Sentences with phrase «higher academic achievement at»

Females also reported having more depressive symptoms than males at Time 1, p <.001, and higher academic achievement at Time 2, p =.006, than males.

Not exact matches

This drive for academic achievement leads to high attainment in international academic assessments but has contributed to the curtailment of nocturnal sleep on school nights to well below the recommended eight to ten hours of sleep, putting students at risk of cognitive and psychological problems.

For one, she is the child of Chinese immigrants who hold their own demons at bay by relentlessly demanding the highest academic achievement from their daughter.

«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.

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.

In her first year on the job, Jewell - Sherman launched Excellence for All, a comprehensive plan aimed at improving teaching and learning to enable students to reach high academic standards, and promoting involvement with the community as a way of addressing nonacademic barriers to student achievement.

Students who are not engaged in school are at a higher risk of poor academic achievement, but leaders of after - school programs may not have a good understanding of how to captivate those they serve.

At Mc2STEM High School, integrated project - based learning and real - world internship experiences build the crucial link between academic achievement and future economic success.

The high scores of students in a wealthy suburban New Jersey school will reflect the contributions of well - educated parents, a communal emphasis on academic achievement, a stable learning environment at home, and enriching extracurricular opportunities.

This initial advantage in academic achievement dissipates sharply over time, however, and appears to vanish by high school when, as a 9th grader, the redshirted student is at most 7 percent older than his peers.

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.

At Potters school, Silver Sands Middle School in Port Orange, Florida, that commitment and care is reflected in the schools status as at A + School, which signifies high academic achievement, and its Five Star status, which reflects the staffs commitment to building connections with parents and the larger communitAt Potters school, Silver Sands Middle School in Port Orange, Florida, that commitment and care is reflected in the schools status as at A + School, which signifies high academic achievement, and its Five Star status, which reflects the staffs commitment to building connections with parents and the larger communitat A + School, which signifies high academic achievement, and its Five Star status, which reflects the staffs commitment to building connections with parents and the larger community.

Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.

Earlier this month, Teacher looked at some of the research around the link between reading for pleasure and higher academic achievement.

At the Saracens High School we will combine our sporting beliefs to create a unique school environment where every individual student matters, academic achievement is important and a real emphasis is placed on teamwork and the creation of great memories.

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.

Prior to her service in the presidential administration of President Barack Obama, Ericka was Vice President for Operations and Strategic Leadership at the Education Trust, a nationally recognized research and advocacy organization dedicated to promoting high academic achievement of all students, kindergarten through college.

Of course, as with so many other arenas, America finds itself hard put to keep up with some other countries» success at significantly raising the levels of academic achievement on the part of the high school graduate.

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.

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succAcademic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succacademic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

The Education Trust (www.edtrust.org) works for the high academic achievement of all students at all levels, kindergarten through college.

A Nation at Risk argued that much of America's decline in academic achievement could be traced to the «cafeteria - style curriculum» or «curricular smorgasbord» offered to high - school students.

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.

A majority of St. Louis Public Schools students scored below proficient in math and English, but higher scores in the attendance and graduation - rate categories made up for poor results in academic achievement, Emily Stahly, a research assistant at the Show - Me Institute, found in an analysis earlier this year.

The study looks at academic, financial and demographic data and identifies districts and campuses that produce high academic achievement while maintaining cost - effective operations.

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.

Study Links Brain Anatomy, Academic Achievement, and Family Income MIT News, 4/17/15 «In recent years, the achievement gap in the United States between high - and low - income students has widened, even as gaps along lines of race and ethnicity have narrowed, says Martin West, an associate professor of education at the Harvard Graduate School of Education and an author of the new stAchievement, and Family Income MIT News, 4/17/15 «In recent years, the achievement gap in the United States between high - and low - income students has widened, even as gaps along lines of race and ethnicity have narrowed, says Martin West, an associate professor of education at the Harvard Graduate School of Education and an author of the new stachievement gap in the United States between high - and low - income students has widened, even as gaps along lines of race and ethnicity have narrowed, says Martin West, an associate professor of education at the Harvard Graduate School of Education and an author of the new study.»

Decades of research on effective schools conclusively demonstrates that setting high standards and expectations for all children, but especially those most at - risk of academic failure, creates a more positive, inclusive school culture and raises their level of achievement.

i. Lahaderne, «Attitudinal and Intellectual Correlates of Attention: A Study of Four Sixth - grade Classrooms,» Journal of Educational Psychology 59, no. 5 (October 1968), 320 — 324; E. Skinner et al., «What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School,» Journal of Educational Psychology 82, no. 1 (1990), 22 — 32; J. Finn and D. Rock, «Academic Success among Students at Risk for School Failure,» Journal of Applied Psychology 82, no. 2 (1997), 221 — 234; and J. Bridgeland et al., The Silent Epidemic: Perspectives of High School Dropouts (Washington, D.C.: Civic Enterprises, LLC, March 2006), https://docs.gatesfoundation.org/documents/thesilentepidemic3-06final.pdf.

Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare for their roles as leaders of higher education institutions; scores of academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and student achievement.

Second, given the potential concerns about schools cherry - picking students and other concerns with high - stakes testing, it's worth looking at other evidence on academic achievement.

Prior to her service in the presidential administration of President Barack Obama, Miller was vice president for operations and strategic leadership at the Education Trust, a nationally recognized research and advocacy organization dedicated to promoting high academic achievement of all students, kindergarten through college.

The National Blue Ribbon Schools Program The National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students» academic achievement.

Given persistent disparities in educational achievement and high school retention, there is an urgent need to understand processes that promote high school success in adolescents at risk for academic failure.

Improvements in discipline and teacher - student relations at Ware County High School were accompanied by improvements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most students».

Charter schools in New York consistently grew academic achievement among the following demographic groups at significantly higher rates than the same subgroup of students in their district peers: Black, Hispanic, students in poverty, and special education.

Founded in 1982, the National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students» academic achievement.

Our school is committed to both academic achievement at the highest standards and to the promotion of diversity, justice, human rights, and the democratic process.

According to Every Student, Every Day: A National Initiative to Address and Eliminate Chronic Absenteeism, the problem is «typically defined as missing at least 10 % or more of school days in a year for any reason, excused or unexcused, chronic absenteeism affects as many as 7.5 million kids a year and is a strong predictor of low academic achievement and high school dropout.»

An award winning preK - 12th grade school, Haynes pledges that every student of every race, socioeconomic status and home language will reach high levels of academic achievement and be prepared to succeed at the college of his or her choice.

Prior this role, De-Lea served as the dean of special services, dean of academic culture, and founding dean of students at Achievement First Brooklyn High School.

Research shows that chronic absenteeism in schools is a primary cause of low academic achievement and a powerful predictor of which students are at a higher risk for dropping out.

At the Paul Cuffee Upper School (9 - 12), we focus on high academic achievement and social - emotional development so that students have the skills they need to excel.

Research shows that chronic absenteeism is a primary cause of low academic achievement and a powerful predictor of which students are at a higher risk...

Although Gaetz's bill does not include fiscal expenditures, as noted in the main text (§ IV, supra), in reviewing the start time / academic achievement studies undertaken by fellow economists, Columbia University Assistant Professor of Finance and Economics Jonah Rockoff and the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Professor of Education at the University of Michigan, Brian Jacob, concluded that delaying middle and high school start times «from roughly 8 a.m. to 9 a.m. -LSB-,]» will increase academic achievement by 0.175 standard deviations on average, with effects for disadvantaged students roughly twice as large as advantaged students, at little or no cost to schools; i.e., a 9 to 1 benefits to costs ratio when utilizing single - tier busing, the most expensive transportation method available.

But the implications of the TFA migration extend beyond the state's classrooms, where high poverty rates and entrenched patterns of segregation have kept academic achievement at bay.

A study that assessed the enduring effects of the Seattle Social Development Project — another elementary school program — on former participants at age 18 found lower rates of violent behavior, heavy drinking, and sexual activity, as well as higher academic motivation and achievement, for program participants relative to comparison group students (Hawkins, Catalano, Kosterman, Abbot, & Hill, 1999).

The research reinforces the fact that investments in high quality early childhood education and care programs for at - risk children is not only a solution for reducing achievement gaps and improving academic performance, but pays long - term dividends beyond school.

According to the U.S. Department of Education, the purpose of Title 1 funding, «is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.»

The purpose of Title I is to ensure that every student has access to an equal, fair, and high - quality education that meets, at a minimum, proficiency on challenging state academic achievement standards and assessments.