Sentences with phrase «achieving high grades on»

These students achieve high grades on year - level expectations; and parents, teachers and students themselves are generally satisfied with this result.

At the other extreme, more advanced students often achieve high grades on what, for them, are middling year - level expectations and are not challenged or extended in their mathematics learning.

Not exact matches

PERTH - BASED junior explorer Galley Gold Limited will spend $ 2 million hunting gold elephants in Botswana, home of the natural pachyderm.After achieving high - grade gold hits with its recent 55 hole RC drilling on the Mupane prospect, near the border...

Then deducing whether or not each club is achieving its pre-season goals so far this season, the comparative high and low points so far for each club, expectations for the rest of the season and finally, placing a grade based on all of the aforementioned factors out of ten.

Young women hold their own in high school in science, math, and technology, achieving higher grades than men but scoring lower on math SATs.

Those who are most threatened achieve lower grade point averages and are twice as likely either not to finish high school or go on to college.

The academics believe spotting «procrastinators» who hand in work at the last minute early on and warning them of the dangers of the habit could help students achieve higher grades.

Benefits to School Life Looking at the lasting impact of LOtC experiences in terms of academic performance, Learning Away's recent research found that school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subject area.

The teacher will have a thorough material on marketing, that will let him or her achieve a significant improvement of the student's knowledge on this area, and additionally is a material cumulated during my last 8 years teaching the subject, fundamental on achieving classes with high grades as per our IB international standards.

«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.

Students who took Silver CREST achieved half a grade higher on their best science GCSE result compared to a statistically matched control group.

Drawing on a six - year study that closely followed more than one thousand high - achieving fifth - and sixth - grade African - American, Latino, Indochinese, and Caucasian students, Bempechat uncovers the family and school practices and attitudes that contribute to high achievement in at - risk children.

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

GM: «Those students can often achieve high grades, perform well on the expectations for the year level, without a huge amount of effort.

Earlier this year, we published a report produced by a team of volunteer economists from Pro Bono Economics, which revealed that students who have taken a CREST Silver Award achieved half a grade higher on their best science GCSE result and were more likely to continue with STEM education, compared to a matched control group.

In Massachusetts, a statewide system divides students into three grade chunks (from first grade all the way up to 12th) and focuses on children's likelihood of achieving progressive academic targets — all of which are separately considered indicators for high school graduation but also have more immediate relevance.

«Of particular note is the number of students achieving ABB grades, which will see many of them moving on to the university of his or her choice, a high number to the top institutions.

Many sixth formers go on to achieve high grades in the International Baccalaureate, which they can study at the academy.

The research also found that: students who took a Silver CREST achieved half a grade higher on their best science GCSE result compared to a statistically matched control group; students who undertake a CREST Silver Award are 21 per cent more likely to take a STEM AS Level.

It has been shown in numerous national studies and surveys that, on average, ELLs under achieve in comparison to their English - speaking peers in academic domains and that the achievement gap tends to increase the higher the grade level (e.g., Fry, 2007; Rumberger, 2007; McNeil et al., 2008).

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.

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.

Schools with trained library staff are more likely to have a higher proportion of grade 6 students who achieved a level 3 or higher on reading tests.

Students who do not meet standards on the exam can participate in the 12th grade bridge courses to achieve college readiness before leaving high school.

That means every pupil at the school achieved, on average, a grade higher than an average pupil in other schools with the same prior attainment.

This holistic approach has yielded results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade leHigh School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade lehigh achieving» school where only five years ago, less than a quarter of students were at grade level.

New York's expectations are even higher than NAEP's: Proficiency rates on its 4th grade reading and 8th grade math tests are 3 percentage points to 10 percentage points lower than those rates on the NAEP, Achieve reports.

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.

Not only does this describe an uphill battle, but it serves to illustrate the puzzling priorities we often emphasize — one half of minority children don't complete high school, over one half of third graders can not read at grade level, and our policy and media attention are focused on affirmative action to achieve diversity in admissions as a compelling objective at our two flagship universities!

The Forum's signature program, Schools to Watch (STW), is a national, state - operated model - school identification and school - improvement initiative focused on recognizing high - achieving schools serving grades five through eight.

This unique focus on differentiated instruction makes Achieve3000's solutions especially effective for classrooms in the high - need communities served by Teach For America, where there may be a mix of struggling, grade - level, and high - achieving students as well as English language learners.

VCS students in grades 3 to 11 who regularly engaged with their teachers and the curriculum achieved an 80 % and higher pass rate on their state standardized tests.

Students in only five states performed at what the National Center for Education Statistics (NCES) considers a statistically higher level on the grade - 4 test, and students in only eight states achieved at a higher level on the eighth - grade assessment.

The study found that students who took CREST achieved half a grade higher on their best science GCSE result and that FSM eligible students made even greater progress, increasing their best GCSE science score by two thirds of a grade.

Even when they don't achieve good grades, they tend to score high on achievement tests, most often in the 95 - 99 percentile range.

Government initiatives focus on high - quality education for all children, and a key component is achieving grade - level goals for students struggling with reading in primary and secondary school.

That law relies more on absolute comparisons of test scores, so it sometimes seems as if Ben Franklin High School, which accepts only high - achieving students, is measured on the same yardstick as schools in the state - run Recovery School District, where the average student starts well below grade leHigh School, which accepts only high - achieving students, is measured on the same yardstick as schools in the state - run Recovery School District, where the average student starts well below grade lehigh - achieving students, is measured on the same yardstick as schools in the state - run Recovery School District, where the average student starts well below grade level.

Named for a renowned Blade editor of the past century, Grove Patterson Academy achieved the highest ranking on this year's state report card, even as the overall TPS rating dropped for the first time in five years, to the equivalent of a D grade from a C.

ACT has conducted research for years to determine the level of performance a student would have to achieve on its widely used college admissions test to have a 50 percent chance of earning a grade of B or higher, or a 75 percent chance of earning a C or higher, in an entry - level college class.

The Accelerated School (TAS, grades K - 8) Based on the Accelerated Schools Model, TAS supports each student in accelerating their progress and achieving at high levels through powerful learning.

The rubrics themselves incorporate the progression of achievement across grade levels, in that the demonstrated ability needed to achieve, say, a «5» on a given domain is higher in grade 7 than in grade 4.

A major influence on high school reform outcomes to date has been the end of social promotion in elementary schools: students in the third, sixth and eighth grades who do not achieve a minimum score on the Iowa Test of Basic Skills are either retained or sent to academic preparatory centers.

Like many educators, Eiler says the system has a key flaw: Under the new system, students can achieve very high scores on the ISTEP, but still be labeled «low growth,» potentially harming the school's letter grade.

Virginia had the second highest achieving girls in the nation on the grade - 4 test with an average score of 161.

«He was very able, looking forward to GCSE results at a very high level and very capable of going on to achieve the kind of grades which would have secured him a place at any one of our best universities.»

This means in order to achieve an adequate return on a fixed income portfolio today we would have to mix in riskier investments such as non-investment grade bonds and other higher risk loans.

Investment management graduate programmes target undergraduates or postgraduates who have achieved, or are on track to achieve, at least a 2.1 (the second highest grade) or equivalent at university.