Sentences with phrase «achievements in school and in life»

This training will provide relatively simple educational and psychological interventions that target these factors and can transform students» experiences and achievements in school and in life.

Not exact matches

We all want our kids to do well in school and to master certain skills and concepts, but our largely singular focus on academic achievement has resulted in a lack of attention to other components of a successful life — the ability to be independent, adaptable, ethical, and engaged critical thinkers.

PHILADELPHIA --(April 19, 2018)-- The Wistar Institute and partners at the Perelman School of Medicine at the University of Pennsylvania, Inovio Pharmaceuticals, and GeneOne Life Science were recognized among the Top 10 Clinical Research Achievement Awards by the Clinical Research Forum for their ground - breaking phase 1 DNA - based Zika vaccine research — the first trial of a Zika vaccine in humans, which proved safe and effective.

For me, widespread access to the internet and social media took off while I was in college, so while my first employers could have Googled me, the most they would have found is high school or college graduation announcements or achievements in my adult life.

He knows achievement is essential to functioning in today's society, and the book has an extensive chapter on the ramifications of failure in school achievement for life, health, and income.

As our schools serve greater numbers of Hispanic students and fewer whites, for example, we should expect achievement to decline somewhat because Hispanic students, who are more likely to live in poverty, tend to perform at lower levels, on average, than whites.

Filmed during the 2013 school year, this year - in - the - life story follows the struggles and achievements of these educators as they mentor their students to overcome challenges and do their best.

Using real life examples from schools that have embarked on their own global learning journeys with impressive results in terms of pupil motivation and achievement, our programme ensures you have the opportunity to identify the issues and solutions relevant to your own school community.

Christensen is aware of the strong class differences among children as reflected in school achievement, but he is convinced by research that shows that a great part of intellectual ability is determined by the experience of the first 36 months of life, particularly the amount and kind of language directed to children.

Diane Ravitch's The Death and Life of the Great American School System, Linda Darling - Hammond's The Flat World and Education, Richard Rothstein's Class and Schools, Daniel Koretz's Measuring Up, Tony Wagner's The Global Achievement Gap, and Deborah Meier's In Schools We Trust, among many others, are notable for their opposition to incentive - based reforms.

Evidence of student growth that goes beyond academic achievement drives home what so many of the Match leaders and corps members underscored as central to understanding Match Corps: tutoring Match - style is about human capital, relationship building, and providing students with the confidence to succeed, not only in school but in life.

That's not how it worked in the one - room schoolhouses of yesteryear, and it's oblivious to the many ways that children differ from each other, the ways their modes and rates of learning differ, how widely their starting achievement levels differ, and how their interests, brains, and outside circumstances often cause them to learn different subjects at unequal speeds — and to move faster and slower, deeper or shallower, at different points in their lives, even at different points within a «school year.»

He suggests that schools can have only a limited influence on closing the achievement gap between students who live in poverty and their more affluent peers unless school improvement is combined with broader social and economic reforms.

Looking at data from students who lived in the HCZ neighborhood and attended a Promise Academy charter school there, and others who only attended Promise, Fryer and Dobbie found that by eighth grade, both groups had closed the achievement gap in math.

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.

While full service and community school programs reinforce and extend the central importance of academic learning and achievement in children's lives, they also advocate for children in the larger contexts of family and community.

Many do not know that a preschool program, whether it's in a dedicated preschool or a through long day care, provides the foundation for your children's future health, happiness, growth, development and learning achievements at school and in life,» said Mrs Williams.

; 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.

Last year, Education Next published the findings of a study of the academic achievement of two groups: those who in adolescence lived in single - parent households and those who lived in two - parent households (see «One - Parent Students Leave School Earlier,» features, Spring 2015).

Schools that are recognising these facts of life are engaged increasingly with learners who not only demonstrate their achievement in raw attainment scores at GCSE and A-Level but who increasingly demonstrate their relevance to tomorrow's world, with digital skills and capabilities that will only become more relevant in future.

High Expectations Yield High Achievement High - end research in areas such as physics, electronics, and biotechnology is a way of life at Thomas Jefferson High School for Science and Technology in Alexandria, Virginia.

The Coleman Report concluded that parents» involvement in their children's lives had a vastly greater effect on achievement and eventual success than schooling did.

As we all strive to educate future citizens and recognize that focusing on academic achievement is not enough, The Other Side of the Report Card looks to be just what educators need to focus and assess on those elements needed for success in school and in life.»

Public expenditures on early childhood programs are nearly always justified as investments that will eliminate socioeconomic and racial gaps in school readiness and elevate subsequent student achievement and life success.

It is crucial to recognize that «reformers,» not educators, have driven this shift: In a 2008 survey, for instance, education pollsters Steve Farkas and Anne Duffett asked, «For the public schools to help the U.S. live up to its ideals of justice and equality, do you think it's more important that they focus equally on all students regardless of their backgrounds or achievement levels... or disadvantaged students who are struggling academically?»

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.

These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance — such as high student - teacher ratios, high student enrollments and high levels of students living in or near poverty.

This will require an effort for which the schooling we have received in recent decades almost unfits us, to rediscover and give new life and conviction to those elements of history and culture, the virtues, achievements, and consolations, that have at all times shaped and sustained civilization.

According to the Beginning School Study (1982), summer learning loss «accounts for most of the achievement gap between students who live in poverty and those whose families are better off».

This was done because students» achievement scores are depressed in schools with 50 - 75 % of students living in poverty and seriously depressed in schools with 75 - 100 % of students living in poverty (Puma et al., 1997).

In writing the Local Control Funding Formula, the Legislature wanted schools and districts to take a comprehensive look at school life and achievement.

As you apply the timeless principles embodied in The 4 Disciplines of Execution, you will discover greater capacity to both accomplish your school's objectives and help your students learn goal - achievement skills they can use throughout their lives to accomplish their own great purposes.

The Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learning.

For fifty years, the Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learning.

From recruitment to retention, employing great educators plays a larger role in student achievement than any other decision school districts make, and TalentEdge is designed to support the human resources, absence management, professional development and administration officials who facilitate the talent life cycle to empower K - 12 education.

Coordinated school health can positively affect student academic achievement and empower students with the knowledge, skills, and judgment essential to help them make healthy and responsible choices in life.

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.

But the lower levels of eighth - grade achievement serves as evidence of a point Dropout Nation has made over the past few years: That the generation of reforms that culminated with the passage of No Child aren't enough to help children master the knowledge they need — from algebra and statistics, to mastering the lessons from the Wealth of Nations and other great texts — for success in higher education and in life outside of school.

Those in high - poverty schools can benefit from the information provided in this book, as can anyone working in a school where an achievement gap exists between students who live in poverty and their more advantaged peers.

Watch this research - driven session to learn how to use early literacy best practices to boost reading achievement and give young learners the best start in school — and in life.

This goes for all races, but the trend is that many of the students with families living in poverty drop out of high school, or are just not getting the right education needed and end up on the lowest part of the achievement gap.

Recent developments have galvanized people anew to address the racial achievement gap, from a jarring 2013 report called» Race to Equity» that showed the gulf in quality of life between whites and blacks is wider here than nationally, to the current «Black Lives Matter» movement, which has called out racial inequities in numerous public institutions, including schools.

While not perfect, and no method is, the report shows that charter public schools are changing lives and continue to show achievement in spite of substantial restrictions — both economically and politically.

Saint Thomas Academy gives young men a challenging and stimulating high school experience designed to provide a solid foundation for achievements in later life.

AppleTree Institute works to close achievement gap by transforming early childhood education through the research, development, and dissemination of an evidence - based, high - quality instructional approach that prepares children for success in school, work, and life.

SEL skills, which include self - awareness, social - awareness, self - management, decision - making and forging relationships, are foundational competencies for achievement in school, work and life.

If access to public charter schools is sustained and accelerated in federal and state policy, the opportunity exists to lift student achievement, educational attainment and life outcomes for all students.

Schools need the capacity to create environments that value students of all backgrounds and to incorporate them into learning and school life in ways that strengthen their sense of connection and promote their academic achievement.

If the media had been told it was a Gala Dinner in which Malloy was going to celebrate the life of the Achievement First's champion and one of the nation's leading supporters of Charter Schools you can assume someone from the media would have realized it might be an opportunity to see what Malloy was preparing.

At a time when economic, social and educational inequities have contributed to a widening achievement gap across the nation, Community Schools have emerged as a promising strategy for addressing this opportunity gap and promoting success for all students, in school and in life.