Sentences with phrase «achievement of disadvantaged children»

I believe ACER has a significant contribution to make to important education debates in the UK and other EU countries, in particular addressing the challenge of under - achievement of disadvantaged children and contributing to the UK government's national plan to improve social mobility through education: Unlocking Talent, Fulfilling Potential.

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.

Additionally, Northamptonshire is one of the worst - performing local authority areas in the country for the achievement of disadvantaged children at Key Stage 2, and Derby and Nottingham were among the 10 lowest ranking local authority areas nationally for GSCE examinations.

Not exact matches

Assessing such evidence, Heckman says policymakers intent on closing the achievement gap between affluent and poor children must go beyond classroom interventions and supplement the parenting resources of disadvantaged Americans.

But the media take - away from the Report, that school quality does not affect children's achievement, was disturbing, especially coming one year after passage of Lyndon Johnson's Great Society Programs, a cornerstone of which was that improving schooling for disadvantaged children would reduce economic inequality in the U.S.

In an effort to improve the achievement levels of their most disadvantaged students, the Dade County schools have launched a large new program this year that will place more than 17,000 elementary - school children in classes of 15 or fewer.

Class size is more important than the length of the school day in the achievement of disadvantaged kindergarten children, concludes a study by the Chicago Board of Education.

During the era of No Child Left Behind very little progress has been made in narrowing the achievement gap between advantaged and disadvantaged students.

Paul Tough follows his excellent book about Geoffrey Canada and the Harlem Children's Zone with one on improving the school achievement and life chances of disadvantaged cChildren's Zone with one on improving the school achievement and life chances of disadvantaged childrenchildren.

Also in line with current studies is the report's finding that «for any groups whether minority or not, the effect of good teachers is greatest upon the children who suffer most educational disadvantage in their background, and that a given investment in upgrading teacher quality will have most effect on achievement in underprivileged areas.»

On November 26, 2002, — after almost a year of discussion and debate — final regulations regarding the Title I: Improving the Academic Achievement of the Disadvantaged section of the No Child Left Behind (NCLB) Act were released.

Charter schools such as KIPP and the Harlem Children's Zone Promise Academy have large positive effects on the academic achievement of their (mostly disadvantaged) students.

For example, in describing the results of Title I, Jennings concludes, «In a nutshell, the billions of dollars spent on Title I had at best a modest effect on the academic achievement of the disadvantaged students who participated in the program...» On No Child Left Behind (NCLB), he writes, «So it truly was a mixed bag.

She's referring to what's known as the achievement gap in the United States — the persistent disparity in educational, and hence economic, success of its disadvantaged, and disproportionately nonwhite, children.

The results are consistent with other studies that show a substantial return (up to 50 percent of a standard deviation on standardized achievement tests) to achievement from observed classroom quality, with greater effects often accruing to children with higher levels of risk and disadvantage.

The positive impact that outdoor play has on children in terms of concentration and academic achievement means those schools which don't prioritise play could be at a disadvantage

The positive impact that outdoor play has on children in terms of their concentration, academic achievement, physical fitness and overall wellbeing means those schools which don't prioritise play could be at a serious disadvantage.

Fundamentally a network of local level volunteers dedicated to making assessment fair, open and educationally sound, our goal is to open the doors to disadvantaged children by removing barriers to achievement, while improving the quality of education for everyone.

In a more recent, longitudinal study on schools implementing special strategies for educating disadvantaged children, Stringfield et al. (1997) found that the schools demonstrating the greatest achievement gains worked hard at both initial implementation and long - term maintenance of an innovation.

We know that the tests have caused the achievement gap to widen as the scores of economically disadvantaged students plummeted, and that parents are reporting that low - scoring children feel like failures.

«SST is in good standing with the TEA and our students» achievements show that we have a history of providing high - quality STEM education to primarily economically disadvantaged children,» Nalcaci said.

The weight states give to closing achievement gaps is an important factor, said Amy Wilkins, the vice president for government affairs and communications of the Education Trust, a Washington - based group that advocates on behalf of disadvantaged children.

«These disadvantages show up as part of the achievement gap, discrediting capable children who struggle with medical issues, not learning issues.»

No Child Left Behind required all schools to bring all students to high levels of achievement but took no note of the challenges that disadvantaged students face.

In fact, according to the Annie E. Casey Foundation, half of the school achievement gap between economically - disadvantaged young children and their more affluent peers starts before kindergarten.

Harvard Graduate School of Education has selected Louisville as one of six cities to participate in a program that will develop ways to close the achievement gap for socio - economically disadvantaged children.

No Child Left Behind, on the books since 2002, was supposed to close achievement gaps for disadvantaged students (racial and ethnic minorities, low - income students, youngsters with special needs and English learners) and to eliminate what President George W. Bush decried as «the soft bigotry of low expectations.»

While white, black and Hispanic children all made modest test score gains in DC since 2003, the Rhee agenda has not significantly narrowed achievement gaps between the various demographic groups, nor has it brought disadvantaged DC youth up to the national average scores for peers of their same race and class in other cities.

ESEA, Title I, Improving the Academic Achievement of the Disadvantaged $ 14.4 Billion Funding based on the population of children living below the federal poverty level (FPL) and the state expenditure per pupil.

While each subgroup of students — including economically disadvantaged children — made progress this year, achievement gaps remained stubbornly large: 92 percent of white students were proficient in reading, for example, compared with 52 percent of Hispanic students, 44 percent of black students and 42 percent of poor children.

The purpose of Title I, Part A Improving the Academic Achievement of the Disadvantaged is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach proficiency on challenging state academic achievement standards and aAchievement of the Disadvantaged is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach proficiency on challenging state academic achievement standards and aachievement standards and assessments.

The study has also amplified the potential of community based ECE programmes in boosting school readiness and therefore offers promise in narrowing achievement gaps for children from disadvantaged backgrounds.

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.

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

Professor Heckman's value analysis of these programs reveals that investing in early childhood development for disadvantaged children provides a high return on investment to society through increased personal achievement and social productivity.

Title I of the Elementary and Secondary Education Act (ESEA) * is intended to improve the academic success of disadvantaged children by providing funds to help schools raise academic achievement and close the achievement gap; hire, train, and retain well - qualified teachers; and reduce dropouts.

Professor Heckman's economic analysis of these programs reveals that investing in early childhood development for disadvantaged children provides a great return to society through increased personal achievement and social productivity.

Preventing the achievement gap, improving health outcomes, boosting earnings and providing a high rate of economic return — this one - page document summarizes the benefits of investing in quality early childhood education for disadvantaged children.

Postnatal depression, particularly in disadvantaged communities, has been shown to be associated with impairments in the child's growth, 36 and his / her social, emotional, and cognitive development.37 By school age, children of women who suffer postnatal depression are at risk for showing externalising and internalising behavioural problems, and they have lower social skills and academic achievement.38 A key way in which maternal depression affects children's development is by disrupting the mother - infant relationship as well as routine parenting functions, 37 and two studies have shown that HIV infection is associated with similar disturbances in mother - child interactions.13, 39 Currently, no studies in the HIV literature have examined maternal psychosocial functioning in relation to mother - child interactions or child development.

In 1994, Washington founded the The MaliVai Washington Kids Foundation, which promotes academic achievement and positive life skills to disadvantaged children through the game of tennis.