Sentences with phrase «as higher academic achievement»

For the count - based model, using a greater number of positive coping strategies at Time 1 was associated with less suicide ideation, engagement in fewer negative coping strategies, higher self - esteem, as well as higher academic achievement one year later.

Not exact matches

Admission to the program is based on criteria that ensure high standards of academic quality and student achievement, as well as diversity.

With our culture and our nation's emphasis on high academic achievement, the perception that in order to get into college kids need straight As and perfect test scores, increased course work and more complex curricula, teachers are feeling the pressure to cover more material, and to prepare kids for the next grade.

The term «Gifted» is defined by the Elementary and Secondary Education Act as Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

Fathers» involvement in parenting is associated with positive cognitive, developmental, and socio - behavioural child outcomes such as improved weight gain in preterm infants, improved breastfeeding rates, higher receptive language skills, and higher academic achievement [33].

Here in the Ctiy of Buffalo this year a report from the Council on Great City Schools on Improving the Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instAcademic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iAchievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instacademic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language iachievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.

«Maintaining and improving school integration is important, as previous research has shown that students of all races who attend diverse schools demonstrate higher academic achievement in reading, language, mathematics and science,» reported Frankenberg.

«Making a transition to a college of «lesser» academic achievement — relative to that of one's high school — is what's known as «undermatching.»

In summary, although teachers in the U.S. are more likely to be drawn from the lower end of the academic achievement distribution than are teachers in selected high - performing countries, the picture is a bit more nuanced than the rhetoric suggests, and as we illustrate, it has in fact changed over time in an encouraging direction.

While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

Many pundits point to the fact that in the United States, teachers tend not to be drawn from the top of the academic - performance distribution, as is the case in countries with higher student achievement, such as Finland, Korea, and Singapore.

Among many affluent families who want their offspring to attend elite colleges, the school / home / culture values are quite well aligned, and as a group these youngsters have high levels of academic achievement.

As the Teacher Education Ministerial Advisory Group observed recently, high academic achievement is only one requirement of future teachers.

In her first year on the job, Jewell - Sherman launched Excellence for All, a comprehensive plan aimed at improving teaching and learning to enable students to reach high academic standards, and promoting involvement with the community as a way of addressing nonacademic barriers to student achievement.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

Amrein and Berliner concluded, as announced in their press release, «High - stakes tests may inhibit the academic achievement of students, not foster their academic growth.»

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

This initial advantage in academic achievement dissipates sharply over time, however, and appears to vanish by high school when, as a 9th grader, the redshirted student is at most 7 percent older than his peers.

At Potters school, Silver Sands Middle School in Port Orange, Florida, that commitment and care is reflected in the schools status as at A + School, which signifies high academic achievement, and its Five Star status, which reflects the staffs commitment to building connections with parents and the larger community.

By far, improving academic achievement is an important issue, as well as reforming high schools and recruiting highly qualified teachers, particularly math, science, and special education teachers.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

In most industrialized countries — nearly all of which outperform us on measures of academic achievement, such as PISA and TIMSS — students begin preparing for a career while still in high school.

As Stanford University professor Larry Cuban writes in Oversold and Underused, «There have been no advances (measured by higher academic achievement of urban, suburban, or rural students) over the past decade that can be confidently attributed to broader access to computers....

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

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.

The authors found that in the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Furthermore, research indicates that high - quality, evidence - based programs and policies that promote social and emotional skills among students can improve academic achievement as well as positive behavior, physical and mental wellbeing, college and career readiness, and economic productivity.

Of course, as with so many other arenas, America finds itself hard put to keep up with some other countries» success at significantly raising the levels of academic achievement on the part of the high school graduate.

Groups that spent decades urging the country toward higher academic standards worry about returning to empty talk of self - esteem, accepting low achievement as long as students feel good.

According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).

They understand and actively work to eliminate gaps in school success between different groups of students, as measured by academic achievement, high school graduation rates, and preparation for college and other postsecondary pursuits.

The bill also eliminates goals and performance targets for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.

The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1) academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.

As with parental education, family income may have a direct impact on a child's academic outcomes, or variations in achievement could simply be a function of the school the child attends: parents with greater financial resources can identify communities with higher - quality schools and choose more - expensive neighborhoods — the very places where good schools are likely to be.

Study Links Brain Anatomy, Academic Achievement, and Family Income MIT News, 4/17/15 «In recent years, the achievement gap in the United States between high - and low - income students has widened, even as gaps along lines of race and ethnicity have narrowed, says Martin West, an associate professor of education at the Harvard Graduate School of Education and an author of the new stAchievement, and Family Income MIT News, 4/17/15 «In recent years, the achievement gap in the United States between high - and low - income students has widened, even as gaps along lines of race and ethnicity have narrowed, says Martin West, an associate professor of education at the Harvard Graduate School of Education and an author of the new stachievement gap in the United States between high - and low - income students has widened, even as gaps along lines of race and ethnicity have narrowed, says Martin West, an associate professor of education at the Harvard Graduate School of Education and an author of the new study.»

Research shows that implementing SWPBIS results in a significant drop in discipline referrals and suspensions, as well as increased academic achievement, lower dropout rates, higher teacher retention, and improved school culture.11

Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare for their roles as leaders of higher education institutions; scores of academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and student achievement.

As Hector's story illustrates, increased academic engagement leads, in turn, to improved learning and higher achievement.

Consistently ranked as one of America's best high schools, a US News and World Report Silver Academic Achievement school, and one of the largest advanced placement programs in the California.

Lewis» dedication to her students, their high academic achievement and care for their personal well - being are among the reasons for her selection as the Arizona Charter School Association's 2016 Teacher of the Year.

Improvements in discipline and teacher - student relations at Ware County High School were accompanied by improvements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most students».

This brief asserts that students with the highest truancy rates have the lowest academic achievement rates, and because truants are the youth most likely to drop out of school, they have high dropout rates as well.

According to Every Student, Every Day: A National Initiative to Address and Eliminate Chronic Absenteeism, the problem is «typically defined as missing at least 10 % or more of school days in a year for any reason, excused or unexcused, chronic absenteeism affects as many as 7.5 million kids a year and is a strong predictor of low academic achievement and high school dropout.»

Prior this role, De-Lea served as the dean of special services, dean of academic culture, and founding dean of students at Achievement First Brooklyn High School.

But this does not mean that value - added measures can not be useful for educators and leaders to improve instruction through other means, such as identifying practices that lead to higher academic achievement or targeting professional development toward teachers who need it most.

Cambridge IGCSE is widely recognised by higher education institutions and employers around the world as evidence of academic achievement.

Although Gaetz's bill does not include fiscal expenditures, as noted in the main text (§ IV, supra), in reviewing the start time / academic achievement studies undertaken by fellow economists, Columbia University Assistant Professor of Finance and Economics Jonah Rockoff and the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Professor of Education at the University of Michigan, Brian Jacob, concluded that delaying middle and high school start times «from roughly 8 a.m. to 9 a.m. -LSB-,]» will increase academic achievement by 0.175 standard deviations on average, with effects for disadvantaged students roughly twice as large as advantaged students, at little or no cost to schools; i.e., a 9 to 1 benefits to costs ratio when utilizing single - tier busing, the most expensive transportation method available.

The EOCEP encourages instruction in the specific academic standards for the courses, encourages student achievement, and documents the level of students» mastery of the academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English / language arts and science will be administered to all public school students by the third year of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1 of the Elementary and Secondary Education Act (ESEA).

In a letter dated May 3, dozens of advocacy groups asked Brown to recommit to closing the academic achievement gap for high - need students as he considers an opening on the State Board of Education and a new plan for measuring school performance later this year.