Sentences with phrase «academic success in college»

The habits that were the strongest predictors of academic success in college were managing impulsivity, persistence, and metacognition.

After using LDC at her Bronx, NY high school, this college student shares how the writing skills she learned from LDC set her up for academic success in college.

Our Vocabulary Workshop programs are the leaders in their category, known as trusted resources that help high - achieving students expand their vocabularies, improve word acquisition skills, and prepare for standardized tests and academic success in college.

Findings from the Rainbow Project, conducted by the Center for the Psychology of Abilities, Competencies, and Expertise, showed that assessing students for creativity and practicality in addition to analytic skills gave a more complete picture of student abilities, more accurately predicted academic success in college, and provided more opportunities to various ethnic groups to show where they excelled.

Deeply passionate about issues of race, equity, and college access, Jessica aims to gain knowledge and tools to promote a deeper understanding of multicultural issues and to help students of color strive towards academic success in college and beyond.

The first of these assertions comes in for particular scrutiny, specifically the sub-claim that AP classes increase a student's chances of academic success in college; «[A] closer look at studies [on the subject] reveals some potential problems with the notion of causality,» reads the report.

Not exact matches

Perhaps junior hockey team owners and general managers should require that their players have ACT scores at least at the national averages, good academic success in high school, and be good candidates for college before they accept them on the team.

Stellar grades in college could hurt — rather than help — women new to the job market, according to a new study that suggests employers place more value on the perceived «likability» of female applicants than on their academic success.

«Parents» belief that a child will attend college plays big role in early academic success.»

Pasadena, CA — Pomona College junior and returning Carnegie Observatories intern Sal Fu was awarded a Barry M. Goldwater Scholarship in recognition of her academic and research success and to support her continued «academic study and research in the fields of science, mathematics, and engineering.»

Today, The Chronicle of Higher Education ranks CCNY # 2 among public colleges with the greatest success in ensuring the social mobility of our student body; at the same time the Center for world University Rankings places it in the top 1.2 % of universities worldwide in terms of academic excellence.

The Pomona College Summer Research Scholars Program provides students with a unique combination of laboratory, academic and professional skill development, designed to facilitate success in biomedicine.

Conversations about access to higher education often focus on affordability issues, but poor academic preparation is an equally significant barrier to success in college, says Long, academic dean at the Harvard Graduate School of Education.

The MIT authors conclude that previous findings of strong MCAS performance in middle school are consistent with later measures of academic success, specifically those that are indicators of improved college readiness.

We believe that if schools and school systems clearly define their graduate outcomes for students to include not only the courses or subjects they need to pass but also Deeper Learning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college and career.

College - and career - prep curricula might look different, but the basic academics required for success in postsecondary life must be embedded in whatever curriculum a high school student pursues.

Long, Academic Dean and the Saris Professor of Education and Economics at the Harvard Graduate School of Education, will discuss the state of college access and success in the United States and discuss evidence - based ways to better support students striving for a postsecondary credential.

While higher education has made necessary strides in the past few decades, as Jack recently wrote in The New York Times, «they have thought less about what the inclusion means for academic life, or how colleges themselves might need to change to help the least advantaged on their road to success.»

The first sentence reads, «Over the past few years, Governors and Chief State School Officers have developed and adopted rigorous academic content standards to prepare all students for success in college and careers in the 21st Century.

After congratulating the nation for working to amass current successes — including financial aid options that have «finally opened the doors of college to all Americans,» state - developed academic standards, the creation of a voluntary national test, technology in the schools, and an emphasis on class - size reduction — Clinton outlined his proposal to drive public education into the 21st century.

The Boston - based entrepreneur argued more rigorous academic standards in the United States has seen a shift towards measuring students» critical thinking and problem - solving skills and preparing them for college (university) and career success in the 21st century.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

A caterer, an actress and an accountant were among professionals going back to their old school to inspire the current generation to academic success and career confidence under a scheme setting up «old school tie» networks in state schools and colleges.

Rigorous academics prepare students for admission and success in California's community colleges and universities — as well as in apprenticeships and other postsecondary programs.

They understand and actively work to eliminate gaps in school success between different groups of students, as measured by academic achievement, high school graduation rates, and preparation for college and other postsecondary pursuits.

We find that non-cognitive skills are associated with academic subjective expectations of college success and objective performance in college, even after controlling for cognitive ability and time spent studying, but the relationship between specific non-cognitive skills, academic subjective expectations and academic objective performance varies across disciplines.

Demonstrated by efforts like the Excellence in Academic Advising program or the Integrated Planning and Advising for Student Success (IPAAS) initiative, the question of how to improve advising to ensure student success is gaining traction at colleges and univerSuccess (IPAAS) initiative, the question of how to improve advising to ensure student success is gaining traction at colleges and universuccess is gaining traction at colleges and universities.

In her role as chief academic officer for Boston Public Schools, she is committed to eliminating racial achievement disparities while improving student learning results so that students of all races and cultures receive an equitable and excellent education that enables them to thrive and experience success in college, career and lifIn her role as chief academic officer for Boston Public Schools, she is committed to eliminating racial achievement disparities while improving student learning results so that students of all races and cultures receive an equitable and excellent education that enables them to thrive and experience success in college, career and lifin college, career and life.

A third report, Small High Schools at Work: A Case Study of Six Gates - Funded Schools in New York City, from the Academy for Educational Development, takes a close look a handful of these new small schools, focusing on particular practices associated with student success: intermediary support, personal and academic support, effective instructional practices, and college preparation.

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.

(a) In grades kindergarten through five, the program shall be designed by a certified school counselor in coordination with the teaching staff, and any appropriate pupil personnel service providers, for the purpose of preparing students to participate effectively in their current and future educational programs, to provide information related to college and careers, and to assist students who may exhibit challenges to academic success, including but not limited to attendance or behavioral concerns, and where appropriate make a referral to a properly licensed professional and / or certified pupil personnel service provider, as appropriate, for more targeted supportIn grades kindergarten through five, the program shall be designed by a certified school counselor in coordination with the teaching staff, and any appropriate pupil personnel service providers, for the purpose of preparing students to participate effectively in their current and future educational programs, to provide information related to college and careers, and to assist students who may exhibit challenges to academic success, including but not limited to attendance or behavioral concerns, and where appropriate make a referral to a properly licensed professional and / or certified pupil personnel service provider, as appropriate, for more targeted supportin coordination with the teaching staff, and any appropriate pupil personnel service providers, for the purpose of preparing students to participate effectively in their current and future educational programs, to provide information related to college and careers, and to assist students who may exhibit challenges to academic success, including but not limited to attendance or behavioral concerns, and where appropriate make a referral to a properly licensed professional and / or certified pupil personnel service provider, as appropriate, for more targeted supportin their current and future educational programs, to provide information related to college and careers, and to assist students who may exhibit challenges to academic success, including but not limited to attendance or behavioral concerns, and where appropriate make a referral to a properly licensed professional and / or certified pupil personnel service provider, as appropriate, for more targeted supports.

As increasing focus is put on college and career readiness, we're working hard to better understand the evolving landscape and adapt to ensure that we are providing students with the opportunity to learn academic and fundamental skills like teamwork, critical thinking, and problem - solving in order to achieve success in credit - bearing two - or four - year colleges or workforce training programs.

As a vast body of research now makes clear, young people's success in school, college, the workplace, and the rest of life depends not just on their mastery of core academic content and skills but also — and often to a greater degree — on their beliefs and attitudes, personal dispositions, relationships, emotional intelligence, creativity, nutrition, mental health, knowledge about college and work opportunities, financial resources, willingness to engage with new people and cultures, openness to new experiences, and more.

College Success Arizona works with community organizations working to prepare K - 12 students with the academic coursework and skills they need to get into and succeed in cCollege Success Arizona works with community organizations working to prepare K - 12 students with the academic coursework and skills they need to get into and succeed in collegecollege.

Rigorous academic standards are important for student success in college and career, but views differ on whether standards should be developed at the federal or state level.

Violeta Ramos is a Success Adviser, for College Success Arizona, working with college students in Northern Arizona and in the Phoenix area, navigate the academic and personal challenges that come with cCollege Success Arizona, working with college students in Northern Arizona and in the Phoenix area, navigate the academic and personal challenges that come with ccollege students in Northern Arizona and in the Phoenix area, navigate the academic and personal challenges that come with collegecollege.

The CSA Interns will support the College Success Academy team in running the logistical aspects of the academic year sites in Allston - Brighton, including maintaining site supplies, staffing the site headquarters, and helping to supervise study hall.

Recommended Classes for College Success The academic rigor of your child's high school courses is an important factor in the college admission pCollege Success The academic rigor of your child's high school courses is an important factor in the college admission pcollege admission process.

BART prepares all students for success in college by promoting the mastery of academic skills through a rigorous, individualized program.

Central to this cause is support for effective implementation of higher academic standards in English language arts, mathematics, science, social studies and other subjects that reflect the knowledge, skills, and practices that students need to be prepared for success in college and careers.

Finally, the Committee supports high school graduation requirements that ensure all students graduate with exposure to the full range of Kentucky's higher academic standards and with experiences that put them on a strong path toward success in college and careers.

Her dissertation study investigates the realities of college learning for students, the literacy skills needed for success in college, and the experience of students as they transition from secondary to postsecondary academic environments.

Announced in June 2014 as a $ 10 million, five - year commitment, UBS NextGen Leaders is the firm's signature Americas education initiative which connects lower - income, first - generation college - goers with competitive schools and comprehensive resources to position them for academic and career success.

Holding all students to high academic standards that prepare them for success in college and careers.

Following a holistic approach, Conexión Américas has developed nationally - recognized programs that support more than 6,000 Latino families in achieving their American dream annually: learning English, purchasing homes, supporting their children's academic success and path to college, and becoming an integral part of Nashville's social, cultural, and economic vitality.

With your support of publicly funded programs such as quality early childhood education, college and career prep, STEM initiatives, arts education, and extended - day learning, we will help existing schools work towards closing the achievement gap and help prepare our students for success in academics and in life.

After a career in traditional public education, Dr. Nichols said that she was attracted to the administrative position at IPA because of the single - gender model focused on equipping girls for academic success in high school, college, and in life.

Decades of research argue that students need a balance of academic and social and emotional competencies for success in college, careers, and life.

She hopes to pursue an academic career and also continue to do research on programs and interventions in high school and college contexts that promote academic persistence and success for low - income and working class students of color.