wide effort initiated by the Harvard Graduate School of Education to focus academic research, public education, and innovative outreach activities toward eliminating achievAchievement Gap Initiative (AGI) is a university - wide effort initiated by the Harvard Graduate School of Education to focus academic research, public education, and innovative outreach activities toward eliminating achievementachievement gaps.

We have to do something about that... I want high academic achievement, a culture of no excuses and an atmosphere of scholarship.»

Although effort is at the heart of academic achievement, Australian society displays some ambivalence about academic effort (Murray and Mitchell, 2015).

Robert Rosenthal, Professor Emeritus at Harvard and an expert in the technique of meta - analysis, calls the study, «A truly scholarly and scientific look at what is known about the effects of arts study on academic achievement... a major achievement.»

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.

For information about academic achievement, your state's department of education is the place to go.

In the median state, measures of academic achievement currently count for about half of schools» summative ratings.

Since reformers claimed that the mere presence of choice will bring about dramatic improvement in schools, the expectation has been that the simple fact of having an alternative should yield demonstrable gains in academic achievement.

As Tappan explains, Brown and Lamb invited him to join the project to «tackle this issue of how media and marketers shape the messages they send, and how these messages inform the broader culture conversation about boys, their academic achievement, and the other issues in their lives.»

Evidence of student growth that goes beyond academic achievement drives home what so many of the Match leaders and corps members underscored as central to understanding Match Corps: tutoring Match - style is about human capital, relationship building, and providing students with the confidence to succeed, not only in school but in life.

What can breakthroughs in neuroscience and molecular biology teach practitioners and policy makers about how to promote the early foundations of academic achievement, economic productivity, responsible citizenship, lifelong health, and successful parenting of the next generation?

Drawing on participant observation among, interviews with, and resurveys of the same people surveyed in 1999, she is now examining how the parenting, gender socialization, educational experiences, academic achievement, and academic interests they had as adolescents shape their decisions about work, transnational migration, childbearing, parenting, health habits, and elder care now that they are young adults.

In the small amount of quantitative research about looping she conducted, Schaefer found that the practice causes no difference in academic achievement or attendance rates.

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

The lead teachers are responsible for meeting with the achievement director, student support manager, and the school academic counselor and sharing information about those meetings with members of their teams.

The addition of about seven public schools with McKay funding within five miles of a public school improved the academic achievement of special education students by about.05 of a standard deviation.

Many parents want high academic achievement for their own children and may not care about the culture of the school if their own children are doing well.

In the meta - analysis, grit accounts for about 3 percent of the variance in academic achievement outcomes when it is examined as a single predictor.

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.

Another example: in Teacher Quality and Student Achievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certificatAchievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certificatachievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification status.

For all of the talk about «raising standards» and implementing «high stakes testing,» the United States is an outlier among developed nations when it comes to holding students themselves to account, and linking real - world consequences to academic achievement or the lack thereof.

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).

Their summary of the sector's academic outcomes, which draws heavily on a series of studies by the Center for Research on Education Outcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative findings.

I wanted to compliment her on her achievement and learn more about the academic experiences that led to her choice of high school.

For more than four decades, the National Assessment of Educational Progress has provided the best available information about the academic achievement and educational progress of the nation's students.

In the Winter 2011 issue of Education Next, Peter Meyer wrote about U.S. middle schools as the place where academic achievement goes to die.

Groups that spent decades urging the country toward higher academic standards worry about returning to empty talk of self - esteem, accepting low achievement as long as students feel good.

Alexa is also interested to learn more about the factors of development, academic achievement, socio - economic status, family involvement, and school readiness.

It's become a catch - all phrase to broadly describe educational inequity, a problem which is not simply about academic achievement but also about the development of character strengths and personal identity and access to opportunities and so much more.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

Research shows that only about 20 % of success can be predicted by one's IQ, so we must look beyond children's academic achievement when predicting their likelihood of success later in life.

Civic educators are often quite frank about the need to subordinate not only truth but also academic achievement to the imperatives of civic virtue.

Asked about the poor showing of Cincinnati's vaunted community schools, Fariña called their results «pretty good» — a statement that's not only hard to support with evidence, but also suggests a surprising lack of urgency about academic achievement in some of the city's most hard - pressed schools.

But, Murray says, «to everyone's shock, the Coleman Report... found that the quality of schools explains almost nothing about differences in academic achievement....

New understandings about how people learn point the way to developing more effective educational environments and instructional processes to enhance the academic achievement of all students.

Despite progress across income levels, though, achievement gaps remained intact and about 40 to 50 percent of economically advantaged U.S. students still were not proficient in basic academic skills by 2015.

The bottom line is this: If we are serious about eliminating long - standing academic achievement gaps and improving learning for all students, we can not ignore the critical role of school district central offices in improving educational outcomes for all students.

Vision in Action: The ASCD Whole Child Award is designed to recognize schools that that have changed the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of the whole child.

This award acknowledges those schools that have changed the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of the whole child, making sure each child is healthy, safe, engaged, supported, and challenged.