Sentences with phrase «for higher achieving students»

Exploratory analyses suggest that LDC may have been most effective for higher achieving students.

By targeting the help a student needs, a teacher can create flex groups for the most remedial students while also organizing flex groups for higher achieving students.

The Syracuse City School District is proposing a new school that will offer a classical education for high achieving students.

(For high achieving students who are already approaching this standard, schools would be held accountable for making sure they grow at least a year's worth of learning every year.)

Teachers use supplementary programs such as Junior Great Books and Jacob's Ladder for the highest achieving students.

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

One drawback perhaps for colleges who are competing for high achieving students, is that as the student and perhaps parent, is surfing the net after looking at glossy catalogs or college guides online, they will be able to more easily log in to a college and fill out paperwork right then and there to get the admissions process started.

In fact, it's commonplace for high achieving students to take college credit courses in high school - so these are students who are on a fast track in their education; and these are the students that colleges need to prepare earlier for attracting.

Not exact matches

He first co-founded Brazen Careerist, a career - management site for high - achieving young professionals and ambitious college students, where he led the company's community development efforts.

Taking a step back from the specific question of what the Parkland students achieved, it's clear from the polling data that support for increased gun control remains high and has steadily increased in recent years.

He investigates an enrichment program in Boise, Idaho, the Treasure Valley Math and Science Center, that offers challenging classes for «high achieving students.»

In order to address this problem, high academic standards will need to be achieved in every school, and communities will have to provide the necessary resources for those students facing additional challenges.

The students who used the «study drug» were academically diverse: from high - achieving, AP and Honors students looking for a fast alternative to balance their schedules while maintaining a high GPA, to students struggling to keep a minimum GPA to play on a sports team.

They largely refused to acknowledge that poverty rather than school quality was the root cause of the educational problems of disadvantaged kids, for fear that saying so would merely reinforce a long - standing belief among public educators that students unlucky enough to live in poverty shouldn't be expected to achieve at high levels — and public educators shouldn't be expected to get them there.

If you work in a North Carolina school or district with a high free - and - reduced rate student population, but you're struggling to achieve good participation at school breakfast, The Partners for Breakfast in the Classroom can help.

For higher - achieving students, the school is adding medical, education and business internships in the community.

For high school credit courses, the percentage of CCSD students achieving Developing to Distinguished scores was: 88 % for 9th Grade Literature and Composition (78 % Georgia), 86 % for Algebra (70 % Georgia), 88 % for American Literature and Composition (76 % for Georgia), 87 % for Analytic Geometry (70 % Georgia), 81 % for Biology (68 % Georgia), 79 % for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 For high school credit courses, the percentage of CCSD students achieving Developing to Distinguished scores was: 88 % for 9th Grade Literature and Composition (78 % Georgia), 86 % for Algebra (70 % Georgia), 88 % for American Literature and Composition (76 % for Georgia), 87 % for Analytic Geometry (70 % Georgia), 81 % for Biology (68 % Georgia), 79 % for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 for 9th Grade Literature and Composition (78 % Georgia), 86 % for Algebra (70 % Georgia), 88 % for American Literature and Composition (76 % for Georgia), 87 % for Analytic Geometry (70 % Georgia), 81 % for Biology (68 % Georgia), 79 % for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 for Algebra (70 % Georgia), 88 % for American Literature and Composition (76 % for Georgia), 87 % for Analytic Geometry (70 % Georgia), 81 % for Biology (68 % Georgia), 79 % for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 for American Literature and Composition (76 % for Georgia), 87 % for Analytic Geometry (70 % Georgia), 81 % for Biology (68 % Georgia), 79 % for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 for Georgia), 87 % for Analytic Geometry (70 % Georgia), 81 % for Biology (68 % Georgia), 79 % for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 for Analytic Geometry (70 % Georgia), 81 % for Biology (68 % Georgia), 79 % for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 for Biology (68 % Georgia), 79 % for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 for Physical Science (66 % Georgia), 88 % for U.S. History (77 % Georgia) and 87 % for Economics (81 for U.S. History (77 % Georgia) and 87 % for Economics (81 for Economics (81 %).

High achieving students were feted at setting known for creatures wild and wise.

By contrast, in Japan, 85 % of students achieve the equivalent of maths A-level, and Indian students study maths and science for twice as long each week at high school as their British counterparts.

But as at now the promise of making education free for all students of senior high school has not been achieved... it's in the interest of government to state this because some parents of second and third year believe that their children are going to enjoy free education and if it is not explained, it will create problems for the headmasters and headmistresses.

In 2007, the overall A * - C pass rate for all UK entries increased from 62.4 per cent to 63.3 per cent, with one in five students achieving the highest A grade.

Parents worry about funding and standards for their public school students and remain least concerned about the amount of testing in classrooms, a survey released by High Achievement New York and Achieve found.

Still suffering from last year's school budget cuts and with the mayor threatening more to come, UFT members at high - achieving Leon M. Goldstein HS for the Sciences in Manhattan Beach, Brooklyn, rallied and leafleted faculty, staff, students and members of the community on Nov. 17 with the message «No Budget Cuts — Save Our Schools.»

New York State Senate Democratic Policy Group Initiatives Would Help Over 1.3 Million New Yorkers; Make Higher Education More Affordable by Reducing Student Loan Debt, Increasing Savings For Families, Expanding Access to College Credit for High School Students Initiatives to Enhance Readiness and Increase Graduation Rates and Employment Will Help More New Yorkers Achieve College SuccFor Families, Expanding Access to College Credit for High School Students Initiatives to Enhance Readiness and Increase Graduation Rates and Employment Will Help More New Yorkers Achieve College Succfor High School Students Initiatives to Enhance Readiness and Increase Graduation Rates and Employment Will Help More New Yorkers Achieve College Success

«The Australian Research Council's Federation Fellowships scheme, for example, encourages Australian researchers working overseas to bring their skills back into Australian science, while scholarships offered under the Endeavour Programme allow high achieving students from around the world to undertake study or research in Australia.»

«College Selectivity and Degree Completion,» by Scott Heil of the City University of New York (CUNY), Liza Reisel of the Institute for Social Research in Oslo, and Paul Attewell of the CUNY Graduate Center, is the first study on this topic to use nationally representative data and to account for the higher graduation rates of highly selective institutions in terms of their ability to attract and enroll higher achieving students.

Gustafsson and graduate student Hesper Rego had achieved higher - resolution SIM with a variation called saturated depletion non-linear SIM, but that method trades improvements in spatial resolution for harsher conditions and a loss of speed.

Many teachers in top - achieving schools with high levels of collective efficacy talked about how they used social persuasion to enforce norms of high expectations for student success.

Together with Persson, Berkeley Lab scientist Gerbrand Ceder, postdoctoral associate Miao Liu, and MIT graduate student Ziqin Rong, the Materials Project team investigated some of the more promising materials in detail for high multivalent ion mobility, which is the most difficult property to achieve in these cathodes.

WEST ORANGE, N.J. January 7, 2016 — Kessler Foundation awarded a two - year, $ 500,000 grant to Access Living of Metropolitan Chicago to launch the Realizing Education and Advancement for Disabled Youth (READY) Program — a transition program for high school students with disabilities in Chicago, Illinois, so that they can achieve economic independence after graduation.

In particular, it is not known whether teachers leave schools with high concentrations of disadvantaged and low - achieving populations for financial reasons or because of the working conditions associated with serving these students.

Another school profiled is the Denver School of Science and Technology, which enrolls a mostly - minority, 47 percent low - income student population and has achieved «national renown» for its results, including the second - highest longitudinal growth rate in student test scores statewide.

The Fordham Institute's new report, High Stakes for High Achievers: State Accountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve all studeHigh Stakes for High Achievers: State Accountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve all studeHigh Achievers: State Accountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve all studehigh - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve all students.

After controlling for average class size, per - pupil spending in 1998 - 99, the percentage of students with disabilities, the percentage of students receiving a free or reduced - price school lunch, the percentage of students with limited English proficiency, and student mobility rates, high - scoring F schools achieved gains that were 2.5 points greater than their below - average D counterparts in reading (see Figure 2).

First, it advances specific ideas for how state accountability systems can be redesigned to demand strong performance and growth from high - achieving students while meeting the requirements set forth in ESSA.

«PIRLS 2016 shows that 81 per cent of Australian Year 4 students are achieving at or above the Intermediate benchmark — the proficient standard for Australia — compared to 76 per cent in 2011, with more students achieving at the High or Advanced benchmark,» Dr Thomson said.

The implication for schools is that almost all students can be considered capable of achieving high standards given sufficient time and personalised (well targeted) ongoing support.

One hypothesis, for example, is that retesting reduces the pressure to unduly focus teaching effort on the marginal students — students who may or may not pass — in the months before the initial test, and thus teachers can give relatively more effort to the infra - marginal students, including those high - achieving students at little risk of failing.

While mixed ability teaching has been held up as the way to go, it has not been overly successful for students in the very high and very low achieving groups.

A commonly proposed strategy for raising achievement levels in schools is to specify high expectations or «standards» of student performance and to hold students, teachers and schools accountable for achieving those standards.

In more affluent, high - achieving schools, where pressure to excel can be debilitating, counselors can advocate for students not to overwork themselves academically.

What I've found through experience, however, is that students can achieve a very high bar, if the teacher is brave enough to set it for them.

We look for evidence that a student will achieve a high standard in the near future.

«The same NAPLAN achievement scale will be used, but students» achievements will be measured more precisely, particularly for students in the high - and low - achieving categories, and results will be returned much more quickly than at present.

- There is the progress grid (success criteria) for each level to allow students to know how to achieve higher.

Instead we need to be doing what an increasing number of schools like another Arizona - based school, the Carpe Diem Collegiate High School and Middle School, are doing and disrupting that flawed paradigm by implementing online learning to create a student - centric system — not to increase costs for the community through bond measures or otherwise, as the article reports — but to use existing resources to prioritize student learning and achieve great results.

Yet some may wonder about the potential cost of this focus on higher - achieving students, for whom improvements over the same time period have been modest.

For example, high - achieving students in a school that changed to an earlier start time might transfer to private schools.

If teachers treat all students in the same year of school as equally ready for the same curriculum, then some lower - achieving students are likely to be left behind and some higher - achieving students are unlikely to be challenged and extended.

The two groups of students are assumed to be identical in all respects other than admission to the program, allowing for a precise identification of the effect of attending a school for high - achieving students.