Sentences with phrase «academic grades by»

You will gain excellent academic grades by accessing our services.

Our writers and their efforts will bring excellent academic grades by impressing the professors.

Score high academic grades by availing the assistance of finance experts from this platform.

Not exact matches

Or consider the following finding: 76 per cent of undergraduates trust their faculties, and yet this «trust» is surely strained by the «inflation of grades by faculty [as well as by] competitive awarding of academic credit by some departments and by some institutions for insufficient and inadequate work.»

Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.

He has one of the three highest academic averages in the history of Mansfield High — he received a B for one marking period in seventh - grade English but nothing lower than an A since — and will certainly become the fourth member of his family named most likely to succeed by his classmates at graduation.

Guttentag, of Connections Learning, says he was pleasantly surprised by the Honey Badgers» academic performance last semester, though the team grade point average fell marginally from 3.2 to 3.18, according to Sills.

Players were literally told to sign up for these classes by academic advisors so that they did not have to go or take any tests and they would receive a grade.

Year after year, La Cañada High School students have demonstrated their ability to make the grade, continually exceeding the academic expectations set forth by state and national benchmarks.

If you find your child's teacher is the one focusing too much on grades and academics, try asking questions that address the parts of your child that can't be measured by test scores and homework, such as character and friendships.

Common Core is a new set of academic standards adopted by New York's Board of Regents in 2010, outlining which math and English skills students should be able to demonstrate at each grade level.

They point to a report by the federal Department of Health and Human Services last fall suggesting that academic gains made in the early education Head Start program fade by the time the children reach third grade.

In all of the core subject areas and at nearly all grade spans, the state has academic standards rated clear and specific by the American Federation of Teachers and assessments aligned to those standards.

The researchers theorize that sustaining pre-k gains, optimizing learning in K — 3 (regardless of pre-k experiences), and acquiring excellent academic, cognitive, and social - emotional skills by the end of third grade will depend on which skills have been targeted and how.

That's in large part owing to a provocative body of research showing that students who don't read with proficiency by the end of 3rd grade are far more likely to experience poor academic outcomes, including leaving school without a diploma.

32 Vigorous exercise can lead to academic gains; many kids drinking alcohol by sixth grade, study shows; students read about bays and keep track of miles as they run across America.»

«Many schools have given kids grades for academic performance and grades for effort, and there are lots of practices that reflect a recognition of the importance of skills not directly measured by tests.

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.

When these 6th graders move to a middle school in the 7th grade, however, we see the same dramatic fall in academic achievement: math scores decline by 0.17 standard deviations and English achievement falls by 0.14 standard deviations.

(We are quick to add, though, that age tends to convey only small advantages that are likely to be trumped by differences in innate academic talent, and that there are many young - for - grade students in gifted programs.)

By design, we move students forward grade by grade based largely on the amount of instructional hours they have spent in class — dubbed «seat time» — rather than their mastery of academic skills and contenBy design, we move students forward grade by grade based largely on the amount of instructional hours they have spent in class — dubbed «seat time» — rather than their mastery of academic skills and contenby grade based largely on the amount of instructional hours they have spent in class — dubbed «seat time» — rather than their mastery of academic skills and content.

By requiring testing in the same grades as in public schools, and by enacting significant consequences for results in larger scale participants, it is designed to identify and grow effective schools, with an acknowledgment that, as in public schools, some schools will have difficulty adjusting to new academic expectations and a small number may prove incapable of ever adequately responding to expectationBy requiring testing in the same grades as in public schools, and by enacting significant consequences for results in larger scale participants, it is designed to identify and grow effective schools, with an acknowledgment that, as in public schools, some schools will have difficulty adjusting to new academic expectations and a small number may prove incapable of ever adequately responding to expectationby enacting significant consequences for results in larger scale participants, it is designed to identify and grow effective schools, with an acknowledgment that, as in public schools, some schools will have difficulty adjusting to new academic expectations and a small number may prove incapable of ever adequately responding to expectations.

Since the late 1980s, the push to infuse academic rigor into the middle grades has been supported primarily by tens of millions of dollars in seed money from the Lilly Endowment, the Carnegie Corporation of New York, the Edna McConnell Clark Foundation, and the...

Published by the inspectorate, the data shows that the number of full inspections resulting in a «good» or «outstanding» grade was 63 per cent in the 2015 - 16 academic year, but has also declined to 49 per cent in the current academic year, up to March 2017.

Our findings are consistent with those of a recent study by Richard Patterson and Robert Patterson, which found that in - class computer usage reduces academic performance by between 0.14 and 0.37 points on a four - point grade scale among undergraduate students at a private liberal - arts college.

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.

In most cases, however, student underachievement, particularly in reading, can be identified by testing skills in the academic domain in question; by direct comparisons of the student's age and grade with speaking, reading, writing, and math skills; or simply by uneven overall performance regardless of IQ level.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

But skeptics warned that the academic gains made by retained students would diminish over time and that they would ultimately be less likely to complete high school: nationwide, students who are unusually old for their grade are far more likely to drop out.

Its academic standards for all four core subject areas at every grade span have been rated as clear, specific, and grounded in content by the American Federation of Teachers.

Early reading success or failure is highly predictive of a child's academic trajectory: one out of six kids who are not reading proficiently by third grade will not graduate from high school on time.

Mackinac uses a regression analysis accounting for the socioeconomic status of a school's students to predict academic performance, and grades schools by comparing the school's actual results to its predicted 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.

Enrollment has climbed, on - time graduation rates have risen from 39 to 65 percent, and the percentage of students scoring at grade level in core academic subjects has risen by 15 percentage points.

13) Academic Excellence in 140 Characters This is a video created by one of Rey Junco's students to summarize the research we conducted on the effects of Twitter on student engagement and grades.

I started going to school in the late 1950s, and by the fall of 1963, when I entered fifth grade, I had already accumulated a truly dismal academic record: Ds, Fs, Incompletes, and the rare C. I could bore you with a detailed analysis of my young troubles, but they weren't particularly exceptional.

While some earlier studies questioned the role of grade configuration in school success and student achievement, including the 2008 National Forum «Policy Statement on Grade Configuration» and a 2010 study by EdSource, «Gaining Ground in the Middle Grades: Why Some Schools Do Better» in California, «the evidence on academic benefits has become much stronger in the past two years,» West says.

«We know by looking at the failure rates in kindergarten and first grade that many of these students are coming from social environments that haven't adequately prepared them for academic success,» he adds.

Additionally, the power of strong signals of academic performance — enabled by meaningful grades and test scores — has greater importance for students trapped in low - performing schools.

Taking seats where they could, the teachers turned their attention to Principal Roberta Duvall, who asked her staff to go through the rosters with colored markers and make check marks under columns labeled «Name / Face,» «Something Personal,» «Personal / Family Story,» and «Academic Standing,» to note whether they knew the child just by name or something more — their grades, their family's story, their hobbies.

By contrast, our study adds a «bottom - up» approach, focusing not on governance but on salient school characteristics such as instructional hours, academic orientation, grade span, and extracurricular activities — factors that determine what students and families actually experience.

, sponsored by the Planning and Evaluation Service of the Department of Education, is that when adult mentors read once a week with students who read below grade level, the students» academic performance and classroom behavior improve.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

The supplemental blended instructional curriculum developed by our partner, Middlebury Interactive Languages, allows students in grades 4 — 10 to learn the fundamentals of academic English while completing projects that relate to English language arts, social studies, mathematics, and science.

Faced with the unique quandary presented by 2016 presidential politics, we put our heads together as a fifth - grade team (classroom teachers, special education teachers, academic support teachers) to create a project where our students could study the election process, the executive branch and former presidents.

The principal shall determine each such student's need for academic intervention services by administering a State - developed or State - approved assessment or by reviewing such student's transcript, where available, or by use of a district - wide screening procedure applied uniformly across each grade.

By the 2014 - 15 school year, it plans to implement new Common Core academic standards in English and math for all grades.

be set by the state for both grade - appropriate academic subject matter knowledge and teaching skills;

«College and Career Readiness: The Importance of Early Learning» by Chrys Dougherty This short but powerful report by an ACT principal research scientist shows the importance of a knowledge - rich, well - rounded curriculum through which all students master basic skills while also building an academic foundation in the early grades.

Religious Diversity in the Classroom, a free webinar series produced by Teaching Tolerance and the Tanenbaum Center for Interreligious Understanding, examines how teaching about religion across grade levels and subject areas can help meet academic standards.