Sentences with phrase «academic achievement levels of»
When people think of «urban education» in its most favorable light, they think of dedicated education professionals working hard in difficult conditions to eliminate the achievement gap by raising the academic achievement levels of their low - income, disadvantaged students.
http://www.nsba.org/
«To produce drastic gains in the academic achievement levels of our students we need the strongest, most prepared teachers.
Studies show mixed results when comparing the academic achievement levels of students in charter schools versus their TPS counterparts.
Not exact matches
Even controlling for grade - point average, men earned more than women who graduated with identical levels of academic achievement.
You suggest that some of the most effective models of closing the academic achievement gap are found at the school - based level.
Attempts by the academic community to erase distinctions between levels of intensity, and the «ends» of which Aristotle spoke, leave little room for the civility that is one of our society's almost accidental inventions and one of its most cherished if precarious achievements.
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.
National studies show that students who eat school breakfast are more likely to: reach higher levels of math achievement; score higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and academic performance; and maintain a healthy weight
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 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.37
The objectives of the Erie County Fire Chiefs» Mutual Aid Organization's Memorial Scholarship is to enhance academic achievement at the college level for all firefighters of Erie County and their immediate family.
«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.
This synergistic model allows for a higher level of creativity and achievement that may soon be necessary for even traditional academic labs to run efficiently and successfully.
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.
I am a naturopathic doctor, based on my level of academic achievement.
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 authors also offer one recommendation to the Department of Education, which is finalizing its ESSA regulations: Going forward, Washington should allow states to rate academic achievement using a performance index that gives schools additional credit for getting students to an advanced level.
The court emphasized that an IEP is not a one - size - fits - all document and that instruction should be «specifically designed to meet a child's unique needs with an individualized education plan,» based on close consideration of a child's present level of achievement, the nature of the disability, and his or her potential for academic and functional growth.
Among many affluent families who want their offspring to attend elite colleges, the school / home / culture values are quite well aligned, and as a group these youngsters have high levels of 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.
Students who have parents deployed to a war zone are more vulnerable to a range of psychological, emotional and social issues, including an increased level of stress and anxiety, health problems, behavioural disorders and academic under - achievement.
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.
Applying this model of behavior to minority and white students yields two important predictions: A positive relationship between academic achievement and peer - group acceptance (popularity) will erode and turn negative, whenever the group as a whole has lower levels of achievement.
They suggested that, rather than measuring academic achievement based on proficiency rates alone, states should either look at scale scores or some sort of an index providing partial credit for getting students to a basic level (and additional credit for getting students to an advanced one).
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.
Advocates of accountability insist that high standards for all students are necessary to promote academic growth and spur achievement to levels heretofore unseen.
To begin tackling this problem, CMU backward - mapped from the ACT's definition of college readiness to establish grade - level achievement targets for grades 2 — 8 that can be used with Northwest Evaluation Association's Measures of Academic Progress (MAP) or the Performance Series by Global Scholar.
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.
What determines a student's level of academic achievement is complex.
To make this type of funding work, course choice policy should pay course providers not by the number of students they enroll, but by the number of students who complete the course with satisfactory levels of academic achievement.
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 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 subject.
Scenario 3 essentially projects the results of realizing the achievement goals of NCLB — getting all students to a basic level of academic proficiency — but by the year 2025.
«The teacher should provide assessment of students» service - learning activities to validate the level of academic achievement.
Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.
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.
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.
While the push for higher levels of academic achievement and accountability continues to increase, more people have realized that a single test can not provide a comprehensive evaluation of student performance.
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.
The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be expensive.
Yet NCLB left the biggest decision of all to the states: how high to set their standards of academic achievement and the passing levels on their tests.
The promise of preparing children for academic achievement and upward mobility depends upon a base level of language proficiency.
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).