Sentences with phrase «for overall achievement»

-- IndieReader «For the overall achievement of this highly admirable and unique book, the author has amply earned his right to three rousing cheers of congratulations... it is truly an eminently worthwhile read.»

The prize is awarded for overall achievement in HSS courses taken in fulfillment of degree requirements at any of the three degree - granting Schools at The Cooper Union.

State Report Shines Positive Light on Florida Charter School Student Performance For Overall Achievement and Learning Gains Compared to All Florida Students

Home / Charter Schools / State Report Shines Positive Light on Florida Charter School Student Performance For Overall Achievement and Learning Gains Compared to All Florida Students

«The literacy achievement gap in particular is important because literacy achievement often serves as the proxy for overall achievement,» said Dorothy Strickland, Samuel DeWitt Proctor Professor of Education at Rutgers Graduate School of Education.

He'll be honored for his overall achievement in film and specifically for writing, directing, producing and starring in one of the best films of the year,...

Not exact matches

Manulife is proud to be the recipient of many awards that recognize the Company for its overall excellence and specific achievements in areas such as culture, corporate governance, customer satisfaction, and charitable and community programs.

The Ballantine's hip flask, designed by French company Hot Shop and made by CROWN Speciality Packaging for Chivas Brothers, was the winner of the overall Supreme Gold Award and Gold Award at the Best in Metal Awards, showcasing achievements in metal packaging.

As it turned out, Ray finished 11th in ribs and 12th in pork, for an overall placement of 7th out of 37 teams — a major achievement, and he was a happy cooker.

«The overall achievement was quite positive, even if there was disappointment not to finish in the Champions League for the first time in 20 years.»

The American's win turned the tables on Olympic champion Ekaterini Stefanidi as she cleared 4.76 m for the runner - up spot but the Greek vaulter's achievements throughout the rest of the Diamond League series did mean she secured overall victory.

The statement added that the lack of free sanitary towels for schoolgirls «can impact negatively on the Free SHS programme,» explaining that: «As poor menstrual hygiene management can result in absenteeism, poor performance, hamper gender parity in education and the overall achievement of the Free Senior High School programme.»

Overall, Liberal Democrat policies and achievements got a better airing than they have had for some time.

The all - girls Afghan team finished 114th overall, but joined with the Omani twins in receiving the Rajaa Cherkaoui El Moursli Award for Courageous Achievement.

But some perennial topics have acquired a different focus; for example, the question about the internet has shifted from ensuring access to cybersecurity and privacy, and the question dealing with education now focuses on attracting more women and minorities into the scientific workforce rather than on boosting overall student achievement.

Overall, Canada performs well in student science achievement relative to other countries as measured through the OECD's Programme for International Student Assessment (PISA)(OECD, 2016).

Overall, if you're a fan of side scrolling beat em ups or their podcast, this game was a great way to kill some time, and if you're into achievements the requirements will keep you busy for a little while.

This Year's Outstanding Achievement By A Woman In The Film Industry, celebrates the overall achievements this year by «Women Documentary Filmmakers,» with five named for special mention.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

The OECD's Programme for International Student Assessment (PISA) shows that some countries have been successful both in lifting overall levels of achievement and in reducing differences related to socioeconomic background.

The individual studies of the privately funded K — 12 scholarship programs in the District of Columbia and Dayton reported overall achievement gains only for the large subgroup of African American students in the program.

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

The four studies of Milwaukee's and Charlotte's programs reported statistically significant achievement gains overall for the members of the treatment group.

The overall results — the average for the three subject areas — indicate an average positive impact on student achievement of 4 percent of a standard deviation whenever the teacher - student gender was the same (see Figure 3).

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

Schools that miss the 95 percent participation threshold can't get the highest overall rating, or highest rating for academic achievement.

For example, the authors of a report commissioned by the U.S. Department of Education's Institute of Education Sciences (IES) note that achievement trends on both state assessments and NAEP were «positive overall and for key subgroups» through 20For example, the authors of a report commissioned by the U.S. Department of Education's Institute of Education Sciences (IES) note that achievement trends on both state assessments and NAEP were «positive overall and for key subgroups» through 20for key subgroups» through 2005.

The broad interest in understanding whether NCLB has influenced student achievement, both overall and for key subgroups, has motivated careful scrutiny of trend data from the National Assessment of Educational Progress (NAEP) and other sources.

The matrix converts scores on standardized tests — the Stanford Achievement Test for English - speaking students and the Aprenda exam for Spanish - speaking students with limited English proficiency — scores on the Naglieri Nonverbal Ability Test (NNAT), average course grades, teacher recommendations, and indicators for socioeconomic status into an overall index score.

Murray points to the fact that national gains in educational achievement, particularly for those beginning on the lower end of the distribution, have been very hard to come by in the past few decades: «If we confine the discussion to children in the lower half of the intelligence distribution (education of the gifted is another story), the overall trend of the 20th century was one of slow, hard - won improvement.»

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

Would you not, for example, know more about a school if told that it got a D for achievement but an A for value - added (or vice versa) than by learning that it earned an overall C + or B -?

During this time, we emerged as the nation's top state for student achievement and one of the world's leading jurisdictions for overall student performance.

In «New Kids on the Block,» (research), Sanbonmatsu, Kling, Duncan, and Brooks - Gunn report the findings of their MTO study and offer several possible explanations for the program's lack of overall positive effects on academic achievement.

Scholars including Swarthmore College's Tom Dee and Stanford University's Eric Hanushek have reported, for instance, that students appear to benefit from having a teacher of the same race, suggesting that the matching of teachers and students contributes to the pattern of overall achievement gains.

Nonetheless, while this difference in replacement patterns is noteworthy, it can not account for KIPP's overall impact on student achievement.

He criticised May for «choosing to ignore the evidence» and warned that grammars «depress overall educational achievement and siphon off a few better off children at the expense of the rest».

Among students assigned to different teachers with the same Overall Classroom Practices score, math achievement will grow more for students whose teacher is better than his peers at classroom management (i.e., has a higher score on our Classroom Management vs. Instructional Practices measure).

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

It alleges that a review of the research on charter schools leads to the conclusions that, overall, charter schools: 1) fail to raise student achievement more than traditional district schools do; 2) aren't innovative and don't pass innovations along to district schools; 3) exacerbate the racial and ethnic isolation of students; 4) provide a worse environment for teachers than district schools; and 5) spend more on administration and less on instruction than public schools.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

Student math achievement was 0.09 standard deviations higher for teachers whose overall evaluation score was 1 standard deviation higher (the estimate for reading was 0.08).

For example, assessments can be used to establish overall levels of student achievement in a subject such as Physics; mastery of particular topics such as energy and mechanics; or the ability to apply Newton's First Law to explain the relationship between force and motion in practical situations.

• Although countries with strong overall achievement also tend to have many top scorers, the U.S. can not assume that raising the water level will do enough for the gifted - ed boat, as it's far too small to contain all who belong in it.

If the curriculum makes clear what all students are to be taught and should learn by particular times in their schooling, for example, by the end of Year 6, and if all teachers and students are held accountable for meeting these time - based expectations, then overall levels of achievement should improve.

When the researchers controlled for demographic variables (for example, wealthy suburbs offer more physics courses) and others, including overall academic achievement, high school physics contributed little more than one point.

For example, teachers may wish to establish individuals» overall levels of achievement in an area of learning, but also to confirm that they have mastered particular prerequisite skills and / or understandings.

Newer teaching methods might be beneficial for student achievement if implemented in the proper way, but our findings imply that simply inducing teachers to shift time in class from lecture - style presentations to problem solving without ensuring effective implementation is unlikely to raise overall student achievement in math and science.

The overall goal of this extension of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1) building knowledge about (a) children's emerging skills and areas of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster children's social - emotional skill development; (2) identifying, deploying, and evaluating strategies to build adult and child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.

Although research has established the overall viability of homework as a tool to enhance student achievement, for the most part the research does not provide recommendations that are specific enough to help busy practitioners.