Sentences with phrase «from academic improvement»

Not exact matches

Both principals and teachers may swayed by anecdotal reports from schools which have seen an improvement in academic performance and a reduction in disciplinary problems when junk food is reduced in the school environment.

-LSB-...] principals and teachers may swayed by anecdotal reports from schools which have seen an improvement in academic performance and a reduction in disciplinary -LSB-...]

Prof. Naana Opoku Agyemang commenting further noted the beneficiary students in the free SHS program exclude day students in the 2015/16 academic year that are benefiting from other forms of scholarships such as the Ghana Cocoa Board Scholarships, Northern Scholarships, Secondary Education Improvement Project Scholarships, and those on scholarships provided by NGOs, corporate bodies and individuals.

Women leaders in science — from a university president and policy makers to an academic researcher and industrial scientists — see improvements in this field's gender balance, but they also know that more must be done.

Analysis of four SNPs, in tandem with genetic risk factors detected by the deCODE ProstateCancer ™ test, yields substantial improvement in efficacy of PSA screening Reykjavik, ICELAND, 15 December 2010 — Scientists from deCODE genetics and academic colleagues from...

Recommendations for improvement included restructuring the math activities to be more rigorous, earlier training in how to critique academic work, and gaining more regular feedback from teachers.

Studies have shown that schools offering intense physical activity programs have seen positive effects on academic performance such as improvements in math, reading, and classroom behavior — even when the added time takes away from academic instruction time.

Many academics and policymakers consider the education research sponsored by the National Science Foundation or the National Institutes of Health to be more rigorous and scientifically sound than the research emanating from the Department of Education's Office of Educational Research and Improvement (OERI).

Research shows that students who take part in high - quality summer learning programs that combine academics, enrichment and physical activity benefit from substantial improvements in their academic achievement, vocabulary and reading skills, social skills, work habits and attitudes, and readiness to learn.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

While not mandated, the initiative encouraged schools to make the switch from print to digital materials based on estimated cost - savings and academic improvement — because print textbooks are expensive and digital content can be more personalized.

The chief academic officer of CORE Districts will present learnings from nine districts that have already implemented a school quality improvement index that measures growth mindset, self - efficacy, self - management, and social awareness.

While student - teacher ratios are strikingly reduced from past years, the hoped - for improvement in academic achievement associated with more intimate circumstances has not occurred.

True educational equity comes from comprehensive school reform, which incorporates academic improvements along with health care, housing policy, funding changes, family support and other policies that allow students to go to class safely and actually focus on their work, and that provides teachers with a work environment and enough support to operate creatively, not like infantilized robots.

However, it could also stem from improvements in the out - of - school circumstances of American children most at risk of academic failure.

Whether competition from charter schools can eventually spur academic improvements in traditional public schools also depends on the academic performance of the charter schools themselves.

In Hartford, educators from the state's 11 Network Schools, schools with the most stubborn academic and social challenges, shared with the governor details of their school improvement plans and their progress to date — progress that is positively impacting 7,100 students.

It was unclear Friday how greatly the new standards — which Clayton Burch, chief academic officer for the state education department, called a «complete overhaul» and improvement over the current standards — differ from West Virginia's current standards, which were first implemented statewide last school year after a roughly four - year phase - in process.

Accountability requires the use of multiple forms of qualitative and quantitative evidence from both academic and non-academic areas to assess students, schools and districts and determine how to make improvements.

At Imagine Andrews, we measure the academic performance of our students primarily based on same - student learning gains (i.e., the improvement in student achievement in reading and math measured for the same students from the beginning until the end of each school year).

Annual results of the assessment for 2005 indicate that the government is some way off achieving these targets, currently 85 %, for the academic years 2006 - 2008, but results indicate a steady improvement from the levels achieved in 1998.

However, the Gordon Commission says the common - core tests planned for rollout in the academic year 2014 - 15, «while significant, will be far from what is ultimately needed for either accountability or classroom instructional - improvement purposes.»

The researcher relied on verbal reports from the teachers regarding student outcomes and did not directly collect data on student testing or academic improvement.

Those who had needed the most help had not had a significant academic improvement from their baseline performance in the beginning of summer school.

Responding to research from Stanford University's John W. Gardner Center linking student opinions and perceptions to their own academic outcomes, the Center for Effective Philanthropy — funded by a host of donors, including the Gates, Hewlett and Wallace foundations — created YouthTruth «to better understand from students what was and was not working in their high schools in order to give school and district leaders, as well as education funders, better information to inform improvement efforts.»

But the state does not set academic criteria for the district's exit from a takeover, or a timeline for improvement.

The Academic and Personal Behaviors Institute is a network of educator teams from New York City public schools who are dedicated to using data and improvement science methodologies to spread academic mindsets (growth, value, and belonging) among both colleagues and sAcademic and Personal Behaviors Institute is a network of educator teams from New York City public schools who are dedicated to using data and improvement science methodologies to spread academic mindsets (growth, value, and belonging) among both colleagues and sacademic mindsets (growth, value, and belonging) among both colleagues and students.

From 2008 to 2011, Dr. Grego served as superintendent of Osceola County, where he oversaw dramatic academic improvements in the district.

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvementimprovement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency ImprovementImprovement Community.

Despite these hardships and gaps, U.S. youth have benefitted from significant academic and health improvements over the past seven years, including a 20 percent decrease in the number of kids without health insurance and an 11 percent reduction in the high school dropout rate.

Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercises judgment in accepting findings as valid for application in classroom practice and teacher improvement.

Comparing scores from the 2003 — 2004 academic year with those of two years earlier shows truly startling improvement.

Fears about further cuts to council education budgets have been echoed by education academic John Howson (pictured), who warned town halls further could shift their focus away from school improvement instead putting resources into school place creation.

The board cited only three items they now require from Pioneer High: a clean membership audit, enrollment numbers that support a viable operating budget, and an improvement in their academic performance.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

Evidence for academic improvement comes almost exclusively from scores on statewide tests, which assess relatively basic skills that many no - excuses schools target with intensive drilling.

Improvements have helped the school go from the lowest performing high school in Metro Nashville Public Schools to a student growth level of 5, indicating more than two years of academic growth.

Plus, the 2007, 2008, 2009 and the 2010 Department of Education Reports all show that students who entered the voucher program from SINI schools have shown no improvement in academic achievement.

An analysis of data from The After - School Corporation's (TASC) national demonstration of a longer school day shows that elementary and middle school students improved their academic achievement, attended school more often and benefitted from improvements in school culture.

While policymakers stubbornly pursue this dead end, they ignore evidence from science and educational practice pointing to methods that result in long - lasting improvements in both academic and life outcomes, especially for at - risk children.

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.

For example, one school saw a dramatic improvement in five high - priority metrics included in the culture plan, including a 59 % reduction in the amount of out - of - school suspensions between the 2012 - 13 and 2013 - 14 school years, a 56 % reduction in classroom off - task / disruptive behaviors across nine grade levels, and an increase from 57.2 % to 59 % in Academic Performance Index in just one school year, with a Value Added grade of C for the first time in more than five years.

Likewise, the feedback obtained by R and A from system leaders in the completion of the 2011 Academic Report reinforced the importance of using results to drive the continuous improvement process.

The national policy landscape surrounding academic standards, assessments, accountability, and school improvement is in many respects more chaotic than ever as states transition away from strong federal systems and requirements under NCLB and once again take the lead role in defining and enforcing accountability measures for public schools.

i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the achievement gaps between economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.

The School Quality Improvement Index, which was developed by the California Office to Reform Education (CORE), is a significant jump away from the Academic Performance Index (API), which was discontinued after 2013 as the state transitioned to the Common Core - aligned Smarter Balanced tests, which debuted last year.

EMERGING School Library leaders act as agents of improvement to promote some of the learners» academic and / or professional success and well - being through an inquiry - based approach, utilizing a variety of instructional strategies to meet a diverse learning population; however, in isolation from most other teachers.

So don't hesitate any longer — buy an assignment right now and begin your way towards high academic scores, recognition from your professors and peers and overall improvement of your standing.

We also know that research shows clear links from school libraries and library staff to improvements in student's reading and academic success.

Social and emotional learning (SEL) programs, which previously have shown immediate improvements in mental health, social skills, and academic achievement, continue to benefit students for months and even years to come, according to a 2017 meta - analysis from CASEL, the University of Illinois at Chicago, Loyola University, and the University of British Columbia.