Sentences with phrase «achievement of all children across»

All of which are designed to share our knowledge and understanding of how schools can use PE and school sport to improve the wellbeing, leadership skills and achievement of all children across the whole school.

Not exact matches

He argued: «Research suggests that if you take out the different school factors and you compare the achievements of children in the same school it would be as small as 0.02 per cent of the difference, so it's clearly not a geographical thing, it's a wide - spread issue across the board.»

In the infant - toddler years, these take the form of sensitive - responsiveness, which is known to foster attachment security, 1 and mutually - positive parent - child relations, which themselves promote child cooperation, compliance and conscience development.2 In the preschool through adolescent years, authoritative (vs. neglectful) parenting that mixes high levels of warmth and acceptance with firm control and clear and consistent limit - setting fosters prosocial orientation, achievement striving, and positive peer relations.3, 4,5 Across childhood and adolescence, then, parenting that treats the child as an individual, respecting developmentally - appropriate needs for autonomy, and which is not psychologically intrusive / manipulative or harshly coercive contributes to the development of the kinds of psychological and behavioural «outcomes» valued in the western world.

WHEREAS, research shows that women are substantially less likely to self - select or be recruited for elective office, this gender gap in political ambition persists across generations and over time and that qualified female candidates who are equally or more qualified than men are often seen as less qualified or less viable than male candidates; and WHEREAS, research confirms that the presence of more women in a governing body leads to greater transparency and a focus on progressive policies such as closing the funding and achievement gaps in education, closing gaps or loopholes in contraception coverage and affordable health care, closing the wage gap, and removing obstacles that contribute to poverty of women & children; and

Now a new study of a large ethnically and socioeconomically diverse group of children from across the United States has identified poor planning skills as one reason for the income - achievement gap, which can emerge as early as kindergarten and continue through high school.

Data - driven instruction began its spread across the country about a decade ago, in the footsteps of the No Child Left Behind requirement that schools administer yearly achievement tests.

Consistent with the prior studies, in this objective evaluation, KIPP students outperformed the comparison children on numerous measures of achievement, across a range of subject areas.

The Medal for Education Impact will honor practitioners, policymakers, and researchers who work across their individual spheres of influence and whose careers are dedicated to education opportunity, achievement, and success for all children.

If you offer people better schools — schools that you can prove are better, not just assert are better, and not just in terms of achievement but across a number of domains that are important for kids — and if they're accessible and affordable, people will send their children to them.

The educational attainment of parents varies widely across the North American continent, and those differences can have a significant impact on the academic achievement of their children, a report says.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Students» school reports were once the cornerstone of communication to parents: a much anticipated (sometimes dreaded) document that offered a final reckoning of a child's achievement across a range of subjects each semester.

Having served 1,400 students annually for the past two years, and hundreds annually before that, and boasting an average pass - rate for original credit courses of 91 % each year, Bend - La Pine has fine - tuned their online learning programs to meet the many and varied needs of students across the district, including: • How to use online learning to help balance student schedules • How to monitoring student progress carefully to stay on track • How to involve parents to keep them aware of their child's achievement or problem areas • Lessons learned from launching a Virtual School Program

The competition, supported by Capita SIMS, is now in its sixth year and offers teachers across the country the chance to win a grant of up to # 15,000 for their innovative idea to raise the achievement of disadvantaged children in maths, English or science.

Family, Neighborhood, and School Settings Across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

Looking at achievement trends across these different assessments raises questions about the effectiveness of our current approach to school reform in the U.S.. By 2008 and certainly by 2012, we should have seen evidence of a positive impact on achievement from the test - driven reforms of the No Child Left Behind Act of 2002 (NCLB).

Roger Weissberg, chief knowledge officer for the Collaborative for Academic, Social, and Emotional Learning (CASEL), one of the nation's leading organizations in the field of SEL research, evaluation, and best practices, credits decades of «strategic, steady work» across research, policy, and practice, in helping to highlight the benefits of SEL in delivering a whole child — centered education that supports academic achievement.

My research explores how equity - focused school leadership can be used as a lever to improve Black children and youth's academic achievement and socio - emotional well - being across a range of K - 12 educational settings.

However the charter school industry's «no - excuses» approach, primarily aimed at children of color, is the hallmark of the charter school industry across the nation, including at Achievement First, Inc., the large Connecticut - based charter school chain with schools in Connecticut, New York and Rhode Island.

The winners will be awarded a first - year grant of up to $ 6 million, totaling up to $ 30 million across the life of the grant, to support cradle - to - career services that improve the educational achievement and healthy development of children in underserved neighborhoods.

Wisconsin, with good but stagnant achievement levels overall and some of the worst results in the U.S. for minority children, has not been a player on teacher reform issues that have swept across the United States.

Every child deserves equity - oriented principals who partner with families, staff and colleagues to elevate teaching practices and the achievement of students across classrooms and schools.

Poverty in particular has been a persistent and overwhelming predictor of poor outcomes on all measures of child achievement and wellbeing across the United States, which several decades of school reform have not been able to change.

What Secretary of Education Arne Duncan and governors across the country want to show the voting public is that corporate reform and privatization of our schools is the answer to the achievement gap between children living in urban and suburban districts, as well as between the US and the rest of the world.

Family engagement is a shared responsibility of families, schools, and communities for student learning and achievement; it is continuous from birth to young adulthood; and it occurs across multiple settings where children learn.

Putting aside the reality that the actual number of poor parents with four or five children in the school system is extremely low, the stunningly ignorant and disturbing approach to «doing something» about the crippling impact of poverty in Hartford is a stark reflection about how out - of - touch many in the Corporate Education Reform Industry actually approach the real issues that are limiting educational achievement in Hartford and other poor communities across Connecticut and the nation.

Tectonic social changes — including demographic shifts that have placed most women with school - age children in the labor force, research breakthroughs in the learning sciences and in socio - emotional and brain development, and daunting national achievement worries — have all converged to place a major new emphasis on the quality of a child's learning experiences throughout the typical school day, after school, weekends, and across the year, including summers.

Significant gains were seen in student achievement of the K - 2 Literacy and Math Assessments across all of the sub-groups of children.

As leaders and educators, we know that enrollment of minority students is not equally balanced across schools, and that today's children see variations of the segregation their grandparents faced in past decades.1 We know that poverty is becoming more concentrated, and that, in the 2015 - 16 school year, 65 percent of students attending city schools did so in high - poverty or mid-high poverty districts.2 We also know that achievement gaps persist among low income3, special education4 and minority students.5

A substantial body of research shows that children with involved fathers fare better across nearly every measure of child wellbeing, from cognitive development and educational achievement to self - esteem and pro-social behavior.

The research shows that foster care can lead to benefits across a range of domains including antisocial behaviour, 21 sexual activity, 22 school attendance and academic achievement, 23 social behaviour and quality of life24 compared with children who remain at home or who reunify following foster care, and that enhanced foster care can produce even better outcomes in terms of fewer mental and physical health problems.25

the achievement gap persists and may even widen across the school years, 16,17 it is critical that high - risk children begin school with as successful of a start as possible.

In a study of math and science achievement across 11 countries, the two countries in which the children of single parents were most disadvantaged were the United States and New Zealand.

Studies consistently suggest that exposure to trauma or chronic early life stress may impair the development of executive function skills.6, 7,9,10,11 These skills appear to provide the foundation for school readiness through cognition and behaviour.3, 12 Children with better executive function skills may be more teachable.3 Indeed, in a high - risk sample, children with better executive function skills at the beginning of kindergarten showed greater gains in literacy and numeracy than children with poorer initial skills.12 Considering there is evidence that the achievement gap persists and may even widen across the school years, 16,17 it is critical that high - risk children begin school with as successful of a start as pChildren with better executive function skills may be more teachable.3 Indeed, in a high - risk sample, children with better executive function skills at the beginning of kindergarten showed greater gains in literacy and numeracy than children with poorer initial skills.12 Considering there is evidence that the achievement gap persists and may even widen across the school years, 16,17 it is critical that high - risk children begin school with as successful of a start as pchildren with better executive function skills at the beginning of kindergarten showed greater gains in literacy and numeracy than children with poorer initial skills.12 Considering there is evidence that the achievement gap persists and may even widen across the school years, 16,17 it is critical that high - risk children begin school with as successful of a start as pchildren with poorer initial skills.12 Considering there is evidence that the achievement gap persists and may even widen across the school years, 16,17 it is critical that high - risk children begin school with as successful of a start as pchildren begin school with as successful of a start as possible.

As research across neuroscience, developmental psychology, and economics demonstrates, early social - emotional, physical, and cognitive skills beget later skill acquisition, setting the groundwork for success in school and the workplace.15 However, an analysis of nationally representative data shows that 65 percent of child care centers do not serve children age 1 or younger and that 44 percent do not serve children under age 3 at all.16 Consequently, child care centers only have the capacity to serve 10 percent of all children under age 1 and 25 percent of all children under age 3.17 High - quality child care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and development.19

Research consistently indicates that children with more developed executive function skills prior to kindergarten experience greater school success.6, 7 For academic achievement, these skills may scaffold language and mathematic success.12 In fact, in a low - income sample of children, researchers have found that executive function skills prior to kindergarten predict growth in both numeracy and literacy skills across the kindergarten year.12 A successful transition to school may be particularly critical for children who have faced high levels of adversity and may be at risk for poorer school performance.

The basic finding is of considerable consistency across the transition in terms of mothers», fathers», and children's characteristics; both mothers» and fathers» authoritative parenting style during the preschool period explains significant variance in children's academic achievement and externalizing or internalizing behaviour with peers two and three years later.

In Illinois and in states across the country, the Ounce advocates for early childhood education programs that are proven to be effective in narrowing the achievement gap and that support the healthy development of vulnerable young children.

Children with behaviour problems: the influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of school.

Only a few studies, including two of our own, assess families during the preschool period and again after the child has entered elementary school.8, 12,13 The basic finding is of considerable consistency across the transition in terms of mothers», fathers», and children's characteristics; both mothers» and fathers» authoritative parenting style during the preschool period explains significant variance in children's academic achievement and externalizing or internalizing behaviour with peers two and three years later.

Acelero Learning is a pioneering provider of early childhood education and family engagement services, all of which are focused on closing the Achievement Gap for thousands of Head Start children and families across the country.

There is evidence that maltreated children are at greater risk for lifelong health and social problems, including mental illnesses, criminality, chronic diseases, disability1 and poorer quality of life.2 A history of child maltreatment is also associated with lower adult levels of economic well - being across a wide range of metrics, including higher levels of economic inactivity, lower occupational status, lower earnings and lower expected earnings.3 Existing research suggests a ripple effect caused by lower educational achievement, higher levels of truancy and expulsion reducing peak earning capacity by US$ 5000 a year4 or an average lifetime cost of US$ 210012 per person1 when considering productivity losses and costs from healthcare, child welfare, criminal justice and special education.

Meta - analyses of studies conducted between 1950 and 1999 indicated that children from divorced homes function more poorly than children from continuously married parents across a variety of domains, including academic achievement, social relations and conduct problems (Amato, 2001).