Sentences with phrase «at weaker students»

Aimed at weaker students.

Not exact matches

Following a review of the available evidence and a public discussion involving the program's faculty, staff, and trainees, the exam's ability to predict student performance seems «weak at best» while it significantly disadvantages women, minorities, and students from low socioeconomic backgrounds, writes Scott Barolo, director of the Program in Biomedical Sciences (PIBS), in the announcement.

Posselt writes that, in some cases, including astrophysics and biology, admissions committees made allowances for certain «specific «underrated» universities whose reputations for strong training in the field surpassed their college or university's relatively weak overall ranking,» but she provides no hints about which programs these may be, so it is not clear whether any are at institutions that enroll significant numbers of students from non-elite or minority backgrounds.

On the other hand, «historically black colleges and universities (HBCUs) such as Howard, Fisk and Clark Atlanta» enroll students who are «on average significantly weaker academically than the black students at Dartmouth and the other Ivies,» the book states.

In a second experiment, the researchers recruited staff members and students at two large universities in the United Kingdom who also had weak religious beliefs.

His advice for further improvement in Poland and abroad — «We have to provide more support for the weakest students, while at the same time we need to better recognize different talents and find multiple ways to make them flourish within the comprehensive school system.»

Looking at the undergraduate colleges attended by both types of computer - science students at Georgia Tech suggests that online students are, on average, somewhat weaker academically than their in - person counterparts.

In other words, the United States is no worse at educating our weakest students than are countries with scores similar to ours.

I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few «sneaky peaks» at the French version and the really strong students aim to refer back to the French version as little as possible.

· Student performance at charter schools is showing signs of improvement over time (mainly because of the closing of weak charter schools).

Within the 50 % cohort considered «average» only 1 % of students who were slightly weaker quantitatively gained an A or A * at maths GCSE in 2016.

For instance, one study of the 345,000 - student Miami - Dade County, Fla., school system finds that the most effective principals appear to be particularly adept at weeding out weak teachers and keeping strong ones.

Similarly, only 9 % of those «average» students with weaker verbal reasoning skills achieved a B at GCSE English, compared to 38 % of those with stronger verbal abilities.

Conversely, Poland and Slovakia are particularly weak at educating students from families with less education, given the performance of those from families with high education.

When it comes to the current material, recognize that it may be necessary, in the short term, at least, to modify the complexity of new content so that it's approachable for all students, especially those with a weaker knowledge of old material.»

At the top, honors students fret not about boredom or weak achievement, but about the stress that attends all that cramming and homework as they compete for entry into high - status universities.

Teachers and principals report that the stronger specialists help them analyze lesson plans and student work in the context of the new standards, while the weaker ones add little value at best and misinformation at worst.

There are at least three plausible hypotheses about a closure's potential impact on outcomes for these students: that they would do better, because a closure eliminates their weakest educational option; that their outcomes would be the same, because they would likely transfer to a similarly low - performing school nearby; or that their outcomes would be the same or worse, because even if they transferred to higher - performing schools, the schools may not be well - suited to meet their needs.

The Great Stagnation of American Education New York Times, 9/7/13» [Professor] Richard J. Murnane, an educational economist at Harvard, has found evidence that high school and college completion rates have begun to rise again, although part of this may be a result of weak labor markets that induce students to stay in school rather than face unemployment.»

I prefer the student to be looking down at me; teachers who do this know that crouching down lower than eye level is not weak but assertive and confident physical language.

We have to provide more support for the weakest students, while at the same time we need to better recognize different talents and find multiple ways to make them flourish within the comprehensive school system.

Weak student outcomes at many for - profit colleges have drawn the attention of policymakers concerned about the waste of taxpayer money and the impact on students who leave college with debt and no degree.

At the same time, excess withdrawals by weak or unmotivated students potentially boost our lottery - based estimates if those who leave would have been disruptive or would have generated negative peer effects.

One goal of the Common Core math standards is to make American students better at applying math in real life — a skill that's crucial for science and technology jobs, but one at which American students are particularly weak compared with peers around the world.

Charter critics have argued that large achievement gains at No Excuses charter schools are driven in part by efforts to encourage weaker or less committed students to leave.

Likewise, KIPP students might leave at high rates and the weakest least - motivated students may be the most likely to leave.

Graduation rates, Regents test scores, drop - out rates, the progress of minority students, the performance of the weakest 9th grade students — you name it, and the results, as evaluated and tabulated by the respected university - based scholars at the Research Alliance for New York City Schools, were very strong, even remarkable.

We at EdVisions attempt not only to change how and what students learn, how teachers teach, and how teachers organize, but also attempt to illustrate that different outcomes do not mean weaker outcomes — that transformational learning is a positive, productive path, and worthy of regard.

Yet troubling statistics persist: On the latest round of testing for the National Assessment of Educational Progress (NAEP), only 40 percent of fourth graders nationwide were found to be proficient in math, and students at all grade levels were especially weak in inquiry - based science.

A couple of years ago I claimed that teaching methods typically considered «student - centered» together represent a «pedagogy of privilege `; such methods might be good — or at least good enough — for relatively strong students, but they often do not meet the needs of students with weaker skills.

She offers seven strategies that teachers can use to involve students in the assessment process and ensure that students are the primary users of formative assessment information: (1) Provide a clear and understandable vision of the learning target; (2) Use examples of strong and weak work; (3) Offer regular descriptive feedback; (4) Teach students to self - assess and set goals; (5) Design lessons to focus on one aspect of quality at a time; (6) Teach students focused revision; and (7) Engage students in self - reflection and let them document and share their learning.

For example, a part of the resolution informs us that charter schools «have contributed to the increased segregation rather than diverse integration of our public school system» and that weak oversight of charters «puts students and communities at risk of harm, public funds at risk of being wasted, and further erodes local control of public education.»

Sure, Supt. John Deasy has managed to at least talk the talk on systemically reforming the district (even as he makes rather weak moves as striking a deal with the AFT's City of Angels local on a teacher evaluation plan that does little to actually measure the performance of teachers based on their success with the students they instruct in classrooms) and has even allowed for families at 24th Street Elementary to exercise the district's own Parent Trigger policy and take over the school.

Knowing that my students are weakest in Literary Response and Analysis (one of 5 clusters «assessed» by multiple - choice on our state's HS exit exam) is not particularly helpful in light of the fact that there are 12 theoretically distinct standards at that level, and each one can be broken down into several * more * interdependent concepts.

«Weak oversight of charter schools puts students and communities at risk of harm, public funds at risk of being wasted and further erodes local control of public education, the resolution reads.

Across all schools we find that novice teachers are assigned lower achieving students than their more experienced colleagues at their school; however, the magnitude of this relationship is weaker in more effective schools.

At other times, I partner weaker students with moderately strong students, and partner my strongest students with each other.

Peer effect is a critical missing measure in studies that purport to show charter effectiveness (CREDO NJ for example)-- because it's really hard to separate «school effect» from «peer effect» [because «peers» are an integral part of the «school»] Clearly, schools like North Star that serve substantively different student populations than district schools, and shed «weak» non-compliant students (& their parents) at astounding rates, create peer conditions that are advantageous to those few (50 % or so) who actually make it through.

Illinois, on the other hand, uses student and teacher data from the 5Essentials Survey to differentiate schools.65 A 10 - year Chicago study found that schools that were strong in at least three of the five survey elements — which include effective leaders, collaborative teachers, supportive environment, involved families, and ambitious instruction — were significantly more likely to improve student learning than schools that were weaker in these domains.66

Schools strong on at least three of these five «essential supports» were 10 times more likely to show substantial gains in student learning than schools weak on three or more essential supports.

As a public charter school we have a wide diversity of students and many come to us with a weaker background in mathematics than is necessary to enter concurrent enrollment classes at the college where we are located.

This year a group of Republican legislators in the Connecticut General Assembly introduced H.B. No. 7017, an Act Concerning Student Data Privacy, but following a public hearing, the Education Committee passed an extremely weak version of what might be called an attempt at beginning to address the student privacy pStudent Data Privacy, but following a public hearing, the Education Committee passed an extremely weak version of what might be called an attempt at beginning to address the student privacy pstudent privacy problem.

At Frederick Douglass Academy in Harlem, principal Gregory Hodge uses the value - added results to alter instruction, move teachers to new classroom assignments and pair weak students with the highest performing teachers.

In particular, significant labor market premia can be earned in a variety of more technical certificate and Associate (AA) programs, even for those with weak earlier academic performance, but instead many disadvantaged (and other) students choose general humanities programs at the AA (and even the Bachelor's or BA) level with low completion rates and low compensation afterwards.

«Weak oversight of charter schools puts students and communities at risk of harm, public funds at risk of being wasted, and further erodes local control of public education.»

In opposition, Mr Gove had spoken of the need for reform, saying: «The situation that we have at the moment is flawed and it's a situation which leads students, particularly in weaker schools and particularly from poorer backgrounds, to be led into making choices which are not good for them.»

PERFORMANCE HIGHLIGHTS • Enhanced overall admission rate up till 30 % by offering unique and interesting courses at BBA level • Elevated students performance level by 45 % through identification of weak areas of students and coaching them in the same • Supervised 40 + theses, 13 of which were published in internationally recognized, peer reviewed journals

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them