Sentences with phrase «achieve good grades in»

We helps students to achieve good grades in exam by providing online help in various subjects and these services focus on timely completion of Assignment writing task.

I was never able to achieve good grades in my coursework, but thanks to your expert team who helped me in writing a fantastic coursework.

«And for those 17 - year - olds who have struggled to achieve good grades in maths, we are seeing 4,000 more successful re-takes of those exams; delivering better prospects for every one of those young people.»

Private schools fared better, with only one third (33 per cent) of schools failing to achieve a good grade in their inspection, but this is still higher than generally across the country.

Our ambition is to help students achieve better grades in school.

We would be happy to help you achieve better grades in school.

Not at all, because writing skills of students are average and that is why students fail in achieving good grades in management term papers.

At last resort to achieve good grade in my university I thought to buy my research paper from Instant Assignment Help on Nursing which helped me in scoring good grades.

Instant Assignment Help aims to shorten the academic gap between professional writers and students so that the latter can share their assignment writing concerns without any inhibitions and achieve the best grades in the final evaluation.

After taking Assignment help from our professionals, many students have achieved the best grades in their Exam

Not exact matches

Average gold grades achieved in the June half from Karouni were also quite good at 3.37 grams per tonne for the 357 000 tonnes of ore mined.

Encha Founder identified the three Encha grades with our farmer from the 1st (May) and 2nd (late June) harvests in order to achieve the best natural taste, preparing Encha as tea, latte or smoothie, without adding sugar.

Following on from that we have received an interim visit in early 2013 and a full inspection in late September 2013, and we achieved the grade of «Good» with the lead inspector offering the following comments;

Could Jamal have achieved equally good grades in his original school?

A new poll has revealed that high school students with a desk in their bedroom get better grades in exams, as 51 % of parents with children that achieved five or more A * to C graded confirmed that their child's bedrooms were equipped with desks or dedicated study areas; compared to just 18 % of those who failed their GCSE's having a desk.

«There are always caveats with this type of analysis, but the results suggest that students participating in the Silver CREST Awards achieve about half a grade higher on their best science GCSE result on average compared with a statistically - similar control group.

College reports published by the education standards» watchdog for February to April 2016 reveal almost three quarters (71 %) of colleges that achieved a «Good» grade were shown to have good self - assessment and improvement planning in plGood» grade were shown to have good self - assessment and improvement planning in plgood self - assessment and improvement planning in place.

They begin the school year on track to achieve low grades and, given that the best predictor of performance in the later years of school is performance in the earlier years, many of these students receive low grades year after year.

Getting good grades and into college does not in itself fulfill the demands of purposefulness; even the desire to achieve these ambitions so as to make a good living and raise a family, while better, does not fully qualify.

(Btw, some argue that students with relatively mild disabilities are achieving well in charters, but I'd love to see more hard data proving that in charters kids at risk for special ed are not being labeled, and / or they're being exited from sped at higher rates after meeting grade level standards.)

If all students are going to be achieving at grade level or better in reading and mathematics by 2014, progress must come faster.

Dame Martina Milburn, chief executive at The Prince's Trust, commented: «While young people are painfully aware of the importance of getting good grades and under incredible pressure to achieve them, this report shows that the life and character skills considered key to success in their working lives are at risk of being overlooked.»

And while these needs include being supported to achieve good grades and personal goals, the survey - which received over 2,000 responses from students - revealed that «feeling stress - free» was in fact more important to students than meeting parental or teachers» expectations.

They cite a 2014 UK study showing students who attended two to three years of preschool achieved higher overall exam scores, better grades in English and maths, and took more final year exams.

The research questioned 1,000 teenagers across 13 schools in Northern Ireland and found that 41 per cent of pupils who used portable games players «a couple of times a day» achieved five good grades at GCSE, as opposed to 77 per cent of pupils who rarely played.

Ormiston Forge Academy in Cradley Heath capped a remarkable year with 84 per cent of the A level cohort achieving three or more passes at grades A * - E. Just 18 months after the Academy was judged as Good by Ofsted and in the same year it was designated as a National Support School, every indicator at Key Stage 5 has improved yet again.

Compared to traditional instructional methods, students engaged in small - group learning achieve higher grades, retain information longer, and have reduced dropout rates, improved communication and collaboration skills, and a better understanding of professional environments (Johnson, Johnson, & Stanne, 2000; Springer, Stanne, & Donovan, 1997; Terenzini, Cabrera, Colbeck, Parente, & Bjorklund, 2001; cited in Oakley, Felder, Brent, & Elhajj, 2004).

Students are likely to be intrinsically motivated if they attribute their educational results to factors under their own control, believe they have the skills to be effective agents in reaching their desired goals, and are interested in mastering a topic, not just in achieving good grades.

The contrast in achievement is not a recent trait, however, with research showing that as far back as the 1950s — in the era of the O - level — girls achieved better grades.

In other words, the policy response has been to confirm existing practice — to set clear curriculum expectations for each year of school and to judge and grade all students on how well they achieve those expectations.

Thirty - four students achieved AAB grades or higher including in at least two «facilitating» subjects, which give students the best chance of winning places at top universities.

An alternative to simply holding all students in the same year of school to the same year - level expectations and judging and grading them on how well they achieve those expectations is to expect every student to make excellent progress in their learning, regardless of their starting point.

Overall more than three - quarters of students (78 %) achieved a Grade 4 or better in English and maths, with a 4 the new grade set by the Government as a pass.

• A new intergenerational study shows that for 76 % of 15 - 17 year olds, studying hard for good exam results is their biggest priority for the coming year; and they are preparing to sacrifice friendships, family time, hobbies and even sleep to achieve this, • In fact 57 % of 15 - 17 year olds feel school work must come before anything else if they want to do well in the future • And only 39 % of this age group think being happy is more important than good grades • Yet half (51 %) of UK business leaders calls on teens to develop broader life / work skills before leaving education A new report launched today by National Citizen Service (NCS) reveals that the UK ¹ s 15 - 17 year olds feel under significant pressure to excel in exams at the expense of other life skills, experiences, healthy relationships and even their own happiness, suggesting that they are struggling to juggle the demands of young adulthooIn fact 57 % of 15 - 17 year olds feel school work must come before anything else if they want to do well in the future • And only 39 % of this age group think being happy is more important than good grades • Yet half (51 %) of UK business leaders calls on teens to develop broader life / work skills before leaving education A new report launched today by National Citizen Service (NCS) reveals that the UK ¹ s 15 - 17 year olds feel under significant pressure to excel in exams at the expense of other life skills, experiences, healthy relationships and even their own happiness, suggesting that they are struggling to juggle the demands of young adulthooin the future • And only 39 % of this age group think being happy is more important than good grades • Yet half (51 %) of UK business leaders calls on teens to develop broader life / work skills before leaving education A new report launched today by National Citizen Service (NCS) reveals that the UK ¹ s 15 - 17 year olds feel under significant pressure to excel in exams at the expense of other life skills, experiences, healthy relationships and even their own happiness, suggesting that they are struggling to juggle the demands of young adulthooin exams at the expense of other life skills, experiences, healthy relationships and even their own happiness, suggesting that they are struggling to juggle the demands of young adulthood.

These revealed almost three quarters (71 %) of colleges that achieved a «Good» grade were shown to have good self - assessment and improvement planning in plGood» grade were shown to have good self - assessment and improvement planning in plgood self - assessment and improvement planning in place.

Likewise, high - performing students appear to react best to high grading standards when placed in low - achieving classrooms.

This should build students in order to achieve the best grades.

Since the grades assigned vary much less across classrooms than does students» performance on standardized tests, high - achieving students should be more likely to earn high grades in classrooms where the other students, on average, do not perform well on external assessments.

We also found that higher - achieving classes, as measured by their average 3rd - grade test score in the relevant subject, may fare somewhat better than lower - achieving classes under teachers with tough grading standards.

As is well known, the federal No Child Left Behind Act of 2002 (NCLB) required states to test students annually in grades 3 - 8 (and once in high school), to report the share of students in each school performing at a proficient level in math and reading, and to intervene in schools not on track to achieve universal student proficiency by 2014.

Tauheedul Islam Girls» School in Blackburn and Darwen also appeared high in both tables and achieved at «best 8» grade score of A minus.

The review found less than half of pupils take a GCSE in a language, with only one third of pupils achieving a good GCSE grade in a language.

In particular, more disadvantaged pupils are getting good grades in English and Maths, and more are sitting and achieving the English BaccalaureatIn particular, more disadvantaged pupils are getting good grades in English and Maths, and more are sitting and achieving the English Baccalaureatin English and Maths, and more are sitting and achieving the English Baccalaureate.

The report found interviewees from schools with negative Progress 8 scores felt that pupils» best — rather than their first — assessment entry should be counted, to reflect those who achieve higher grades in resits, for example.

And yet the «coasting» measure adopted by the government will not identify the schools in greatest danger of coasting — those with socially advantaged pupil intakes who achieve outwardly good GCSE and A level grades, but not anything like good enough when the quality of their intake is taken into account.

LS are provided in targeted intervention courses as well as integrated into content courses to help struggling learners catch up and achieve at and beyond grade level.

There is a target for 70 % of pupils to achieve a good grade at GCSE maths in the next three years, up from 59 % at present.

In maths, those achieving a C grade or better increased from 62.4 % to 63.3 %.

For example, Keith Lance reports in the 2000 Colorado study, How School Librarians Help Kids Achieve Standards: «Schools with well - developed library media programs average 10 % to 15 % higher on fourth grade reading scores and 18 % higher on seventh grade reading scores than schools where libraries are less developed.

London has the best results, with 72 % achieving A * to C grades, compared with 65 % in the Yorkshire and Humber region.