Sentences with phrase «high achievement because»

In each of the four schools, leaders took chances, questioned norms, and led their schools to high achievement because they thought outside the usual parameters.

Unless we believe that (as Murray suggests in The Bell Curve) Singapore, Korea, Japan, and the Benelux countries demonstrate higher achievement because they are genetically blessed with higher IQs, then the existence of higher and still increasing achievement elsewhere in the world suggests considerable potential for school reform (see Figure 2).

Don't list excessively or unreasonably high achievements because such statements sound fabricated.

Not exact matches

Motivation is high because employers are rewarding several types of activities: 48 percent offer it at program enrollment; 46 percent offer it upon achievement of health outcome; and 60 percent of employer offer incentives at the completion of a program.

Every employee should aim high when setting goals because stretch goals also promote greater achievement.

The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know neither victory nor defeat.

A year and a half ago, upon its approval by nearly 200 nations, The San Diego Union - Tribune Editorial Board called the Paris climate accord an achievement lacking in accountability because it would not punish countries that failed to live up to its high...

The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat.

Rand's objectivism promotes achievement at the highest level for the sake of whatever field your achievement is in; not just because you subjectively think you're the best.

When discussing student performance on achievement tests, Barton notes that private or religious schools account for a disproportionately high number of National Merit Scholars and says that is because «one school utilizes religions principles and one does not.»

Not his present achievements like Ozil & Sanchez etc, to be fair the reason why nobody really cares about them is because it took him almost 6 years to late to get on the high priced players bandwagon and even when he did, hes still trying to mix the new rules with his old dead rules by keeping people like Flamini, letting per lead the defence without a backup and he seems to forget these players are OLD they are more susceptible to fatigue than anyone else in the squad thats why when you look at our games, after the second half its only our attackers that still look lively!

Wenger Hasnt «Blown his last chance of winning anything because he NEVER had the chance, Im almost certain that the attitude is do nt aim too high (PL victory) because the fans expectations will be boosted (CL Victory) and that type of achievement costs money, BIG money and that is something that scares the Silver spooned, Merchant banking, elitist board more than ANYTHING ELSE on the planet (perhaps only eclipsed by the thought of a shady Uzbek millionaire owning the club).

High external achievement with underdeveloped internal resources is a recipe for disaster because it is high performing kids who are most likely to find themselves under pressHigh external achievement with underdeveloped internal resources is a recipe for disaster because it is high performing kids who are most likely to find themselves under presshigh performing kids who are most likely to find themselves under pressure.

Other strengths of the underpinning cohort study include high participation by midwifery units and trusts in England; the minimisation of selection bias through achievement of a high response rate and absence of self selection bias because of non-consent; and the ability to compare groups that were similar in terms of identified clinical risk.12 The economic evaluation was conducted according to nationally agreed design and reporting guidelines.15 26 Collection of primary unit cost data was thorough and accounted for regional differences in care patterns.

And they do so because, when the world demands leadership, it is this alliance of values and interests — this Special Relationship between two countries — that, to borrow the words of another great American statesman, enters the arena, with our faces marred by dust and sweat and blood, to strive valiantly and know the triumph of high achievement.

A growing body of evidence finds that teacher turnover reduces student achievement, either directly because replacement teachers are less effective than exiting teachers or indirectly through the disruptions caused by high turnover rates.

And because your body doesn't always differentiate between «good» stress and «bad» stress, they also kick into high gear during happy times, like surprise birthday parties, life events such as getting married or having a new baby, or even when you receive recognition for your achievements.

The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat.»

Perhaps it's because white students score higher on achievement tests and graduate at substantially higher rates that many of the loudest voices in this debate aren't troubled by asking for patience and time to get things exactly right before proceeding.

I was especially interested in the influence of a teacher's gender on students» perceptions, because engagement with an academic subject may be an important precursor to subsequent achievement levels, course selection in high school and college, and also occupational choice.

Similarly, because growth measures may do a poor job of capturing the progress of high - achieving students, some states may want the weights assigned to achievement and growth to vary based on the level at which a school's students are achieving.

Because teachers were considering intangible factors, even when race, gender, family income, and academic achievement are the same, there was no way to isolate the effect of being held back, much less to make reasonable conclusions about the effects of retention on a student's academic achievement or the probability of his dropping out of high school.

Because academic resources are relatively scarce in higher - poverty schools (e.g., there are more disruptive peers, lower academic expectations, fewer financial resources, and less - competent teachers), parents in these schools seek teachers skilled at improving achievement even if this comes at the cost of student satisfaction.

Such pay innovations should also boost student achievement and, because they are based on performance, strengthen the argument for dramatically raising teacher salaries — at least for those with the highest levels of professional expertise.

Because moving between schools is known to have a negative impact on student achievement, we also control for whether the student changed schools in the current year and whether that change was structural (for instance, the student moved to a junior high school from its feeder elementary school).

It is important that CMOs play a central role in this innovation because they can implement new ideas while setting the standard for high student achievement.

Supporters also point to high test scores, but the editorial claims «there is no way to accurately compare voucher [sic] students with Florida public school students» because the latter are required to take the state achievement test while the former are required to take one of several national achievement tests, such as the Stanford Achievement Teachievement test while the former are required to take one of several national achievement tests, such as the Stanford Achievement Teachievement tests, such as the Stanford Achievement TeAchievement Test or PSAT.

For this reason, I performed a variety of sensitivity tests for math achievement because the reliability of the math test across countries and cultures is usually considered higher than it is for reading or science.

Or, such students may inspire other low - income students to study more because their experience makes the benefits of high achievement more salient.

The uncertainty surrounding the achievement effects of the DC voucher program is because we set the high standard of 95 % confidence to judge a voucher benefit as «statistically significant», and we could only be 94 % confident that the final - year reading gains from the DC program were statistically significant.

These observations should be of concern because the evidence is clear that the world's highest - performing nations in international achievement studies consistently attract more able people into teaching, resulting in better student outcomes.

We focus on the scores of students at the 25th percentile of the distribution of achievement for each group, because it is low - performing students who are at greatest risk of not graduating from high school.

Most current assessments do a lousy job of measuring academic growth by pupils who are well above grade level because they don't contain enough «hard» questions to allow reliable measurement of achievement growth at the high end.

Because he did not consider the possibility that advantaged children might have had high achievement precisely because their parents could choose good schools and ditch bad schools, policymakers felt comfortable denying school choice to disadvantaged families for dBecause he did not consider the possibility that advantaged children might have had high achievement precisely because their parents could choose good schools and ditch bad schools, policymakers felt comfortable denying school choice to disadvantaged families for dbecause their parents could choose good schools and ditch bad schools, policymakers felt comfortable denying school choice to disadvantaged families for decades.

The Education Trust, for example, is urging states to use caution in choosing «comparative» growth models, including growth percentiles and value - added measures, because they don't tell us whether students are making enough progress to hit the college - ready target by the end of high school, or whether low - performing subgroups are making fast enough gains to close achievement gaps.

Newark's math achievement growth, they write, «was significantly above the state in the two baseline years, largely because of the high rate of achievement growth witnessed by students in the charter sector.

Amani Charter School exists because Debra and her husband, Charles Stern, realized that there is a wide achievement gap in Mount Vernon and that it becomes even more persistent in the middle and high school years.

We used quantitative and descriptive methods to examine the programs and practices in 11 moderate - to high - poverty schools selected because of their dual reputation for implementing recent reading reform and for beating the odds by promoting greater than expected primary - grade reading achievement.

A growing body of evidence finds that teacher turnover reduces student achievement, either directly because replacement teachers are less effective than exiting teachers or indirectly through the disruptions caused by high turnover rates.

This brief asserts that students with the highest truancy rates have the lowest academic achievement rates, and because truants are the youth most likely to drop out of school, they have high dropout rates as well.

About 20 schools are expected to be designated next month as «priority schools» because of rock - bottom reading and math achievement plus other problems, such as weak student growth or high dropout rates.

Recent experience underscores that investing in better school leadership could make economic sense, too - not only because of what principals can do to boost instruction and student achievement, but because of how leadership can act as a magnet for drawing talented teachers to high - needs schools.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

They further found that higher turnover was associated with lower student performance on reading and math achievement tests, apparently because turnover takes a toll on the overall climate of the school.42 «It is far from a trivial problem,» the researchers say.

«It is students» grades that ultimately matter more for high school and college graduation than their test performance because grades capture more of the factors relevant for student achievement than test scores.»

Some schools thought of as high or low performers in the past based on test scores could have ratings that show the opposite because of other factors being used in the ratings, including test score growth over time, readiness for graduation and progress on closing achievement gaps between student groups.

Further, because higher growth scores are correlated with students who enter the class with higher achievement, this system creates a disincentive to teach those with greater disadvantages.

The research team deemed this a high - utility technique because it has been proven in several studies to be very effective across students of different ages utilizing it with a variety of materials, and on most measures of achievement, even over long delays.

Middle - class schools are 22 times as likely to be high performing as high - poverty schools, in part because disadvantaged students face extra obstacles, but in part because economic segregation has an independent, negative effect on student achievement.

Reardon's research revealed that the achievement gap between high - income and low - income students has widened in the past three decades largely because income inequality has increased, affluent students arrive to kindergarten better prepared than poor students, and affluent parents spend more on enrichment and tutoring.