Sentences with phrase «education on their academic success»

Since each set of twins in the study was assumed to share the same environment and schooling, the researchers were able to separate the effects of genetics and education on their academic success.

Not exact matches

«Launched in 2007, ASCD's Whole Child Initiative is an effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long term development and success of children.»

HFA shows impacts on academic success, with fewer children retained in first grade or receiving special education services.

Within the landscape of higher education, the practice of mentoring is also a critical part of a pre-tenure faculty member's success and campus assimilation, according to a white paper issued by the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of Eeducation, the practice of mentoring is also a critical part of a pre-tenure faculty member's success and campus assimilation, according to a white paper issued by the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of EEducation (COACHE) at the Harvard Graduate School of EducationEducation.

Conversations about access to higher education often focus on affordability issues, but poor academic preparation is an equally significant barrier to success in college, says Long, academic dean at the Harvard Graduate School of Eeducation often focus on affordability issues, but poor academic preparation is an equally significant barrier to success in college, says Long, academic dean at the Harvard Graduate School of EducationEducation.

Research on early childhood education shows that high - quality child care experiences support the development of social and academic skills that facilitate children's later success in school.

While higher education has made necessary strides in the past few decades, as Jack recently wrote in The New York Times, «they have thought less about what the inclusion means for academic life, or how colleges themselves might need to change to help the least advantaged on their road to success.»

Club members nationwide participate in year - round academic success programs that encourage them to graduate from high school on time and prepared for a post-secondary education and a promising 21st century career.

While PISA is a test of everyday knowledge, TIMSS measures performance on the sorts of academic disciplines students are normally taught in school, and which are often required for success in higher education.

Researcher's Goal: An Admissions Process That Rewards «Ethical Character» Chronicle for Higher Education, 10/4/15 «The project grew from the worry that many teenagers, focused on academic achievement and their own success, have too little concern for others and the world beyond their test - prep manuals.

After congratulating the nation for working to amass current successes — including financial aid options that have «finally opened the doors of college to all Americans,» state - developed academic standards, the creation of a voluntary national test, technology in the schools, and an emphasis on class - size reduction — Clinton outlined his proposal to drive public education into the 21st century.

The State of Education survey also revealed that more than three - quarters (78 per cent) of secondary school leaders believe too much focus is placed on academic testing as a measure of pupils» success.

More than one - third of all U.S. children under the age of five are cared for outside of their homes by individuals not related to them.1 Research on early childhood education shows that high - quality child care experiences support the development of social and academic skills that facilitate children's later success in school.

Decades of best practice, cutting edge research in early education including the Head Start Impact Study, expert advice, and The Secretary's Advisory Committee's recommendations all culminate in a call to action for policy changes that ensure all Head Start programs provide a consistently high quality early learning experience that prepares children for Kindergarten and has long - term effects on their academic success and overall health.

A concept paper inviting community - based organizations to partner with the New York City Department of Education (DOE) noted the approach «is based on a growing body of evidence» showing that «an integrated focus» on academics, health and social services, and other community supports are «critical to improving student success.»

By implementing a student - centered and inquiry - based approach, students are empowered to take on a more active role in their education which fosters increased engagement and academic success.

Franklin has being invited to present a workshop entitled «Helping All Students Graduate: Strategies and Tools to Increase Academic Success in Alternative Schools» at the National Alternative Education Conference on Sunday, March 29, 2015 at 9:30 - 10:45 a.m..

Second, few educators of the gifted would argue with the core tenets set forth in Turning Points (Carnegie Task Force on the Education of Young Adolescents, 1989) that middle school programs should: (1) create small communities of learning within larger school settings, (2) teach a solid academic core, (3) ensure success for all students, (4) enable educators closest to students to make important decisions about teaching and learning, (5) staff middle schools with teachers trained to work effectively with early adolescents, (6) promote health and fitness, (7) involve families in the education of learners, and (8) connect schools with comEducation of Young Adolescents, 1989) that middle school programs should: (1) create small communities of learning within larger school settings, (2) teach a solid academic core, (3) ensure success for all students, (4) enable educators closest to students to make important decisions about teaching and learning, (5) staff middle schools with teachers trained to work effectively with early adolescents, (6) promote health and fitness, (7) involve families in the education of learners, and (8) connect schools with comeducation of learners, and (8) connect schools with communities.

Maintaining and sustaining a dialogue on the importance of education with parents is also critical to the success of your classroom, as well as a key to student progress and academic success.

MPS schools put students on the path to academic success through extended literacy blocks to build and reinforce reading skills; rigorous instruction in core subjects; and access to art, music, physical education and technology.

The report defines what it means to be academically prepared at key steps in a student's education, examines Illinois students» academic performance from early childhood education to postsecondary, calls attention to lingering racial and economic achievement gaps, and shares information on the school environment and other factors that contribute to student success.

Dr. Seider has reported on this work in more than 60 academic publications including Character Compass: How Powerful School Culture Can Point Students Toward Success (2012), which won the American Educational Research Association's outstanding book award in moral development and education.

Under a contract with the Oregon Department of Education (ODE), Schneider manages a technical assistance project called the Network that provides coaching support to principals at Oregon's lowest performing schools — all designated as Title I based on the poverty level within their boundaries — with the aim of improving academic success for all students.

After a career in traditional public education, Dr. Nichols said that she was attracted to the administrative position at IPA because of the single - gender model focused on equipping girls for academic success in high school, college, and in life.

All of us with a stake in the academic success of students deserve to know where the nation's chief education officer stands on crucial issues.

Research points to the beneficial effects of smaller classes on students» academic success, and many states have turned to class - size reduction to raise student achievement (U.S. Department of Education, 2000).

In addition to remedial education's impact on students» academic success, its financial costs are significant and quantifiable.

Despite an early push to adopt at least one new indicator for measuring high school success this summer, it's likely the California State Board of Education won't take action on revamping the Academic Performance Index until September at the earliest.

Paul Turman, system vice president for academic affairs for the South Dakota Board of Regents, told the South Dakota Board of Education Standards on Monday, that the «data shows our test serves as a very strong predictor of college success for South Dakota students entering South Dakota colleges on every indicator we have available.

A Pegasus education equips bright, motivated students to achieve future academic success and make a positive impact on society.

The Cincinnati Board of Education then voted unanimously on the resolution that contained the demands of the coalition, namely to reaffirm their support of CLCs by publically acknowledging that despite having the 2nd highest child poverty rate in the nation, the academic success of the district is attributed to the positive role of the Community Learning Center model.

Harvey Silver, Richard Strong, and Matthew Perini have collaborated on a number of recent best sellers in education including So Each May Learn: Integrating Learning Styles and Multiple Intelligences and Teaching What Matters Most: Standards and Strategies for Raising Student Achievement, both published by ASCD; Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7 — 12 for Corwin Press; and Thoughtful Education Press's Tools for Promoting Active, In - Depth Learning, which won a Teachers» Choice Awardeducation including So Each May Learn: Integrating Learning Styles and Multiple Intelligences and Teaching What Matters Most: Standards and Strategies for Raising Student Achievement, both published by ASCD; Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7 — 12 for Corwin Press; and Thoughtful Education Press's Tools for Promoting Active, In - Depth Learning, which won a Teachers» Choice AwardEducation Press's Tools for Promoting Active, In - Depth Learning, which won a Teachers» Choice Award in 2004.

This brief from Achieve profiles Ohio's success in transforming Career Technical Education (CTE) to better integrate academic and hands - on learning.

As a member of the task force, I am excited for the opportunity to join my colleagues in making recommendations to craft a new structure to improve California's education system focused on inclusive education practices, high expectations for students and education leaders, and providing evidence - based instruction and learning supports so that all students have an opportunity to learn the standards in all core subject areas, which will ultimately lead to increased accountability and academic success for all.

With these tenets, ASCD hopes to change the conversation about education from a narrow focus on academic achievement to one that promotes the long - term development and success of children.

Two longtime, award - winning educators seeking to oversee Wisconsin's schools sparred on Friday over how to improve academic success for black students, whether the state's academic standards are good for schools and how the state should spend its money on education.

Despite these common beliefs there is growing evidence that preschool education in a high quality program is important to school readiness and to reading on grade level by grade 3, a pivotal time in a child's academic success.

The U.S. Department of Education today named 305 schools as 2011 National Blue Ribbon Schools based on their overall academic excellence or for their success in closing achievement gaps.

Responsive Classroom is an evidence - based approach to education that focuses on the strong relationship between academic success and social - emotional learning (SEL).

Her scholarship focuses on the academic achievement of low - income students and students of color in postsecondary education, with a specific focus on understanding the educational contexts, levers, and practices that promote greater academic success for these students.

Research on student engagement at the level of school systems can be the lens with which to focus on quality schools that provide an equitable education that leads to academic success.

Equipping new teachers with proven skills and habits for inspiring students and increasing academic success is the least we can do as part of delivering on our America's promise of a stellar public education.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Learning in the Fast Lane: 8 Ways to Put ALL Students on the Road to Academic Success: In this new book, Suzy Pepper Rollins, a veteran classroom teacher and education consultant, offers strategies to accelerate the learning of underperforming students and help close achievement gaps.

On the other hand, in order to comply with ESSA, states may use additional academic subjects such as science and social studies as the second academic indicator for elementary and middle schools, or as an indicator of school quality or student success for any schools, according to initial feedback from the Education Department.26 The analysis in this brief excludes these measures when identifying and weighting measures of school quality or student success.

Building on Ibarra's Beyond Affirmative Action: Reframing the Context of Higher Education, The University of Wisconsin Press, Madison (2001) «cultural dissonance» construct, the two learning paradigms are contrasted, and a third, the mutually adaptive learning paradigm, is posited as a pathway to academic success for this population.

«We're here today to celebrate the governor's goal to support student success by his investment... It's this investment that will better position us to be on the leading edge with our academic programs and will increase public higher education's role in sustaining and expanding economic vitality for this state of Connecticut.»

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

The Council of Urban Boards of Education (CUBE) Award for Urban School Board Excellence was created in 2004 to recognize the leadership of urban school districts where effective school board governance has an impact on student achievement, and this year's winner has more than demonstrated its leadership in reshaping the academic program and the success of its students.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.