Sentences with phrase «grade groups increased»

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The «halfway house» and fellowship groups for alcoholics are sound ideas that increase the likelihood that a given convert will make the grade.

Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.

The group reserves its worst grade for the governor's plan to shift significant costs to New York City by reversing a policy to help the city pick up Medicaid cost increases, and by slashing the City University's budget.

In the suit, won on appeal, the groups claimed that the expansion would allow the company to process heavier grades of oil, increasing emissions and endangering the health of people.

On the other hand, there is reason to believe that the approach to bolstering students» advanced literacy skills, and academic language skills in particular, need not be entirely different for different groups, particularly with increasing grade levels.

Silver CREST students eligible for Free School Meals (FSM) saw a larger increase in their best science GCSE (two thirds of a grade) compared to a matched control group who were also eligible for FSM.

Economic evaluation estimated a return on investment that exceeded $ 2,500 per participant on outcomes such as increased likelihood to graduate from high school, lower rates of K - 12 grade retention, lower rates of initiating sexual activity, and less criminal activity among group participants (Lee et al., 2012).

Accordingly, we should see an increase, by design, in problem - and project - based learning, small - group inquiries, Socratic Seminars, and independent studies as learners progress through the curriculum across the grades.

In Washington state, the percentage of 4th - grade students meeting or exceeding the grade - level standard on the Washington Assessment of Student Learning in the first group of 51 schools increased 23.7 points (from 39.7 percent in 2003 to 63.4 percent in 2007), while the gain statewide during that period was just 9.7 points (from 66.7 to 76.4 percent).

A two - way (teacher accomplishment by grade) ANOVA showed a statistically significant effect for grade level, F (2, 54) = 7.90, p <.01, with a strong tendency for whole - group time allocations to increase with grade level, but no statistically significant grade by teacher accomplishment interaction.

The figures come amid ongoing concerns that young people are being put under increasing pressure to achieve good grades, as schools are held to account for each year group's performance.

Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped since 1996.

Teachers will be grouped by grade levels and subject areas to tweak and develop classroom - ready PBAs to increase student achievement and empowerment.

At a business leader breakfast at EnergySolutions» office, Vice-chair of Prosperity 2020 Keith Buswell, shared the group's 2016 legislative priorities that support goals to improve math and reading scores in 4th and 8th grades, to enable more students to graduate high school, and to support increased numbers of post-high school degrees and certifications.

Small group instruction should be teacher - led and provided to groups of students with similar needs with the goal of increasing the probability of mastering grade - level skills.

Recent research demonstrates that teacher mentoring programs with intensive and regular observation and feedback and collaborative lesson and grade groups, are key to increasing active collaboration among teachers.58

Analyses revealed at least a 10 % difference between Years 1 and 2 in teacher observations in grades 2 - 6 for the following factors: decrease in whole - group instruction, increase in small - group instruction, increase in asking of higher - level questions, increase in comprehension strategies instruction, increase in teacher - directed stance, decrease in student support stance.

During the first year of implementation, Mineola launched a pilot using a highly personalized station rotation model in 6th — 8th grade math classrooms at Mineola Middle School.The Mineola blended learning models include targeted use of small group time, data - driven instruction, goal setting, student progress ownership and transparency, increased choice and flexibility, and targeted attention to student attitudes towards math and learning.

Using estimates from Chetty et al. on how 3rd grade test scores affect later adult earnings, and estimates from Bartik, Gormley and Adelstein of expected adult income of children from different income groups, I project that for low - income children, the 3rd grade test score effects estimated by Duncan / Sojourner would be consistent with a lifetime increase in adult earnings of about 13 %.

KEY ACHIEVEMENTS IN TEACHING • Developed and implemented effective environment for 2nd grade students through functional displays, bulletins and interest centers • Increased student involvement in after class projects by 40 % utilizing effective mentoring abilities • Designed lesson plans and instructional materials from scratch, following implementation of new curriculum • Introduced instructional strategies such as group discussion and inquiry which helped in bringing student grades from an average of B to A

Non-significant changes were observed in grade point average between the TM group which increased by 0.2 % and CTL group which decreased by 1.1 % (F 1,36 = 0.75, p >.10).

Economic evaluation estimated a return on investment that exceeded $ 2,500 per participant on outcomes such as increased likelihood to graduate from high school, lower rates of K - 12 grade retention, lower rates of initiating sexual activity, and less criminal activity among group participants (Lee et al., 2012).

Person - oriented analyses comparing children who were aggressive but had different relational risk / support histories (ARR group: higher ratio of relational stressors to supports; ARS group: higher ratio of supports to stressors) and children who were not at risk (RF group: risk free) revealed that only the ARR group showed significant increases in psychological and school maladjustment trajectories across the early grades.

Exemplary discoveries Our findings show that aggressive dispositions were moderately stable from kindergarten to grade 6 (e.g.,.56), whereas anxious - withdrawn behaviour was not stable until grades 2 -LRB-.36) and 3 -LRB-.51).3, 4 The percentages of children in a community sample (n = 2775) that could be classified into distinct risk groups were: 15 % aggressive; 12 % anxious - withdrawn, and 8.5 % aggressive - withdrawn (comorbid).5 Predictive analyses showed that aggressive children who exceeded a risk criterion in kindergarten exhibited increases in psychological and school maladjustment two years later.6 Anxious - withdrawn dispositions predicted early and later increases in internalizing problems.5 Overall, the findings corroborate the premise that aggression and anxious - withdrawal are risks for later maladjustment.

There was also a significant increase in social competence scores when examining the seventh - grade intervention group, but only for girls.

Several factors affected both groups: (a) parenting factors reduced association with deviant peers, (b) association with deviant peers increased the risk of smoking in the 10th grade, and (c) teens were more likely to smoke if their parents smoked.

Since peer social preference was measured in the second grade, a time when peer groups and friends are growing in importance to these children, we anticipate that this low peer preference will increase child vulnerability to subsequent maladjustment, adding to the risks evident at school entry.