PEAR launched PEAR Impact in 2009 in order to improve learning environments, strengthen student - teacher relationships, and boost
academic outcomes for all young people.
Not exact matches
Rather, we should treat the creation of these schools as a means to enhance the reflectiveness of educators, develop authoritative communities of practice, provide meaningful options
for families, and improve
academic, civic, and personal
outcomes for young people.
And
for all the furor about the «Common Core,» a welcome
outcome of the recent round of improvements in state standards is that
young people who actually master them will be prepared
for college - level
academics.
While Massachusetts has engaged in considerable work to improve educational
outcomes for ELL students, the challenges that these
young people and their families face go beyond
academic English acquisition and require a more comprehensive approach.
Attention deficit / hyperactivity disorder (ADHD) is a chronic, debilitating disorder which may impact upon many aspects of an individual's life, including
academic difficulties, 1 social skills problems, 2 and strained parent - child relationships.3 Whereas it was previously thought that children eventually outgrow ADHD, recent studies suggest that 30 — 60 % of affected individuals continue to show significant symptoms of the disorder into adulthood.4 Children with the disorder are at greater risk
for longer term negative
outcomes, such as lower educational and employment attainment.5 A vital consideration in the effective treatment of ADHD is how the disorder affects the daily lives of children,
young people, and their families.