Sentences with phrase «children at all academic levels»

Not exact matches

Regardless of academic level, your child will progress through the individualized instruction at his or her own pace — advancing step by logical step.

A criticism regularly levelled at grammar schools is the fact that many children develop later but find themselves excluded from an academic education that might have suited them.

Parents work hard to get into the «right» school mostly in the belief that the «right» school will have more students at a similar level of academic development to their child that is also more safe, and has programs and resources that will foster more student growth as a result.

Began this academic year, the FSHS initiative aims to provide Senior High School education to every qualified Ghanaian child who completes the Basic level of education at no cost to parents in order to remove the barrier of finance which has undoubtedly deprived Ghana of many potential leaders.

«MMCI significantly increased a teacher's odds of attaining the level of quality interactions needed for pre-k programs to most meaningfully contribute to children's social and academic outcomes,» said Kelly Maxwell, senior program area co-director for early childhood at Child Trends and co-author of the report.

«Where a child grows up in impoverished conditions... with limited cognitive stimulation, high levels of stress, and so forth, that person is more likely to grow up with compromised physical and mental health and lowered academic achievement,» said Martha Farah, director of the Center for Neuroscience and Society at the University of Pennsylvania.

Young children with disruptive behaviors have fewer opportunities to learn in school than their focused peers, and are at risk for lower levels of academic achievement.

Denying pupils the opportunity to study this subject that can be simultaneously academic and practical and lead to rewarding careers is unfair on the pupils, their parents who want their children to have fulfilling school and working lives and the companies that could benefit from skilled and innovative personnel at all levels and contribute around # 500 billion to GB plc..

Central to the concentration is research on the factors that put children or youth at a disadvantage, and those assets — family, community, or cultural — that support high levels of academic, social, and moral development; healthy individuals; and effective schools.

Students can choose to compete either with other players within their class, school or country, and are matched to children at the same academic level as themselves (or against the computer if no suitable match is available).

Decades of research on effective schools conclusively demonstrates that setting high standards and expectations for all children, but especially those most at - risk of academic failure, creates a more positive, inclusive school culture and raises their level of achievement.

As Eva Moskowitz puts it: «If (we) backfilled older grades... the incoming students» lower relative academic preparation would adversely affect the schools» other students... We have an obligation to the parents in middle and high school, and the kids in middle and high school, that until the district schools are able to do a better job, it's not really fair for the seventh - grader or high school student to have to be educated with a child who's reading at a second - or third - grade level.»

Committee for Children joins with other organizations to encourage members of Congress to sign on to a letter to Chairman Cole and Ranking Member DeLauro, House Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies, asking the subcommittee to fully fund Title IV, Part A (the Student Support and Academic Enrichment [SSAE] program) of the Every Student Succeeds Act at its authorized level of $ 1.6 billion.

Regardless of academic level, your child will progress through the individualized instruction at his or her own pace — advancing step by logical step.

Children at risk of academic failure and children who are «typically performing» are those who try to succeed at the highest level, but often fall short and stay in the averagChildren at risk of academic failure and children who are «typically performing» are those who try to succeed at the highest level, but often fall short and stay in the averagchildren who are «typically performing» are those who try to succeed at the highest level, but often fall short and stay in the average level.

Simply put, I taught her as the linguistically talented child she is, built necessary background for complex academic concept development, and supported her in L1 at an advanced level while she gained L2 proficiency.

The aim is for it to provide a highly academic and rigorous curriculum to stretch and challenge the most academically able children in Swindon, free of charge, to pupils who consistently achieve at Level 5 or higher in Primary School and who are hardworking and committed to the additional homework and prep needed to achieve outstanding academic results.

Other highly gifted children attend regular classrooms, but instead of working at appropriate academic levels and having «an equal opportunity to struggle» (Morreale, 1993), spend much of the school day tutoring others in cooperative learning groups or reviewing curriculum that they mastered years ago on their own (Robinson, 1990; U. S. Department of Education, 1993).

Inherent in BVP's mission is the belief that all children can achieve at high academic levels, and those demographics do not, and more importantly should not, determine their level of success.

FCPS is committed to developing excellence and recognizes that children identified for advanced academic services have the potential to achieve at high levels in one or more academic areas.

For example, parents at this level can identify the particular academic areas of improvement for their child.

She is passionate about developing strong teachers — a part of her educational philosophy that all children need a strong academic and social foundation in order to learn and think at high levels throughout life.

If we were to teach ALL students at their own level or pace, we'd find that there already is a classroom in the building where children are learning the level of academic subjects that the gifted children need.

Education policy in recent decades has been focused primarily on ensuring that all children — especially poor and minority children — attain at least a minimum level of academic achievement.

At the time Sisulu - Walker was formed, the percentage of children in Central Harlem schools scoring at or above grade level in reading was an abysmal 26 %, indicating broad academic distresAt the time Sisulu - Walker was formed, the percentage of children in Central Harlem schools scoring at or above grade level in reading was an abysmal 26 %, indicating broad academic distresat or above grade level in reading was an abysmal 26 %, indicating broad academic distress.

High - quality tutoring can meet each student at his or her individual level, 22 a level of differentiation that is impossible for even the most dedicated of teachers to provide.23 Essentially, every student with an educated, engaged parent has access to one - on - one tutoring at home, which is perhaps one of the reasons why homework compounds the advantages enjoyed by middle - class children.24 For students who, for a variety of reasons, may not have access to that kind of academic assistance at home, receiving more tailored instruction from their schools can help to level the playing field and close achievement gaps.25

Being involved in your child's education — like attending parent - teacher conferences — can promote academic and social success for your child at all grade levels.

Most often lacking, recent graduates say: teaching how to manage a classroom full of children and provide instruction for students at different academic levels.

Even families who typically do not have much time or opportunity to engage in education can find ways to be involved in their children's academics with the help of school resources and initiatives.9 Then it becomes paramount for policymakers, educators, and school leaders to know how their institutions can best design their practices and services at the secondary level to maximize postsecondary student success, especially for underrepresented groups.

The teratogenic effects of prenatal alcohol exposure on the developing brain can lead to neurodevelopmental deficits in the child.10 At high levels of exposure, and during vulnerable time points during pregnancy, prenatal alcohol exposure has cognitive and behavioural impacts that may affect a child's academic performance and behaviour.11 12 In addition to in utero effects of alcohol, children exposed to heavy parental alcohol use postnatally have been identified as having abnormal developmental and social trajectories.

The network works together as a catalyst for change — leveling the academic playing field for very young children at risk for school failure while also boosting the imaginations of key decision makers

We set up the regression model with two variable groups at individual and family levels: Model 1 includes only independent variables belonging to personal characteristics of children, specifically including age; self - esteem; educational stages / level of school; self - assessment of academic performance; self - assessment of life success.

This toolbox is an online resource for Maternal and Child Health researchers, academics, practitioners, policy advocates, and others in the field to share information, innovative strategies, and tools to integrate the Life Course Perspective into MCH work at the local, state, and national levels.

It is a known fact that children who have a secure and happy atmosphere at home will be able to concentrate more on their academic schedule and will have a higher level of IQ.

Research consistently indicates that children with more developed executive function skills prior to kindergarten experience greater school success.6, 7 For academic achievement, these skills may scaffold language and mathematic success.12 In fact, in a low - income sample of children, researchers have found that executive function skills prior to kindergarten predict growth in both numeracy and literacy skills across the kindergarten year.12 A successful transition to school may be particularly critical for children who have faced high levels of adversity and may be at risk for poorer school performance.

In addition to her present duties, her experience over the past 30 years has concentrated on parenting education, family support, home visiting, child abuse prevention, early childhood development as well as program implementation, systems development and collaboration at the local and state levels in governmental, academic, and nonprofit settings.

Though they lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue academic success and participate in their children's learning.

Children who were adopted at a younger age showed higher levels of early academic skills.

The Child and Adolescent Psychotherapy Training Program (CAPTP) at the William Alanson White Institute invites applications for Child / Adolescent Externships for doctoral - level psychology students for the 2016 - 2017 academic year.

Children enter school with different levels of skill, and these initial differences often affect children's subsequent language growth, cognitive development, literacy and academic achievement.6, 7,8 Children who exhibit delays at the onset of schooling are at risk for early academic difficulties and are also more likely to experience grade retention, special education placement, and failure to complete high school.Children enter school with different levels of skill, and these initial differences often affect children's subsequent language growth, cognitive development, literacy and academic achievement.6, 7,8 Children who exhibit delays at the onset of schooling are at risk for early academic difficulties and are also more likely to experience grade retention, special education placement, and failure to complete high school.children's subsequent language growth, cognitive development, literacy and academic achievement.6, 7,8 Children who exhibit delays at the onset of schooling are at risk for early academic difficulties and are also more likely to experience grade retention, special education placement, and failure to complete high school.Children who exhibit delays at the onset of schooling are at risk for early academic difficulties and are also more likely to experience grade retention, special education placement, and failure to complete high school.9, 10,11

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.

Consistent with previous studies, we found that (a) being less prosocial and more physically aggressive at age 10 was characteristic of those children with the high rejection trajectory; (b) being less attractive was related to higher peer rejection from age 10 to 14; and (c) boys with a high rejection trajectory showed high levels of delinquency and anxiety - depression and low levels of academic aspiration at age 16 — 17, whereas girls with a high rejection trajectory showed low levels of academic aspiration and social competence at age 16 — 17.