Sentences with phrase «gain higher grades»

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Not exact matches

Beyond the requirements that liquidity and regulators impose on us, we will purchase currency - related securities only if they offer the possibility of unusual gain — either because a particular credit is mispriced, as can occur in periodic junk - bond debacles, or because rates rise to a level that offers the possibility of realizing substantial capital gains on high - grade bonds when rates fall.

Since its 2014 high on December 29, the S&P 500 Index has gained 1.5 % (not including a fraction of a percent in dividends), the Dow Industrial Average has gained 1.3 %, the Dow Transportation Average is down -5.8 %, the Dow Utilities Average is down -8.9 %, market breadth has churned sideways, and investment grade corporate spreads are flat (though junk spreads have come in about two - tenths of a percent).

when i was in grade school i constantly read science books, i knew the position of the planets, their distances from the sun, diameters, etc. however, by the time i graduated high school, 50 % of the scientific knowledge i had gained had already been proved untrue.

Within all - girls» schools, many continue with physics and mathematics post age 16, gain very high grades in their exams, and then begin engineering degrees.

The wild - type mice didn't develop colitis, but showed low - grade inflammation in their intestines and several features of metabolic syndrome: slight weight gain, increased body fat and food intake, and higher blood sugar levels, which indicate poor glucose regulation associated with diabetes.

Overweight individuals have higher levels of C - reactive protein, interleukin - 6, leptin, and other inflammatory biomarkers that cause cardiovascular and diabetes risks.1, 2 The accumulation of fat, or adipose tissue, is associated with low - grade inflammation.3 Furthermore, foods high in sugar, which influence weight gain, increase the glycemic load and C - reactive protein levels in the body to cause metabolic dysfunction and cardiovascular issues.4

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Finally, while exam - school students have considerably higher fluid cognitive skills (as would be expected of students who gain admission via test scores and grades), attending one of these locally renowned schools in the company of other bright students confers no systematic advantage.

Pass rates on the state's 10th - grade exam, which was also a high - stakes exit exam for students, rose from 57 percent to 78 percent between 1994 and 2000, with smaller yet still sizable gains in reading (see Figure 1).

While we've made some gains at the 4th - grade level (probably reflecting better instruction in decoding), reading - achievement trends by the end of high school are depressingly flat.

Students who wrote about their most important values, however, earned higher grades in the course on average and also experienced small gains in numeracy (the ability to apply math concepts) and mathematical reasoning ability.

Since 1999, for instance, eighth grade math students in Massachusetts have made the highest gains of any participating nation on another international exam, TIMMS.

Parents assign higher grades to schools with higher levels of student achievement, not schools in which students demonstrate greater gains.

Eighth - grade math scores among the highest performers also improved substantially over the period, gaining 14 points nationally and 17 points in Texas (Figure 10).

In Massachusetts, the expectation that students pass a 10th - grade test if they are to graduate from high school spiked student performance the first year the law was introduced, with continuing gains in subsequent years.

Each school will be given grades in six areas: (i) pupil academic progress (gain scores); (ii) pupil attainment (of particular academic goals); (iii) the narrowing of gaps of high and low pupils in particular categories (low SES, minority, gender); (iv) parent opinions of the school's quality; (v) teacher and staff opinions of the school quality; and (vi) pupil opinions of the school quality.

Despite gaining a higher number of A and A * grades only 21.5 %

Nor do the researchers find evidence that students who attend middle schools make larger achievement gains than their K - 8 peers in grades 9 and 10, by which time most Florida students have entered high school.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

But skeptics warned that the academic gains made by retained students would diminish over time and that they would ultimately be less likely to complete high school: nationwide, students who are unusually old for their grade are far more likely to drop out.

Without early identification, youngsters are apt to lose out on opportunities to accelerate, to get into such special classrooms and supplemental programs as do exist, to enroll in magnet or charter schools designed to challenge them, and to gain access (when they reach high school) to Advanced Placement courses, International Baccalaureate programs, and other offerings that typically presuppose a solid education in the early grades.

But these standards do not by themselves necessarily account for the gains in achievement by all demographic groups and by our regional vocational / technical high schools (which enroll a disproportionate number of special education students and below - grade level readers).

Reform Agenda Gains Strength The 2012 EdNext - PEPG survey finds Hispanics give schools higher grade than others do By William G. Howell, Martin R. West and Paul E. Peterson

The first and most rigorous of the studies, by Dan Goldhaber and Emily Anthony of the Urban Institute, found that on average North Carolina students in grades 3 - 5 whose teachers were board certified scored 7 to 15 percent higher on tests than students whose teachers attempted but failed to gain certification.

In addition, all Florida schools are graded from A to F based on the share of their student bodies that scores at high levels on the FCAT and experiences gains in their test scores from year to year.

The project - Gaining Ground in the Middle Grades: Why Some Schools Do Better - focused on identifying middle grades policies and practices that differentiate higher - from lower - performing scGrades: Why Some Schools Do Better - focused on identifying middle grades policies and practices that differentiate higher - from lower - performing scgrades policies and practices that differentiate higher - from lower - performing schools.

«Promotion vs. Retention» centers around a hardworking 8th grade student who, in spite of the impressive gains she made during the school year, doesn't have the skills she needs to succeed in high school.

Ginsburg argues against such an adjustment, saying it «makes no sense» but, then, within the same paragraph, engages in an analysis similar to what I have recommended, saying, to wit: «For math... DC gains at grade 4 were higher than any state» over the full 2000 - 07 period.

It has been performed as part of GCSE Edexcel Unit 3, gaining students the highest grades.

The ASD reports modest gains across grades 3 — 8, and more impressive gains in high school, with ASD students far outpacing state - level gains in algebra, English, and biology.

The implementation of blogging in school curriculum has also seen positive effects in student literacy, with blog - savvy pupils tending to gain higher language grades than non-bloggers.

The writers of Risk believed that the goal of the early grades is to gain proficiency in the skills of reading, writing, thinking, and arithmetic in order to «provide a sound base» for high - school study.

Something that i made that helped my class in understanding how to answer a higher mark question, simple but has proven to be successful in gaining higher Merit grades.

The overarching idea of the paper is linking gains from having a high - value - added teacher in grades 4 — 8 to subsequent long - run outcomes, including college attendance, earnings, and family creation.

First, high school scores might appear to be stagnant because not enough time has passed for the gains from earlier grades to show up in the test scores of students in later grades.

It also bolsters our argument that it is high grading standards rather than some unobserved measure of teacher quality that is responsible for the positive effects on students» performance gains.

Both trends seemed to top out after 2007, so higher standards do not lead to a permanent change in achievement gains per grade level (as would be expected to happen with a permanent change in the quality of teaching).

Conversely, DC math gains over the full 2000 - 07 period prior to Rhee's tenure were higher than any state at grade 4 and DC gains were tied for fourth highest at grade 8.