Sentences with phrase «greater academic achievement for both students»

The vast majority of gold standard studies show greater academic achievement for both students in choice programs and those in nearby public schools.

It also is the catalyst for change in schools that can spur them to higher performance and greater academic achievement for students.

Not exact matches

Using an online platform to provide a «one stop shop» for updates, academic achievement as well as a reward scheme is a great way to strengthen communication between the school, student and parents.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

A Maryland school district's curriculum and classroom assessments represent what teachers need to help students reach ambitious academic goals and succeed on state tests, concludes a report issued by a group pushing for greater student achievement.

The effects on academic achievement are greatest for students from higher income families, while the effects on behavior are more pronounced on students who are less well - off.

In this interactive webinar, David Liben of Student Achievement Partners and Rachel Stack of Great Minds highlight how book - based lessons engage all learners, build knowledge, and set students up for academic aAchievement Partners and Rachel Stack of Great Minds highlight how book - based lessons engage all learners, build knowledge, and set students up for academic achievementachievement.

Includes State - designed, long - term goals and measurements of interim progress for all students and separately for each subgroup of students, on academic achievement and graduation rate, that expect greater progress from groups that are further behind;

Establishes a system of meaningfully differentiating all public schools on an annual basis that is based on all indicators in the State's accountability system and that, with respect to achievement, growth or the other academic indicator for elementary and middle schools, graduation rate, and progress in achieving English language proficiency, affords: Substantial weight to each such indicator; and, in the aggregate, much greater weight than is afforded to the indicator or indicators of school quality or student success.

According to a 2009 study, magnet students report a greater sense of community at school and perceive more peer support for academic achievement.

«By incorporating high academic standards and clear expectations with plans for greater student engagement and achievement, Alabama stands ready to meet the rigorous demands of preparing students for the work force and for their roles as citizens in our democratic system.

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».

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.

They have a great understanding and appreciation of the importance of the arts, both for its intrinsic value and how it impacts and influences student academic achievement.

In 2005 - 2006, the new principal of Tiffany Park, a former English learner herself, determined that a new approach was needed to support greater academic achievement for English learners and low income students.

We expect results in the form of improved academic achievement for all students, greater public access to great art and architecture and groundbreaking advances in scientific and medical research.

Her scholarship focuses on the academic achievement of low - income students and students of color in postsecondary education, with a specific focus on understanding the educational contexts, levers, and practices that promote greater academic success for these students.

The new Every Student Succeeds Act governing K - 12 education in the United States defines and endorses Universal Design for Learning (UDL) as a framework to help achieve greater opportunity and academic achievement for all learners, including those with disabilities, English learners, and «gifted and talented» students.

The Broad Prize for Urban Education and The Broad Prize for Public Charter Schools were created to recognize the public school systems that show the greatest academic performance and improvement while reducing achievement gaps among low - income students and students of color.

Making greater strides in academic achievement will require more rigorous research into best practices, dedicated funding for school improvement, and a strong commitment to make the tough choices that are best for students.

The 15 - year research synthesis from the American Educational Research Association (AERA), «Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement,» suggests that by promoting a positive climate, schools can allow greater equality in educational opportunities, decrease socioeconomic inequalities, and enable more social mobility for students.

Wisconsin is on the map for yet another positive step that will lead to greater levels of academic achievement for our students, because of anticipated increases of parental involvement in our schools.

One of the greatest challenges every school and educator faces is encouraging and accommodating a full range of student diversity while simultaneously promoting a uniformly high level of academic achievement for all students.

However, evidence is emerging that shows that arts education can have powerful effects on student achievement, with the greatest gains for students in the lowest socioeconomic status quartile, those most at risk of academic failure.