Sentences with phrase «academic achievement levels in»

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The design of this study made it possible to examine 1) the extent to which benefits of breastfeeding on cognitive ability and achievement were evident throughout middle childhood, adolescence, and into young adulthood; and 2) the extent to which breastfeeding was related to a range of indices of academic achievement that included performance on standardized tests, teacher ratings of academic achievement, and levels of success in examinations on leaving school.

In an important series of studies by psychologist John Gottman and his colleagues, children of parents who valued and accepted their children's feelings showed better academic achievement, had lower levels of stress hormones, and were more successful in resolving conflicts with their peerIn an important series of studies by psychologist John Gottman and his colleagues, children of parents who valued and accepted their children's feelings showed better academic achievement, had lower levels of stress hormones, and were more successful in resolving conflicts with their peerin resolving conflicts with their peers.

Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37

«Where a child grows up in impoverished conditions... with limited cognitive stimulation, high levels of stress, and so forth, that person is more likely to grow up with compromised physical and mental health and lowered academic achievement,» said Martha Farah, director of the Center for Neuroscience and Society at the University of Pennsylvania.

Young children with disruptive behaviors have fewer opportunities to learn in school than their focused peers, and are at risk for lower levels of academic achievement.

Students who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a slight gain.

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.»

I was especially interested in the influence of a teacher's gender on students» perceptions, because engagement with an academic subject may be an important precursor to subsequent achievement levels, course selection in high school and college, and also occupational choice.

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well ‑ being, and better achievement; the culture, ethos and environment of a school influences the health and well - being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

I also detect no evidence that the establishment of kindergarten programs as a result of the funding initiatives prompted an increase in academic expectations of students in the early grades, which would have adversely affected children with low levels of achievement.

Paradoxically, however, the positive relationships between these self - reported measures of non-cognitive skills and growth in academic achievement dissipate when the measures are aggregated to the school level.

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writinIn 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writinin reading, mathematics, science, and writing.

Not surprisingly, perhaps, board members who are or were educators (27 percent of the total surveyed) believe that funding is a barrier and that the focus on student achievement is misplaced; these beliefs were held «regardless of the actual level of funding in the district,» «regardless of the actual teacher salaries» in the district, and «even after controlling for the type of student population that the district serves and the actual rigor of academic standards» in the district.

A particularly distressing finding from our study is that students with lower initial levels of academic achievement fare especially poorly in middle school.

These schools are open to students at all levels of academic achievement, located in disadvantaged communities, and emphasize strong relationships between students and faculty.

«In every class in this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learnerIn every class in this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learnerin this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learners.

In terms of academic performance, KIPP students» achievement in grade 4 (before entering KIPP) is lower than the district average by 0.09 standard deviations in reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subjecIn terms of academic performance, KIPP students» achievement in grade 4 (before entering KIPP) is lower than the district average by 0.09 standard deviations in reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subjecin grade 4 (before entering KIPP) is lower than the district average by 0.09 standard deviations in reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subjecin reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subjecin math, or roughly one - quarter of a grade level in each subjecin each subject.

It also mentions the low level of academic achievement in Detroit schools, including its charters, but the level of performance does not distinguish between the difficulties that children bring to school and the success or failure of schools to improve student performance.

The Education Next research article «Stuck in the Middle,» featured in the Fall 2010 issue of Education Next, finds that the steep drop - off in middle - school students» academic achievement may be linked to the larger number of students in each grade level but can not be explained by differences in per - pupil spending or class size, which were similar in middle and K - 8 schools.

A recent paper published by Public Health England, «The link between pupil health and well ‑ being and attainment: A briefing for head teachers, governors and staff in education settings» (November 2014) presented the following evidence: pupils with better health and well ‑ being are likely to achieve better academically; effective social and emotional competencies are associated with greater health and well - being, and better achievement; the culture, ethos and environment of a school influences the health and well ‑ being of pupils and their readiness to learn; and a positive association exists between academic attainment and physical activity levels of pupils.

A thought - leader in higher education, she has spent more than two decades at prominent national educational institutions and at the highest levels of government, working to implement effective strategies to raise academic achievement and opportunity for low - income and minority students.

In October 2012, it adopted a new Academic Performance Framework that subjects each of its schools to an annual review based primarily on student achievement levels and growth and clarifies that charters may be revoked well before the 15 - year contract expires.

This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).

In addition to submitting the Advanced Academic Programs Level IV Referral Form, parents or guardians should also supply if available the Gifted Behaviors Rating Scale with Commentary completed by the previous year's teacher (s), report cards for at least 1 1/2 years including teacher comments (if not included in the student's academic file already received by the local FCPS school), and achievement test resultIn addition to submitting the Advanced Academic Programs Level IV Referral Form, parents or guardians should also supply if available the Gifted Behaviors Rating Scale with Commentary completed by the previous year's teacher (s), report cards for at least 1 1/2 years including teacher comments (if not included in the student's academic file already received by the local FCPS school), and achievement test Academic Programs Level IV Referral Form, parents or guardians should also supply if available the Gifted Behaviors Rating Scale with Commentary completed by the previous year's teacher (s), report cards for at least 1 1/2 years including teacher comments (if not included in the student's academic file already received by the local FCPS school), and achievement test resultin the student's academic file already received by the local FCPS school), and achievement test academic file already received by the local FCPS school), and achievement test results.

Open to students at all levels of academic achievement and located in historically disadvantaged communities, SSCs were intended to be viable alternatives to the neighborhood high schools that were closing.

It has been shown in numerous national studies and surveys that, on average, ELLs under achieve in comparison to their English - speaking peers in academic domains and that the achievement gap tends to increase the higher the grade level (e.g., Fry, 2007; Rumberger, 2007; McNeil et al., 2008).

This School of Education, along with many of our peers, remains committed to the understanding that high levels of academic accomplishment for all demographic groups is an essential, if not fundamental, factor in closing the achievement and opportunity gaps that plague our nation.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

All states participating in Title I must implement assessments of student achievement, linked to state content and academic achievement standards, for all public school students in each of grades 3 - 8 plus at least once in grades 10 - 12, in reading and mathematics and at three grade levels (at least once in each of grades 3 - 5, 6 - 9, and 10 - 12) in science.

Findings: Louisiana — Students who applied to the Louisiana Scholarship Program in 2012 --- 13, won a school - level random lottery to receive a voucher, and attended a private school in 2012 — 13 and 2013 — 14 experienced a decrease in academic achievement compared to their peers who did not win the lottery and instead attended public schools.

American education has focused in recent decades on ensuring that all children attain a minimum level of academic achievement.

The board, a nonprofit consulting organization funded by individual state membership fees and corporate gifts, aired those views in a 30 - page report citing «widespread erosion» of student achievement and academic standards throughout the region's 260 colleges and universities and suggesting that such problems at both the school and college levels threaten the stability of the New England...

In 2011, the Massachusetts Department of Elementary and Secondary Education classified Bentley Elementary as a Level 4 school for its low test scores and academic achievement.

And perhaps most troubling, «students with lower initial levels of academic achievement fare especially poorly in middle school.»

Studies with more detailed measures of teachers» education levels and coursework in subject areas found that, at least in math and science, academic preparation does positively influence student achievement.

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 National Blue Ribbon Schools Program The National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students» academic achievement.

Developing a growth mindset can happen at any grade level, as Dweck's research has shown that student ideas about intelligence can be manipulated in schools by educators in order to have a positive impact on academic achievement.

We have long - term, in - depth studies that inspire students toward higher levels of academic achievement.

«Given the strong influence of poverty on student academic achievement, these changes have increased the challenge of improving student outcomes in IPS,» the report read, promising a plan to cultivate schools capable of erasing the achievement gap associated with inner city schools where high levels of poverty and greater racial diversity exist.

In academic screenings, the children may be grouped according to apparent achievement levels.

He is currently in his seventh year as principal of Ronald W. Reagan Elementary in Sanger Unified School District, where under his leadership has earned California State Distinguished School, California Title I Academic Achievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions anAchievement Award for closing the achievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions anachievement gap by the California Department of Education; a 2011, 2012, 2013, 2014 California Honor Roll school by California Business for Educational Excellence; a 10 out of 10 similar school statewide ranking; 2008, 2010, 2012 winner of the Bonner Award for Character Education; 2013 Silver Level Model School recognition, and 2014 and 2015 Gold Level Model School recognition from Fresno County Office of Education for Positive Behavioral Interventions and Supports.

Founded in 1982, the National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students» academic achievement.

The goal is for students to become proficient in the second language while reaching a high level of academic achievement.

Far more relevant than race or gender in predicting academic achievement are family socioeconomics and the education levels of students» parents (and of other adults close to them).

In MPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.

Our student achievement is measured in many ways, and we continuously strive to improve by studying results of not only the STAAR tests (State of Texas Assessment of Academic Readiness), but also of district - level ongoing assessments, PSAT, SAT, and ACT.

I believe that an increase in Black and Brown political power should usher in unprecedented levels of Black and Brown academic achievement.

The EOCEP encourages instruction in the specific academic standards for the courses, encourages student achievement, and documents the level of students» mastery of the academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English / language arts and science will be administered to all public school students by the third year of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1 of the Elementary and Secondary Education Act (ESEA).

Located in the Portola / Vis Valley communities of San Francisco, Phillip & Sala Burton Academic High School (Burton) promotes a nurturing, equitable school culture committed to high - level academic achievement for all sAcademic High School (Burton) promotes a nurturing, equitable school culture committed to high - level academic achievement for all sacademic achievement for all students.