Sentences with phrase «even high achieving students»

Even high achieving students may be silently struggling with social and emotional issues that the resiliency assessment uncovers for teachers so they can be proactive in supporting students.

That's exactly why ST Math fit into their program so seamlessly, because even high achieving students inevitably encounter challenges that require them to push themselves.

Not exact matches

Students at these high - achieving schools can be ranked in the bottom quartile even with excellent grade point averages, and consequently feel «dumb» and «less worthy» compared to the majority of their peers.

Many middle schools offer gifted or high achieving students the option of taking high school courses before high school even begins.

Aware that even the most talented students failed to receive Ph.D. s and find employment in science and engineering, Hrabowski created a system in 1988 to mold high - achieving minority high school students into elite researchers.

The majority of minorities entering science and engineering are from the middle - and upper - income families, but considerable debt and modest earnings (compared to business, law, and medicine) may deter even some high - achieving minority students from choosing these fields.1 Up to 25 % of academically qualified low - income students either do not apply to college2 or drop out, unable to keep pace with escalating prices.3

Meanwhile, in a 1997 study, economists Phillip Cook of Duke and Jens Ludwig of Georgetown found that high - achieving black students are, if anything, even more popular relative to low - achieving peers than are high - achieving whites.

Allowing students to proceed through courses, and even the whole K — 12 sequence, at their own pace is a fantastic idea and will be a particular boon to high - achieving, low - income students — kids who have been neglected in the age of standards.

Even then, however, teachers work to «differentiate instruction,» which often means separating the kids back into homogeneous groups again, and offering more challenging, extended assignments to the higher - achieving students.

We still have a long way to go, but it's clear that even the most disadvantaged students can achieve at high levels when provided with a strong education.

The students in the smaller classes continued to achieve at higher rates than their peers in the other groups even after they returned to normal - sized classrooms in grades four and beyond.

In nonurban areas, where many students achieve at reasonably high levels even without a charter school option, parents may not be looking for this approach.

The program is not associated with improved high school graduation rates or increases in the number of students taking college entrance exams, suggesting that the APIP improves the outcomes of high - achieving students rather than those students who may not have graduated from high school or even applied to college.

We agree that students of all backgrounds can achieve at high levels, even in learning environments with concentrated poverty.

In short, traditional information channels may bypass high - achieving, low - income students, even if counselors and admissions staff conscientiously do everything that they can for these students.

Even parents of high - achieving students would admit that their children are often given low - level assignments and are bored by school.

To the extent that teachers benefit from more generous pay and benefits, less - demanding work conditions, and higher job security, the unions will pursue those goals, even if achieving them comes at the expense of students.

The AP curricula seek to prepare high - achieving students for higher education by offering college - level courses and even potential college credit for high exam scores.

Harvard Kennedy School of Government public policy professor Christopher Avery, who recently co-authored a study on the lack of high - achieving low - income students at top schools, said that even at selective institutions, «diverse» still does not imply total representation.

Yet, there is something important and compelling, even unifying, in the idea that no student should be held back from accessing challenging curriculum and that every student should be adequately supported in achieving to their highest possible level.

In a 2015 Washington Post report, it was stated that for the second year in a row, the school's students showed positive testing results, with their third - graders showing a 95 % passing rate in math, even outperforming the 84 % passing rate of third - grader peers from the «largely wealthy, high - achieving Arlington school district».

Looking at only American students» PISA scores, we see that reading engagement had a higher correlation with reading literacy achievement than time spent on homework, relationships with teachers, a sense of belonging, classroom environment, or even pressure to achieve (which had a negative correlation).

But even more important, we redoubled our efforts to improve instruction to ensure that students can achieve at higher levels.

Teachers can encourage students, even low - performing, high - needs students, to engage and achieve by helping them to develop a growth mindset.

Even with their limited technology backgrounds, students were able to achieve what they (and the faculty) judged to be high quality portfolios.

The Marlboro Township Public Schools are a high - performing suburban district that was facing problems many successful schools have dealt with: how to get their high - achieving students to reach even higher, and how to keep them engaged.

A year ago, Carnegie and McKinsey concluded, «The short answer is no: even coordinated, rapid, and highly effective efforts to improve high school teaching would leave millions of students achieving below the level needed for graduation and college success as defined by the Common Core.»

im currently in a school doing extra sixth lessons and im actually finding it detrimental to my learning giving me more work homework time and my mock results are down from my last year many schools do less school and achieve much higher pass rates i fell that this extra time is making students feel worse and limits there ability to socialize when they go to school until 4:10 pm and arrive home at about 5 making it dark in the winter while walking home may i add it also means that when we get home are daily 2 hr of hw leaves us being at home with no extra work at about 7 pm on top of this there is revision for exams and catch up work for students to complete all of this removes a students ability to have fun were we are hunting success in fear of punishment To conclude extra lessons punish the mind and form a generation of students that dislike school and even sometimes even become suicidal all because schools think they are doing things right

The study found that students who took CREST achieved half a grade higher on their best science GCSE result and that FSM eligible students made even greater progress, increasing their best GCSE science score by two thirds of a grade.

Apparently, Hess ignores the decade of research on other issues — from the expansion of school choice, to teacher quality reform efforts, to even the work on the academic prospects of high - achieving students being conducted by Fordham and other outfits — as well as the focus of state and federal policymaking on such matters as bullying and using schools to combat childhood obesity.

Even those schools that get high test scores often achieve this by cherry - picking new students and culling existing ones through high attrition rates.

Simply put, even the lowest achieving rich students have a higher likelihood of graduating from college than do the highest achieving poor students.

«When you look at the performance of students across the state, we have a long way to go before we feel like even our highest - achieving students are demonstrating the skills that they need based on our more rigorous standards,» Towns says.

Supporting English Learners in STEM Subjects The imperative that all students, including English learners (ELs), achieve high academic standards has become even more urgent and complex.

For high achieving students, this is even a greater challenge.

CCSA advocates for rigorous academic accountability so that chronically underperforming charter schools are closed and higher performing charter schools can help even greater numbers of students achieve academic success.

However, some students, those described by the federal government as having significant cognitive disabilities, may not be able to achieve these academic standards even with high quality instruction.

«The steady gains charter schools have achieved year after year, even as they serve a higher percentage of District students, are beginning to add up,» McKoy said in a statement.

Two quite different groups of people advocate this view: one group (not much concerned with equity) believes that if school professionals were more highly motivated, problems of low student achievement would be solved; a second group (passionately concerned about equity) believes that the solution is much more complicated but believes that even to acknowledge such complexity decreases the school's motivation to achieve high standards with children who, traditionally, do not do well in school.

There is also concern that some parents may have difficulty accepting Common Core's requirement that teachers go slow and develop a much deeper understanding of basics — like addition and subtraction — even with their high achieving students.

Yet even in the face of these challenges, many urban schools provide a high - quality education and produce high - achieving students.

Another interesting factor is that even minority students have a far higher graduation rate than the state averages as well as achieving a far closer graduation rate to white students than one would normally predict given usual patterns of educational inequity [9].

The short answer is no: even coordinated, rapid, and highly effective efforts to improve high school teaching would leave millions of students achieving below the level needed for graduation and college success as defined by the Common Core.