Sentences with phrase «high academic performance of students»

As a result, we identified the 25 common characteristics that contribute to high academic performance of students served by bilingual education programs.

Not exact matches

National studies show that students who eat school breakfast are more likely to: reach higher levels of math achievement; score higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and academic performance; and maintain a healthy weight

The Parents Teachers Association (PTA), of the Tsito - Awudome Senior High School (AWUSCO), in the Volta Region, have explained that the decision to levy students despite the implementation of government's Free Senior High School Policy was a collective resolve by parents to support the school's efforts to enhance the academic performance of students.

Benefits to School Life Looking at the lasting impact of LOtC experiences in terms of academic performance, Learning Away's recent research found that school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subject area.

The playbook, written by our adjunct fellow, Heather Staker, draws on findings from a pilot project focused on helping teachers motivate their students to high levels of academic performance.

Moreover, a 2014 Public Health England report found that the amount of moderate to vigorous physical activity students engaged with at 11 years of age had an effect on academic performance across English, maths and science, including final GCSE exam results, with active students found to achieve up to 20 per cent higher results than non ‑ active students.

Many pundits point to the fact that in the United States, teachers tend not to be drawn from the top of the academic - performance distribution, as is the case in countries with higher student achievement, such as Finland, Korea, and Singapore.

[xi] Di Xu and Shanna Jaggars, «Performance Gaps Between Online and Face - to - Face Courses: Differences Across Types of Students and Academic Subject Areas,» Journal of Higher Education 85 (3), 633 - 659, 2014; Cassandra Hart, Elizabeth Friedmann, and Michael Hill, «Online Course - Taking and Student Outcomes in California Community Colleges,» Education Finance and Policy, forthcoming.

There is no evidence that high school students who enroll in college - level courses such as Advanced Placement or International Baccalaureate classes improve their academic performance in college unless they take the tests offered at the end of each course, says a study by researchers at the University of California, Berkeley.

We look at level of school (high school, middle school, or elementary school), total enrollment, percentage of the student body that is white, average experience of teachers, and school performance, as measured by the school's academic rank within the state.

Indeed, when minority students reach the very highest levels of academic performance, even the number of cross-ethnic friendships declines.

Educational researchers David C. Berliner and Audrey L. Amrein, both from Arizona State University, published in 2002 a report on «The Impact of High - Stakes Tests on Student Academic Performance.»

a set of extremely high expectations for students and families with regard to academic performance, a strong work ethic, appropriate behavior, and responsibility.

But when students feel a sense of belonging, they experience more meaningful relationships, higher self - esteem, better academic performance, and improved well - being.

Students of National Board teachers who exhibited superior academic performance may already have been performing at a high level when they entered class in the fall.

To explore these questions, we studied the 29 high school closures begun between 2003 and 2009 in New York City to determine the degree to which a closure affected a range of student outcomes, including graduation rates, mobility, attendance, and academic performance.

While PISA is a test of everyday knowledge, TIMSS measures performance on the sorts of academic disciplines students are normally taught in school, and which are often required for success in higher education.

But the state's urgent task is to provide new, high - quality seats for the 57,000 students languishing in its worst schools, those occupying the bottom 10 percent of academic performance for at least three years.

Since improved AP outcomes may not necessarily reflect increased learning and could come at the expense of other academic outcomes, I also looked beyond these immediate effects to the broader set of outcomes, such as high school graduation rates, SAT and ACT performance, and the percentage of students attending college.

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).

But even since they launched, e-schools have received negative press for their poor academic performance, high attrition rates, and questionable capacity to educate the types of students who choose them.

While the push for higher levels of academic achievement and accountability continues to increase, more people have realized that a single test can not provide a comprehensive evaluation of student performance.

In our No Child Left Behind era, educators are aware that high - school Algebra I teachers are under pressure for proof of student academic performance.

Bringing together experts across a range of fields, the report made the case for why regular exercise crucially belongs in schools: It not only provides physical health benefits to students but also enhances their cognitive functioning, leading to higher academic performance.

In a troubling picture of performance, the vast majority of Illinois students failed to reach the high academic bar on the new state PARCC exams, meaning they weren't on track academically for the next grade level, let alone for college or careers.

The bill also eliminates goals and performance targets for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.

That's why GreatSchools ratings in a growing number of states and cities includes data about student academic progress over time, high school graduation rates, and college readiness including SAT / ACT performance and participation.

The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1) academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.

Bridging the gap between high school and college by using high school assessments for admissions and placement, providing feedback to high schools on the college performance of their graduates, and holding postsecondary institutions accountable for the academic success of students they admit;

But the bottom line is that expanding high - performing public charter schools can increase the academic performance of students in both charter and traditional public schools.

At Oakland Unity High School in Oakland, Calif. we decided it was time to ask a new question: Are the academic and personal habits of students at the root of performance obstacles in math education?

For too long, the academic performance of the nation's high school students has been overlooked or explained away.

At Marina (California) Junior High School, teachers discovered that students academic performance improved dramatically after only 20 days of chess instruction.

Students are expected to achieve a level of academic performance that will enable them to succeed at the nation's best high schools and colleges.

High - needs students in a school or district are often placed in a demographic subgroup for purposes of comparing their academic performance with those of other students.

During our final year of helping students build college and career readiness, we found associated improvements in their academic - related perceptions, beliefs, and strategies; positive personal achievement and goal orientation; rising perceptions of college; improving trends in academic performance; and stronger perseverance in high school when compared to a control group.

This study builds on a previous REL Northwest study that found high school GPA was a stronger predictor of college academic performance than scores on standardized college entrance exams among first - time students at the University of Alaska.

Interestingly, as I did my initial research for the book I kept finding studies that linked higher student academic performance to the positive personal attributes and classroom presence of their teachers.

This year, the school had an Academic Performance Index score of 846, more than 200 points higher on average than schools that the state deemed similar, based on the students they serve.

And in many cases, they don't provide a clear picture of how districts will use state funds to improve the academic performance of «high - needs» students.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

increase student expectations of their own academic performance, teacher expectations of ALL students» academic performance, and parent and community expectations for children's high academic performance

The Legislature recognizes that teachers play a critical role in preparing students to achieve the high levels of academic performance expected by the Sunshine State Standards.

High Standards for All Students: A Report from the National Assessment of Title I on Progress and Challenges Since the 1994 Reauthorization (2001) provides a comprehensive summary of the most recent data available from the National Assessment of Title I on the implementation of the Title I program and the academic performance of children in high - poverty schoHigh Standards for All Students: A Report from the National Assessment of Title I on Progress and Challenges Since the 1994 Reauthorization (2001) provides a comprehensive summary of the most recent data available from the National Assessment of Title I on the implementation of the Title I program and the academic performance of children in high - poverty schohigh - poverty schools.

During his tenure as the Assistant Superintendent for Instructional Services at the Chula Vista Elementary School District in California, he oversaw the district's dramatic improvement in academic performance and high - stakes test scores through the implementation of a student - centered instructional framework and a cloud - based differentiated instruction solution.

A choice of customized quality programs for elementary, middle, and high school students improve their classroom performance; increase academic performance and confidence in one or more subject areas.

In a letter dated May 3, dozens of advocacy groups asked Brown to recommit to closing the academic achievement gap for high - need students as he considers an opening on the State Board of Education and a new plan for measuring school performance later this year.

NAGB's efforts to track college readiness in the United States is uniquely important as it has the only assessment program that reports on the academic performance of a representative national sample of high school students.

The proposed bills would require that LCFF funding be spent on evidence - based programs and services for high needs students and would change requirements for the reclassification of English Learners and include them in the state's Academic Performance Index (API), respectively.

Also among positive trends the study found were the high opening rate, the low closing rate and the high reading academic performance of students at California's charter schools.