Sentences with phrase «academic expectations for their children»

Our parents are familiar with the academic expectations for their children and help to support those goals at home.

Research shows that while Latino parents hold high academic expectations for their children, teachers tend to perceive and treat them more negatively than other parents.

Not exact matches

It is, after all, widely understood that the academic gap between blacks and whites, and for that matter between whites and Asians, has a great deal to do with the expectations, habits, and values the children bring with them from home.

In Against the Odds: How «At - Risk» Students Exceed Expectations (Jossey - Bass Publishers; Publication Date: December 1998), Janine Bempechat, an assistant professor of education at the Harvard Graduate School of Education, examines the lives of children who seem to defy the odds, giving parents, educators, and anyone interested in the well - being of children hope and inspiration as they strive for academic excellence in all our children.

But a child who feels supported is more likely to be excited for school; she will persist amid challenges and make strides toward following expectations and absorbing academic content.

I spoke of high academic expectations, respect for my children, and a positive school atmosphere.

This combination of sensitivity, caring, high expectations and structure has been shown to have the best consequences for children, who commonly display academic achievement, good social skills, moral maturity, autonomy and high self - esteem.»

Stipek found that children in didactic, content - centered programs generally do better on measures of academic skill than do children in child - centered classrooms, while children in child - centered classrooms worry less about school and have higher expectations for success than children in content - centered classrooms.

Their children attend schools that are close to their homes, have high academic expectations and provide the environment for student success, and often enjoy a high rate of parental involvement in the life of the school.

Decades of research on effective schools conclusively demonstrates that setting high standards and expectations for all children, but especially those most at - risk of academic failure, creates a more positive, inclusive school culture and raises their level of achievement.

«The new Common Core standards have academic expectations for kindergarten students, and if children don't attend they begin first grade behind, and often finish high school behind, if they finish at all.»

increase student expectations of their own academic performance, teacher expectations of ALL students» academic performance, and parent and community expectations for children's high academic performance

Or does the intelligence of these students lead to too high expectations, given that children with AD / HD are often at a greater risk for academic and social failure?

«As an authorizer, I am motivated by the potential of charter schools to provide our children with excellent educational options based on high expectations for all, an unwavering focus on academics, the pursuit of social justice and the hard work, dedication, and talent of teachers and staff.»

The 1997 Individuals With Disabilities Education Act (IDEA) «aims to strengthen academic expectations and accountability for the nation's 5.4 million children with disabilities, and bridge the gap that has too often existed between what those children learn and the regular curriculum.»

Paul Tough, author of a book about the Harlem Children's Zone, describes the philosophy behind «no excuses» secondary schools that target at - risk students: «The schools reject the notion that all that these struggling students need are high expectations; they do need those, of course, but they also need specific types and amounts of instruction, both in academics and attitude, to compensate for everything they did not receive in their first decade of life.»

In doing so, teachers will foster academic optimism, raise expectations of excellence for every child, connect with each student's prior knowledge and deliver content knowledge in ways students can understand.

on a regular basis, there is nothing inherently wrong with seeking to improve academic standards and phasing in greater expectations for our children's educational achievement.

The increasing number of state legislators, auditors, comptrollers, parents, students and academic institutions that are calling for more accountability in the charter sector are right: If we are committed to a public education system that strives to serve all children, with the understanding and the expectation that each and every one matters, has potential and deserves the resources and opportunity to succeed, then we must rein in the current growth model of charter expansion, and insist instead on a well - regulated and equitably resourced system of public schools that works for all children.

The Children's Guild DC Public Charter emphasizes high expectations for academic achievement, character development, an integration of the arts, and a focus on teaching contextual thinking and creative problem solving.

Through parent focus groups, the LEA learned that the high expectations Latino parents had for their children's academic achievement could not be realized because parents lacked an understanding of the school curriculum, grading, and requirements for college.

Davis - Kean (2005) studied 8 to 12 - year - old children and found similar patterns with African Americans; parental expectations had a direct significant effect on academic achievement for European American but not for African American students.