Sentences with phrase «courses for graduation»

Clifford Adelman, a senior associate with the department's office of research, said that students typically are required to take core courses for graduation and that the obscure courses that critics like Ms. Cheney cite as evidence that colleges ignore the basics may not even be offered, even though they are listed in course catalogues.

Measures have been passed to require online courses for graduation, to remove enrollment caps on virtual charter schools, and to create state online schools.

The schools had a strong department of religious studies, and required some religion courses for graduation.

He was taking the course because he needed one more humanities course for graduation, and it met at the right time.

They go to great lengths to achieve it, weaving sustainability goals into new courses, freshman orientation, traditional subjects, and majors and minors, and in some cases they require a sustainability course for graduation.

Today, the program is widely used, offering flexibility for Olympians staying on course for graduation, a path to early graduation for the highly motivated, and a means of ensuring that students can take the courses they need, when they need them.

By 2015, all Florida high - school students will have to complete at least one online course for graduation.

Not exact matches

Since nearly all of my Bible Institute work was in religion and I needed general education subjects for graduation, I hold a baccalaureate in religion from a college at which I did not take a single course in the field.

We're having a small get together on Saturday for my sister's graduation and then Sunday of course is Mother's Day.

The material in this course should be considered fundamental knowledge for any medical resident or other health care provider - in - training who plans to work with breastfeeding dyads after graduation.

At the same time as I received the information for my graduation I also got an invitation from the university's Department of Bioengineering to apply for a postgraduate course.

In addition to a significant jump in math test scores, students receiving tutoring and mentoring failed two fewer courses per year on average than students who did not participate, and their likelihood of being «on track» for graduation rose by nearly one - half.

Below is a list of all courses that must be completed for a student to be eligible for graduation with a Diploma of Holistic Nutrition.

For the most part, you'll find that the vast majority of fibs you encounter on dating sites tend to concern age, weight, income and of course photo, with ten - year - old graduation photos passing as up - to - date snaps.

While states under ESSA need to identify for intervention only the lowest performing 5 percent of schools, high schools with graduation rates under 67 percent, and some unspecified percentage of schools in which at - risk subgroups are underperforming, the National Governors Association reports that «40 percent of all students and 61 percent of students who begin in community colleges enroll in a remedial education course at a cost to states of $ 1 billion a year.»

A current study of 10 Linked Learning programs in California, for example, has so far found that students in these programs have dramatically lower dropout rates and slightly higher graduation rates, than the state as a whole, and are more likely to graduate with the courses required for admission to California's public universities.

There are no Carnegie units or credits required for graduation at either school, nor are there any required courses in the traditional...

These students accrued debt, but not academic credit, in remedial courses that put them off track for college graduation.

This high proportion of overseas students on campus also inflates our graduation rates: if international students are excluded, the report says the ratio of students completing tertiary courses drops by a startling 17 percentage points while the rates for first - time shorter and more vocationally oriented rates fall by only 3 percentage points.

«One theory for low high - school completion rates is that failures in early courses, such as algebra, interfere with subsequent course work, placing students on a path that makes graduation quite difficult,» write authors Kalena Cortes, Joshua Goodman, and Takako Nomi in the article, «A Double Dose of Algebra,» which will appear in the Winter 2013 issue of Education Next and is now available online at www.educationnext.org.

The Philadelphia public schools are making a course in African and African - American history a requirement for graduation.

Concerned more with inclusiveness, validation, and graduation than with college preparedness, administrators encourage teachers to, for instance, consider pupil effort in their grading, and push students to take advanced courses for which they have the ambition but not the readiness.

For example, currently only around five to 10 percent of schools offer AP computer science, and 25 states still don't allow students to count computer science courses toward high school graduation.

Also, do the core courses needed for graduation align with admission to universities, at least at the state level?

In an attempt to enhance education and make American students more globally competitive, some states have recently increased the number of course credits required for high - school graduation.

The survey, conducted for the Washington - based American Council on Education, a higher education organization, found that 54 percent of 1,000 registered voters believe students should have to take more math and science courses, and only 31 percent of those polled believe that math and science classes offered to college students not majoring in those fields are «very relevant» to life after graduation.

A 2008 study of graduation patterns in Chicago Public Schools, for example, found that the number of days students were absent in eighth grade was eight times more predictive of freshman year course failure than eighth grade test scores.

Previous waves of reform had focused on inputs, intentions, and regulation: boost the credentials and pay of teachers; increase course requirements for high - school graduation; mandate lower class sizes; etc..

«For master's students, it's an advantage to walk down the graduation aisle with a plan in pocket that you can immediately implement or do so in five years,» Merseth says, calling the course a true intersection of policy, practice, and research.

Third, educators began giving credit toward graduation for such courses as Consumer Math, Refresher Math, and Shop Math, watered - down material that had not previously satisfied a graduation requirement.

Starting in the 1980s, states increased the number of courses required for high school graduation, and began mandating students take additional courses in core academic areas such as math, science, social studies and foreign language.

In Ohio, for example, state leaders devised alternative graduation pathways for the class of ’18 based on such feeble criteria as attendance rates and course grades, in effect allowing allow students to leave high school without demonstrating actual readiness for anything that follows.

As a result, educators channeled increasing numbers of students into undemanding, nonacademic courses, while lowering standards in the academic courses that were required for graduation.

Some states have made passing the exams a condition for graduation, essentially turning them into exit exams, but others have increased the stakes for students instead by printing the EOC scores on student transcripts or factoring the scores into course grades.

Because passing the course is required for graduation, many take it and flunk again.

Students enroll for a variety of reasons, but most come to fulfill graduation requirements, make up credits for missed or failed classes, or take Advanced Placement (AP) and other courses that are not available at their physical school (see Figure 1).

Online courses for gaining skills and online graduation are the two major drivers for m - learning.

We are like mainstream schools in that students take a variety of courses required for high school graduation and college admission.

In contrast, newly introduced course requirements for graduation created binding standards for students and were also largely immune to political redesign.

To the contrary, rural students consistently do less well in college on a variety of outcomes (readiness for credit - bearing courses, grades, rate of progress, graduation) than urban students from similar income groups.

In addition, the state legislature has approved a new law that allows high school students to substitute a rigorous computer science course for a mathematics class under North Dakota graduation requirements.

Ethnographers from various disciplines point out that for many youth, dropping out is a process rather than an explicit decision: irregular attendance leads to failed courses and eventually to the perception that the obstacles to graduation are overwhelming.

(Students allowed to take (without local district approval) online courses for credit and use them to meet high school graduation requirements in 2 additional states.)

Higher education reformers are keen to find fixes for remedial education, some of them aggressive state policies, because students who are assigned to the courses are unlikely to make it to graduation.

Previous waves of reform had focused on inputs, intentions, and regulation: Boost the credentials and pay of teachers; increase course requirements for high - school graduation; mandate lower class sizes; etc..

Requiring all students to take a college - and workplace readiness curriculum by defining specific, challenging core content in English and math required for graduation, regardless of the high school program in which students enroll, and by ensuring that other courses such as science, history and the arts reinforce college and workplace readiness expectations;

As for rising graduation rates, school reform supporters, of course, credit NCLB and Obama's initiatives, though an NRP investigation this year revealed that the current high school graduation rate of 81 percent — a historic high — «should be taken with a big grain of salt.»

To help students meet graduation requirements by passing their high school exit exams, Maryland is now offering Web - based remedial courses for students who have failed the exams or feel they need help to pass them.

Students who need additional support in math or English, for example, could be placed in «stretch» courses that simultaneously provide remedial help and allow them to complete the general math and English credits required for graduation.

In other words, the NGSS not only don't prepare students for advanced science courses and STEM disciplines — they don't even prepare students for Ohio's current high school graduation requirements.