Sentences with phrase «high school or college level»

Sample resumes in the field show that some experience as an assistant basketball coach at the high school or college level is preferred.

These presentations and workshops take place in auditoriums, classrooms, and on field trips, and can be tailored to an elementary, middle, high school or college level; they are also appropriate for parent groups.

Academic Research Writing and APA Formatting Rubric Kay Lehmann's rubric for high school or college level

Several retirees have even moved on to teach at the high school or college level.

Not exact matches

ES HS: Some high school, high school diploma, or equivalent Coll: Registered apprenticeship or other trades certificate or diploma; college, CEGEP, or other non-university certificate or diploma; university certificate; or diploma below bachelor's level Univ: Bachelor's degree or post-graduate degree above bachelor's level

To understand how education affects Canadian attitudes toward Asia, data from the Asia Pacific Foundation of Canada's 2016 National Opinion Poll was analyzed based on three education categories: those with some high school, a high school diploma, or equivalent; those with a college diploma or university certificate below the bachelor's level; and those with a bachelor's or post-graduate degree.

When it comes to education levels, 37 percent of people who have a high school education or less strongly agree, versus only 27 percent of people who have a college degree.

Yes, the competition level may not be as good in high school, but managing the relationships developed in five - or six - day - a-week practices is a skill that becomes even more critical in college where every player was a star at the youth level.

The answer to that one is simple too: «If a ref is exceptional, he's doing college or pro; most likely, he's doing high school games for the same reason coaches are coaching in high school — he wasn't quite good enough to make the jump to the next level.»

Our goal is to prepare your daughter for the next level; whether that is her middle school, high school, or college program.

Whether it's on the high school, college or professional level, we are bound to see a lot more bone crushing hits...

I was really interested in hearing how exactly they proposed to do that, especially in terms of changing the macho culture of the sport and breaking the «code of silence» that continues to prompt players at every level of football, whether it be N.F.L., college, high school or youth - to hide concussion symptoms in order to stay in the game and avoid being perceived as somehow letting their coach, their teammates, or their parents down.

In the end, it all comes back to education: In the ideal world, a parent's decision about whether to allow a child to start playing or continue playing collision sports before high school under current rules of play (which are evolving in the direction of safety, fortunately, as seen, for instance, in USA Hockey's ban on body checking at the Pee Wee hockey level and below, and limits on full - contact practices instituted at every level of football, from Pop Warner, to high school, college, and the NFL), will be a conscious one; a decision in which the risks of participating in a particular sport - provided it is based on the most up - to - date information about those risks and a consideration of other risk factors that might come into play for their child, such as pre-existing learning disabilities (e.g. ADHD), chronic health conditions (e.g., a history of history of multiple concussions or seizures, history of migraines), or a reckless and overly aggressive style of play - are balanced against the benefits to the child of participating.

But dual enrollment courses can be less structured than other college - level curricula offered in high school, such as Advanced Placement (AP) or International Baccalaureate (IB) classes.

These included fathers» age in years, race and ethnicity, household poverty level (as a percentage of the federal poverty level), educational level (less than high school, high school or equivalent, some college or more), employment status (reporting regular work in the last week), and marital status with the child's mother.

Campaigns, especially those at the local level, usually make the mistake of offering new media jobs to recent college grads, a friend with a blog or even «the high school geek.»

Lavalife also wants to know what you're looking for (casual dates, relationship, long - term, friends, or hookups), your education level (high school, trade, college, university, post-graduate, or other), your smoking habits (never, socially, regularly, or trying to quit), drinking habits (never, socially, or often), if you have children (no or yes), if you want children (yes or no / no more), and your annual income (under $ 30K, $ 30K - $ 40K, $ 40K - $ 60K, $ 60K - $ 80K, $ 80K - $ 100K, $ 100K - $ 150K, or over $ 150K).

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.

CPE's report investigates the 12 percent of high school graduates who didn't enroll in college, and it reveals some interesting, though not necessarily surprising, trends: They are more likely to be male, two out of three come from the lower end of the socioeconomic scale, and about half have parents whose highest level of education is a high school diploma or less.

One must have data on school type (charter or public) and test scores of individual students prior to high school, individual - level high school attendance records and exit information, and college attendance after high school.

(Moskowitz and Kittredge define a «persistently failing school» as one in which 10 percent or fewer of the students are proficient in reading and math — or, in the case of high schools, where the same percentage or lower is testing at college - ready levels.)

For states that track other pieces of information beyond the high school level, we'd encourage them to look at college retention rates, degree - earning, and whether or not graduates are earning living wages.

Murray contrasts whites who have less than a high school education and work in blue - collar, service, and low - level white - collar occupations, with whites who have a college education or more and work as professionals or managers.

Often subtly implemented to facilitate classroom management, avoid wholesale retentions, and reduce student dropout rates, social promotion has instead produced countless high school graduates unable to do college level work or even to hold entry - level jobs.

As we work with states in developing these systems, one of the key components is making sure the information is translatable for parents, that they can understand what percentage of students in that school who are mastering standards and achieving grade - level expectations and whether or not those students are going to be ready to graduate from high school and be successful in college.

While the media has in recent years been focusing on sexual assaults at college, Finn says that middle and high school children — even elementary school children — are increasingly experiencing or witnessing high levels of violence and sexual assault and harassment.

Sometimes called «exam schools,» because test scores are typically part of their selection process and a handful of them rely solely on such scores, they tailor their curricula and teaching to high - performing, high - potential kids who want a high school experience that emphasizes college - prep, or college - level, academics.

The proportion of instructors with Ph.D. s in exam schools is higher than the norm, and many have had experience teaching at the college level or working in fields related to the disciplines they teach (e.g., engineer - turned - science teacher).

The Arkansas Department of Education has announced that students who score at level 3 or above on new Common Core tests will be deemed «proficient,» even though the makers of the test say that only students who score at level 4 or above are on track to graduate from high school with the skills they need to be ready for college or a career.

¦ The goal is to set standards at such a level that virtually all students who graduate high school will be both ready to do successful college work or to enter a 21st - century high skill / high knowledge career and be successful in that.

The Common Core State Standards did a good job of cumulating to college and (they said) career readiness by the end of high school, but that's only helpful if states use those or equally rigorous academic standards and if the assessments based on such standards are truly aligned with them, have rigorous scoring standards, and set their «cut scores» at levels that denote readiness for college - level work.

In the transition from high school to college, that means that students are enrolling in colleges which are at least at their level of academic preparation (or higher).

Percentage of high school completers who were enrolled in 2 - or 4 - year colleges by the October immediately following high school completion, by level of institution: 2000 through 2016

«College and career ready» means these scores strongly predict that students will be able to succeed doing college - level academics, or with on - the - job training in a position requiring only a high school dCollege and career ready» means these scores strongly predict that students will be able to succeed doing college - level academics, or with on - the - job training in a position requiring only a high school dcollege - level academics, or with on - the - job training in a position requiring only a high school diploma.

The Index awards points for students passing high school level courses and extra credit for those achieving additional credit, such as meeting cut scores on state or national exams or earning college credit through dual enrollment.

In some places, districts are encouraged to offer college - level courses in high school or on nearby community college campuses.

At the high school level, other indicators such as four - year graduation rates and success in college - and career - ready coursework, including Advanced Placement, IB, or industry certification classes, should be added.

A 2016 report by the Stanford History Education Group, analyzing the work of roughly 7,800 middle school, high school, and college - level students, found that a majority were unable to tell sponsored advertisements from real articles, or to recognize where information they read was coming from.

First, it shows that we've never gotten more than forty percent of high school graduates to a «college - prepared» level in reading or math.

A major emphasis of programs of study / career pathways, dual or concurrent enrollment programs allow high school students to take college - level courses either at their high school or on a college campus.

This helps you avoid the cost and time of taking remedial, or high school level, courses in college.

Their ability to join university or college will depend on how well they performed in high school as well as their finances because higher education level especially in renowned colleges is expensive.

At the high school level, advanced or college credit level courses will be available for all core subjects.

As a result of a statewide agreement among Washington's public colleges and universities, high school students who score at college - ready levels 3 or 4 may use the Smarter Balanced score to enroll directly into college - level courses without taking additional placement tests.

Students who earn a B grade or above in a Bridge to College transition course AND score in Level 2 on the Smarter Balanced high school assessment are considered college -College transition course AND score in Level 2 on the Smarter Balanced high school assessment are considered college -college - ready.

«Kids were graduating high school,» Doorey says, «and going into community college or the university and finding that the college - level texts are way too difficult.»

Like No Child Left Behind, ESSA requires states to test students every year, but provides a bit more flexibility for states to try out new kinds of tests or use a nationally recognized college entrance test at the high school level.

Colleges recommend a minimum of two years of high school study of the same language for entrance, three to four years for more selective colleges or for placement into upper levels and study abroad opportunities.

James Nagle, a professor and advisor at Saint Michael's College in Colchester, Vermont, pointed out that many students enter college with three or four credits of a foreign language under their belts in high school, but who don't have the skills necessary to test out of introductory language classes at the collegeCollege in Colchester, Vermont, pointed out that many students enter college with three or four credits of a foreign language under their belts in high school, but who don't have the skills necessary to test out of introductory language classes at the collegecollege with three or four credits of a foreign language under their belts in high school, but who don't have the skills necessary to test out of introductory language classes at the collegecollege level.

Over the last decade, the East Irondequoit Board of Education took on the challenge of providing access to college - level work in a diverse high school in which 51 % of all students receive free or reduced priced lunch.