Not exact matches
These managers range from those whose time horizon is measured
in minutes to those who hold positions for years; from those who knew they wanted to invest when they were back
in grade school to those who still aren't sure investing is their calling; and from those with impeccable
academic credentials to those without any degrees.
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
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
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.
At a
school considered
in some
academic rankings as the No. 1 private
school in the state and among the top 10
in the nation, both Jayda and Jayla are right at a 4.0
grade point average.
Eastern Christian was established six months ago, and with less than three weeks until the start of the
academic school year, 54 students are enrolled
in grades six through 12.
Now located
in Sacramento's Pocket neighborhood, Camellia Waldorf
School offers small class sizes, an outstanding
academic program, outdoor education, music instruction, field trips, athletics, Spanish starting
in 1st
grade, summer camps, and festivals.
Some tasks include: Review, clean out, and notify me of important emails on a regular basis; Draft responses to important emails upon discussion and review with me Review daughters
school blogs and notify me of all important dates, projects, performances; Assist
in responding to emails and drafting emails to teachers on issues related to daughters Track daughters
school grades and
academic performance on a regular basis via a website.
Bullying tends to peak
in 6th
grade, and many students find that the
academic challenges of middle
school are far more difficult than
in elementary
school.
The Waldorf
grade school curriculum is carefully designed to present
academic subjects at a time and
in a manner best suited to the child's natural stages of development.
The focus on imitative and imaginative play
in the early childhood program develops the power of creative thinking, preparing children for the
academics of the
grade school years and beyond.
Since good behavior
in schools generally translates to more time teaching and more time on task, cutting or reducing recess time could affect everything from test performance, to
grades, to
academic progress.
The other problem, Pope says, is that summer homework packets (frequently put off until the last unhappy week before
school begins), often seem to fall into an
academic black hole once they're turned
in — with no feedback from teachers and no effect on kids»
grades.
Our highly qualified math tutors provide instruction to students of all
academic levels
in every subject of math spanning from elementary
grade math to graduate
school math, business course subjects, and beyond
Academics such as reading and writing are left until
grade school, while a foundation for literacy is built
in the early childhood classes.
Any public
school or private
school student who has been unable to maintain
academic eligibility for participation
in interscholastic extracurricular activities is ineligible to participate
in such activities as a charter
school student until the student has successfully completed one
grading period
in a charter
school pursuant to subparagraph 2.
The DOE had cited poor
academic performance as its reason for proposing to trim
grades from Wadleigh, which was designated as a Renewal
School in 2015.
«We are
in agreement that the current
academic performance
in the middle
school grades at Wadleigh is not acceptable,» he wrote.
The panel's agenda also included the truncation of Bedford - Stuyvesant's P.S. 262 El Hajj Malik El Shabazz
School, which will lose its middle school grades in the upcoming academic
School, which will lose its middle
school grades in the upcoming academic
school grades in the upcoming
academic year.
Aside from puberty, this is a time when the
school environment becomes more impersonal,
academic grades are much more public, «being popular» becomes fervently sought after and efforts to separate from parents start
in earnest.
In elementary
school, he wasn't the studious type, but a seventh -
grade teacher convinced him that he had great
academic potential.
Tohoku International
School provides a comprehensive
academic program from pre-kindergarten through
grade 12 for foreign and Japanese families who seek a quality, challenging education
in English for their children.
Approximately equal numbers of women and men enter and graduate from medical
school in the United States and United Kingdom.1 2 In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in the United States and United Kingdom.1 2
In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3;
in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even
in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in Japan, the nation
in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress
in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest
grade or
in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication
in high impact journals also provides insights into the degree to which the gender gap can be expected to clos
in high impact journals also provides insights into the degree to which the gender gap can be expected to close.
Jeffery Lindeland is a two - sport athlete for Belmont High
School who successfully fundraises on behalf of his teams and is reaching
academic goals
in a
grade - level math class.
A new
academic dean grappling with conflicting
grading and
grade inflation at a private
school — and conflicting interests
in the status quo.
Coleman proposed that
schools should replace the competition for
grades with interscholastic
academic games, «systematically organized competitions, tournaments and meets
in all activities,» from math and English to home economics and industrial arts.
Benefits to
School Life Looking at the lasting impact of LOtC experiences in terms of academic performance, Learning Away's recent research found that school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subject
School Life Looking at the lasting impact of LOtC experiences
in terms of
academic performance, Learning Away's recent research found that
school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subject
school trips resulted
in higher
academic achievement, with 61 per cent of students achieving higher than their predicted
grade following a
school trip based on the subject
school trip based on the subject area.
Because of its heavy reliance on
academic letter
grades, the typical American high
school had created a kind of free market
in which every student was competing against every other student for rank.
One researcher suggested that recent studies saying current middle
school programs focus more on developing a nurturing climate than strong
academics, and the emphasis on high - stakes tests
in eighth
grade, may have spurred some principals to drop service - learning programs, according to Kielsmeier.
The cohort study of New York City public
school children traced race gaps
in academic achievement back to 3rd
grade,» writes Assistant Professor David Deming.
Students
in the lower
grades must attend a two - week summer
school for an
academic boost.
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.
Harvard Graduate
School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension
in 4th - 8th
grade students,
in particular the role of skills at perspective - taking, complex reasoning, and
academic language
in predicting deep comprehension outcomes, b) track developmental trajectories across the middle
grades in perspective - taking, complex reasoning,
academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension
in the content areas
in 4th - 8th
grades, and d) develop and evaluate an intervention program designed for 6th - 8th
grade students reading at 3rd - 4th
grade level.The HGSE team will take responsibility,
in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning,
academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and
academic language skills (Snow & Uccelli).
Some
schools set IB entrance requirements — a certain
grade point average or standardized test ranking —
in the belief that a student must show at least some
academic commitment and competence to succeed.
Two completed teacher surveys are available for 21,324 of the 8th -
grade students — a bit smaller than the full sample of NELS students because some teachers did not complete their questionnaires and some students did not have a class
in one or both of the
academic subjects randomly assigned to their
school for which teacher surveys were administered.
The success of the Massachusetts approach has important implications, especially as states roll out the new Common Core standards
academic goals for what students should be able to do
in reading and math at each
grade level to ensure high
school students graduate ready for the demands of higher education and the 21st century workforce.
The public is also famously and enduringly off the mark regarding the
academic performance of their local
schools, still sipping the warm waters of Lake Wobegon and giving honors
grades to «the public
schools in your community,» even while conferring far lower marks on «the public
schools in the nation as a whole.»
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.
In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parent
In our balanced budget I proposed a comprehensive strategy to help make our
schools the best
in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parent
in the world — to have high national standards of
academic achievement, national tests
in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parent
in 4th
grade reading and 8th
grade math, strengthening math instruction
in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parent
in middle
schools, providing smaller classes
in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parent
in the early
grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our
schools for the 21st century, supporting more charter
schools, encouraging public
school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.
At the center of these efforts is the statewide standardized test, the Texas Assessment of
Academic Skills (TAAS), administered to public
school children
in grades 3 to 10.
The students join the program
in the sixth
grade and commit for the entire
academic year, for three days a week after
school (
academic tutoring and squash practice) and for a few hours every Saturday (more squash or community service and tutoring, if needed).
Each
school will be given
grades in six areas: (i) pupil
academic progress (gain scores); (ii) pupil attainment (of particular
academic goals); (iii) the narrowing of gaps of high and low pupils
in particular categories (low SES, minority, gender); (iv) parent opinions of the
school's quality; (v) teacher and staff opinions of the
school quality; and (vi) pupil opinions of the
school quality.
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 expectations.
While there is more emphasis on
academics at all
grade levels today and evidence that the middle
school burden can be overcome (Williams and colleagues showed
in a major 2010 study, called «Gaining Ground
in the Middle
Grades: Why Some
Schools Do Better,» that an intense focus on academics can work), it is odd that Walcott would favor reforming middle schools instead of doing what the research suggests is better and easier — creating smaller, «elemiddle» (K — 8) schools — and what the trends are showing is happening all over the country — as David Hough, managing editor of the Middle Grades Research Journal, told me, «the trend is definitely away from stand - alone middle schools.
Schools Do Better,» that an intense focus on
academics can work), it is odd that Walcott would favor reforming middle
schools instead of doing what the research suggests is better and easier — creating smaller, «elemiddle» (K — 8) schools — and what the trends are showing is happening all over the country — as David Hough, managing editor of the Middle Grades Research Journal, told me, «the trend is definitely away from stand - alone middle schools.
schools instead of doing what the research suggests is better and easier — creating smaller, «elemiddle» (K — 8)
schools — and what the trends are showing is happening all over the country — as David Hough, managing editor of the Middle Grades Research Journal, told me, «the trend is definitely away from stand - alone middle schools.
schools — and what the trends are showing is happening all over the country — as David Hough, managing editor of the Middle
Grades Research Journal, told me, «the trend is definitely away from stand - alone middle
schools.
schools.»
That data ties back to other
academic records, including what classes students took
in high
school, their
grades and test scores, and whether they dropped out.
Her dissertation extended beyond the early childhood period and into early elementary
school in an effort to understand whether continuous high - quality learning experiences between pre-kindergarten and third
grade can help sustain the positive effects of early childhood education on social, behavioral, and
academic skills.
Beginning
in 1993, Texas
schools have administered the Texas Assessment of
Academic Skills (TAAS) each spring to eligible students
in grades 3 through 8.
Excellent
Schools Detroit (ESD), a coalition of philanthropic, education, and community leaders, began grading publicly funded schools based on school climate and academic performance data i
Schools Detroit (ESD), a coalition of philanthropic, education, and community leaders, began
grading publicly funded
schools based on school climate and academic performance data i
schools based on
school climate and
academic performance data
in 2012.
The act burdens the states as well as local districts, imposing obligations to develop
academic standards, test all students annually
in grades 3 through 8, hire «highly qualified» teachers
in core subjects, and reconstitute persistently failing
schools in order to remain eligible for federal aid.
For example, at Pembroke Elementary
School, detentions slid from twenty - eight to three among students who had laptops, suspensions dropped from five to zero, and 91 percent of the students with laptops improved their
grades in at least one
academic area.
A student of average motivation (he understands the importance of
academic performance and wants to do well
in school) has set a goal to get a good
grade on an upcoming test.
In Massachusetts, a statewide system divides students into three
grade chunks (from first
grade all the way up to 12th) and focuses on children's likelihood of achieving progressive
academic targets — all of which are separately considered indicators for high
school graduation but also have more immediate relevance.