Sentences with phrase «high levels of academic achievement in»

... teachers with a commitment to drive high levels of academic achievement in urban schools.

Fairfax County School Board Policy 3355 established TJHSST as «a high school for science and technology where students with exceptional quantitative skills and interest in science, technology, engineering, or mathematics, can pursue higher levels of academic achievement in those subjects in preparation for the pursuit of a science, technology, engineering, or mathematics focused profession».

Not exact matches

«Where a child grows up in impoverished conditions... with limited cognitive stimulation, high levels of stress, and so forth, that person is more likely to grow up with compromised physical and mental health and lowered academic achievement,» said Martha Farah, director of the Center for Neuroscience and Society at the University of Pennsylvania.

Teachers who are engaged in service - learning tend to be more positive about the work they do, and we also see a higher level of parental involvement, which is key to academic achievement.»

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.

«In every class in this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learnerIn every class in this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learnerin this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learners.

A thought - leader in higher education, she has spent more than two decades at prominent national educational institutions and at the highest levels of government, working to implement effective strategies to raise academic achievement and opportunity for low - income and minority students.

Open to students at all levels of academic achievement and located in historically disadvantaged communities, SSCs were intended to be viable alternatives to the neighborhood high schools that were closing.

This School of Education, along with many of our peers, remains committed to the understanding that high levels of academic accomplishment for all demographic groups is an essential, if not fundamental, factor in closing the achievement and opportunity gaps that plague our nation.

We have long - term, in - depth studies that inspire students toward higher levels of academic achievement.

«Given the strong influence of poverty on student academic achievement, these changes have increased the challenge of improving student outcomes in IPS,» the report read, promising a plan to cultivate schools capable of erasing the achievement gap associated with inner city schools where high levels of poverty and greater racial diversity exist.

The goal is for students to become proficient in the second language while reaching a high level of academic achievement.

In MPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.

The EOCEP encourages instruction in the specific academic standards for the courses, encourages student achievement, and documents the level of students» mastery of the academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English / language arts and science will be administered to all public school students by the third year of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1 of the Elementary and Secondary Education Act (ESEA).

Located in the Portola / Vis Valley communities of San Francisco, Phillip & Sala Burton Academic High School (Burton) promotes a nurturing, equitable school culture committed to high - level academic achievement for all sAcademic High School (Burton) promotes a nurturing, equitable school culture committed to high - level academic achievement for all studeHigh School (Burton) promotes a nurturing, equitable school culture committed to high - level academic achievement for all studehigh - level academic achievement for all sacademic achievement for all students.

The primary purpose of Title III is to «help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement standards as all children are expected to meet» (Title III, Part A, Sec. 3102).

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

Implemented in an elementary school with low academic achievement rates and a high percentage of special education students classified with emotional disturbance, the UD program helped the school develop unified attitudes, expectations, consequences and team roles school - wide to improve discipline at all grade levels.

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.

The only measures a State may include within its Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aAchievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aachievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aachievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and B - 15).

We believe in the potential of all Tennessee students to reach high levels of academic achievement.

These favorable work conditions are also predictors of higher levels of student growth and improved academic achievement.27 New teachers, especially, can benefit from additional time, tools, and support — possibly provided as part of residency and induction programs — during their critical first years in the classroom.

Examining test scores in all 50 states, David Madland and Nick Bunker find that a stronger American middle class is associated with higher levels of academic achievement.

Academic achievement at all levels increased markedly during this time — including 70 % of elementary schools, 100 % of middle schools, and at the high school level national recognition for achieving the highest ACT scores of any large district in the country.

In light of this study's consistency with the larger cooperative learning research base, we conclude that Jigsaw, as modified (i.e., Jigsaw II), tends to produce higher levels of academic achievement than conventional whole - class, noncooperative instructional procedures in secondary social studies classeIn light of this study's consistency with the larger cooperative learning research base, we conclude that Jigsaw, as modified (i.e., Jigsaw II), tends to produce higher levels of academic achievement than conventional whole - class, noncooperative instructional procedures in secondary social studies classein secondary social studies classes.

This groundbreaking step was an acknowledgement of the economic and social value of multilingualism, the realities of a global century, and of the high level of academic achievement associated with attaining literacy in multiple languages.

Additionally, a 2014 study of Kentucky secondary schools found that «higher levels of exclusionary discipline within schools over time generate collateral damage, negatively affecting the academic achievement of non-suspended students in punitive contexts» (Perry and Morris, 2014, 1).

In May 2011, a written curriculum management plan was approved by the Board of Education that supports high levels of academic achievement for all students and which includes the following components:

For example, compared to controls at post-test, pupils in SEL programmes demonstrated superior SEL skills and prosocial attitudes, higher levels of prosocial behaviour, reduced levels of conduct problems and emotional distress, and enhanced academic performance including up to an 11 percentile gain in school achievement.

National Blue Ribbon Schools are public and private K - 12 schools that have demonstrated the highest levels of academic success and have made great strides in closing the achievement gap.

Founded in 2013 as a non-profit by Co-Founders Rob DeHaas and Elizabeth Kastiel, Dallas Teacher Residency aims to create both high - quality educators, in addition to creating support systems, which ensure educators have the opportunity to impact levels of student academic achievement through teaching.

Graduates are expected to have a good record of academic achievement, including grade B in maths at A Level / Scottish Higher level and at least a 2.1 degree reLevel / Scottish Higher level and at least a 2.1 degree relevel and at least a 2.1 degree result.

Honolulu, HI About Blog The mission of the University of Hawai`i Athletics Department is to operate dynamic sports programs encouraging student - athletes in their pursuit of excellence in the realms of academic achievement and athletic competition at the highest levels.

According to a 2003 report in the «Journal of Family Violence,» high levels of academic achievement and feeling connected to school are protective factors against dating victimization.

However, recent research has shown that children exposed to high levels of adversity may be less prepared to succeed in school, in part due to deficits in executive function skills.6, 7,9,10,11 These deficits may undermine children's abilities to succeed in academics and develop positive peer and teacher relationships.12, 14,15 This may have long - term implications for school success given that the achievement gap tends to persist and even widen throughout the school years.16, 17

Research consistently indicates that children with more developed executive function skills prior to kindergarten experience greater school success.6, 7 For academic achievement, these skills may scaffold language and mathematic success.12 In fact, in a low - income sample of children, researchers have found that executive function skills prior to kindergarten predict growth in both numeracy and literacy skills across the kindergarten year.12 A successful transition to school may be particularly critical for children who have faced high levels of adversity and may be at risk for poorer school performancIn fact, in a low - income sample of children, researchers have found that executive function skills prior to kindergarten predict growth in both numeracy and literacy skills across the kindergarten year.12 A successful transition to school may be particularly critical for children who have faced high levels of adversity and may be at risk for poorer school performancin a low - income sample of children, researchers have found that executive function skills prior to kindergarten predict growth in both numeracy and literacy skills across the kindergarten year.12 A successful transition to school may be particularly critical for children who have faced high levels of adversity and may be at risk for poorer school performancin both numeracy and literacy skills across the kindergarten year.12 A successful transition to school may be particularly critical for children who have faced high levels of adversity and may be at risk for poorer school performance.

In this engaging new book, Barbara Cervone and Kathleen Cushman capture five compelling cases, teaching us that thoughtful, purposeful integration of social and emotional learning combined with rigorous project - based learning results in high levels of academic achievement, strong attendance, low dropout rates, and a high percentage of students going to collegIn this engaging new book, Barbara Cervone and Kathleen Cushman capture five compelling cases, teaching us that thoughtful, purposeful integration of social and emotional learning combined with rigorous project - based learning results in high levels of academic achievement, strong attendance, low dropout rates, and a high percentage of students going to collegin high levels of academic achievement, strong attendance, low dropout rates, and a high percentage of students going to college.

Compared to control groups, not only do students who participate in SEL programs demonstrate significant gains in their social and emotional skills; they show higher levels of prosocial behavior, more favorable attitudes toward school and others, and better academic achievement.

Findings indicate that, regardless of age, children of authoritative parents perform better in school, display fewer conduct problems and show better emotional adjustment than those raised in non-authoritative homes.12 Adolescents with authoritative parents who balance appropriate levels of supervision, nurturance and democratic decision - making tend to achieve better psychosocial outcomes.12 Studies reveal that adolescents with authoritative parents are associated with less psychological distress, higher self - esteem, higher academic achievements, lower levels of delinquency and less substance use.13 Gray and Steinberg13 found that emotional and behavioural problems tended to be associated with the degree of behavioural control and supervision or monitoring.

In comparison to children of parents with an emotion dismissing philosophy, emotion coached children tend to have better physiological and emotion regulation abilities, fewer externalising and internalising symptoms, higher self - esteem, less physiological stress, and higher levels of academic achievement (e.g., Shortt et al. 2010; Gottman et al. 1996).