Student success is fostered through the clear articulation of
academic expectations combined with differentiated support and the routine practice of effective communication skills and study habits.
The scholars» laboratory was the Harlem Children's Zone (HCZ), a 97 - block area where students from both inside and outside the zone attend what are often called «No Excuses» charter schools (with strict behavioral and
academic expectations combined with longer school days and frequent assessments), and residents receive a range of community services.
Not exact matches
Its explicit goal is increasing college enrollment by
combining an emphasis on factors proven to bolster
academic success (high
expectations, parental involvement, time spent on instruction) with a novel focus on developing seven character strengths — zest, grit, self - control, optimism, curiosity, gratitude, and social intelligence.
Most notably, schools with higher levels of per - pupil GCSE arts entries got above average results in the EBacc, Progress 8 and Attainment 8, suggesting that the best state secondary schools in England are those that
combine high
expectations in a core of
academic subjects with a strong focus on the arts.
Linked Learning offers students personally relevant, wholly engaging, rigorous
academic and technical curricula
combined with exposure to real - world experiences and
expectations.
Those schools that
combine high
expectations in a core of
academic subjects with a strong focus on the arts have consistently been getting above average results.
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.
Competency - based education
combines an intentional and transparent approach to curricular design with an
academic model in which the time it takes to demonstrate competencies varies and the
expectations about learning are held constant.
The third component was local flexibility in organizing capacity to determine how best to meet the
academic expectations.1 This structure of clear goals (standards), measures (assessments), and incentives (accountability) at the state level,
combined with implementation autonomy, fit with our historical conceptions of education as a local effort.