Sentences with phrase «for academic failure»

Given persistent disparities in educational achievement and high school retention, there is an urgent need to understand processes that promote high school success in adolescents at risk for academic failure.

It is the first time the state has taken over a locally controlled school for academic failure.

Each student's performance is compared with his or her own in past years, which largely controls for outside influences often blamed for academic failure: poverty, prior learning and other factors.

Students at all grade levels at - risk for academic failure exhibit distress through a pattern of poor grades, attendance, and behavior.

FAST provides benchmark targets for performance to help identify students at - risk for academic failure.

To provide additional funding for students «at risk» — those in poverty or headed for academic failure — most states adjust each district's aid level through a weight or use categorical programs to grant school districts money that typically must be spent on specific services.

Additionally, research shows that collecting SEL data at the Tier I level is critical because even high - achieving students can have low social and emotional skills, putting them at - risk for academic failure down the road.

Until now, the closest Chicago has come to such a break was the 2002 closing of three elementary schools for academic failure.

Each student's performance is compared with his or her own performances in past years, which largely controls for outside influences often blamed for academic failure: poverty, prior learning and other factors.

Some argue that early identification is fraught with errors; they fear incorrectly labeling a student as at risk for academic failure.

It seemed a fire - breathing proposal, since in its entire history Chicago had closed just three schools for academic failure, and the union is a powerful force in the school system here, the nation's third largest.

Another piece of good news is the fact that the final version of the new law retained NCLB's student subgroup reporting and revised requirements for school, district and state accountability — requirements that benefits several categories of students who are chronically at risk for academic failure, such as those with disabilities, by calling attention to their performance and needs.

Benchmark standards (i.e., «cut scores» or «targets») are built into the system to assist in determining which students are at - risk for academic failure versus those who are on track to be successful.

The data help teachers determine which students are at - risk for academic failure, on - target for success, or may need enrichment instruction.

In this report, we examine need estimates through the lens of four different policy options for financing of out - of - school time programs: universal coverage (every child in a public school receives full or partial subsidy), subsidies for children and young people in households with incomes at 130 percent of the poverty line, subsidies for those designated as «at risk» for academic failure, and subsidies for those in households with incomes at or below the poverty line.

Children at risk for academic failure, on average, start kindergarten 12 to 14 months behind their peers in pre-literacy and language skills.

Student engagement has been shown to raise achievement levels for all students and will raise such levels even more steeply for children and youth of color, from low - income backgrounds, and from other backgrounds at risk for academic failure.

They accept no excuses, from students or themselves, for academic failure.

Benchmark standards (i.e., «cut scores» or «targets») are built into the system to assist in determining which students are at - risk for academic failure, on - target for success, or may need enrichment instruction.

Benchmark Standards (i.e., «cut scores» or «targets») are built into the system to assist in determining which students are at - risk for academic failure versus those who are on track to be successful.