Sentences with phrase «higher career achievements»

Furthermore, the research found that students who studied advanced maths qualifications earned 30 per cent more on average and maintained higher career achievements.

Other highlights of the night included Kumail Ninjiani's witty Holly Hunter introduction — «what's ironic is that this is my highest career achievement, presenting Holly Hunter with this career achievement award» — and Hunter's recollections of her experience starring opposite William Hurt in «Broadcast News,» the 1987 film for which she was nominated for best lead actress.

The five main aspects within a distinguished summary indicates: your highest career achievements, experience level, your value, your industry and your immediate career goal, and convey, «Look how what I have to offer will be an asset to you».

Not exact matches

The frustrations of career expectations — a common midlife phenomenon — seems to be aggravated by the belief that achievement (poorly defined) will be rewarded by upward mobility — presumably, appointments to churches with larger memberships and higher salaries.

Education — Mille Lacs Corporate Ventures will help to increase student achievement by donating to areas that make learning relevant for future careers, inspire students to pursue higher education, and to further education students about Native American culture.

That such blips of achievement followed Mayasich his entire hockey career was not acknowledged at the highest level of the game until 1998, when, correcting a long - overdue omission, the finest American hockey player of his time received the NHL's Lester Patrick Trophy for outstanding service to hockey in the U.S.

30 years after my qualification, this great Institute has recognised me with the highest merit award, the highest achievement of my career,» Governor Ambode said.

I found, after being a professional track and field athlete for 13 years, that the best way to cope with the emptiness that typically follows a career high is to always remember that your best and most important achievements are AHEAD of you.

The result: A high quality pool of potential candidates with impressive careers, achievements, and great personalities.

«A member of the DGA's National Board and a recipient of the DGA's highest honor, the Lifetime Achievement Award, Milos actively championed artist's rights throughout his career, speaking multiple times before Congress and world audiences about the importance of creative rights and artists» protections against the violation of those rights,» continued Schlamme.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

For high schools: accelerated or dual coursework (like AP or IB); share of students completeing a world language, fine arts, CTE or advanced course; share of students showing college or career readiness through entrance into technical college, or achievement on various advanced courses.

In most industrialized countries — nearly all of which outperform us on measures of academic achievement, such as PISA and TIMSS — students begin preparing for a career while still in high school.

Boosted by a recent study linking Arizona's career - ladder program for teachers to higher student achievement, some state lawmakers are trying to expand the five - year - old pilot program.

However, if parents of students with unobserved propensities for high achievement sought out master teachers by class reassignment or by moving to another school altogether, our results would overstate the quality of career - ladder teachers.

But our findings also suggest that the teachers who were on the highest rungs of the career ladder (and received the largest pay increases) were not consistently better at promoting student achievement.

The report recommends various measures to help close the achievement gap, including: more investment in early years education; ensuring all schools have access to good examples of top quality teaching and leadership; good careers guidance for all pupils; extra support for teachers, such as a mortgage deposit scheme to help high - performing school staff get on the housing ladder; and promoting and measuring character development, wellbeing and mental health in schools.

But teens» perceptions of how their high school coursework connects to college and career — or doesn't connect — may have more significance for their motivation and achievement than we think.

Furthermore, research indicates that high - quality, evidence - based programs and policies that promote social and emotional skills among students can improve academic achievement as well as positive behavior, physical and mental wellbeing, college and career readiness, and economic productivity.

High - quality summer learning programs can spark student curiosity and passion, augment academic achievement, nurture intellectual peer support, and influence educational and career trajectories.

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.

Much of DeMaria's 30 - year career has focused on school finance and promoting higher student achievement, college readiness and completion, and school choice for families.

Growth measures won't magically ensure that all students reach college and career readiness by the end of high school, or close our yawning achievement gaps.

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.

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.

Research suggests that intensive mentoring in the first two years of a teacher's career not only improves their practice and increases retention, but also results in higher student achievement.

This study investigated the relationships between completing the high school portion of a college - and career - preparatory program of study and high school achievement outcomes in a large urban district in the West.

Despite overwhelming odds, given inequitable charter funding and fast - paced reform - oriented timelines that all public schools are working to meet, Side by Side students are reaching achievement levels that guarantee they are on track to college and career readiness as they head toward high school.

In recognition of his career achievements in the cable industry, Mr. Goodwyn was inducted into the Broadcasting & Cable Hall of Fame in 2013, was named a Cable Pioneer, and has been awarded the NCTA — The Internet & Television Association's Vanguard Award, the highest honor for young leadership.

This rigorous analysis from the first year found that students who participated in this middle school STEM summer program in robotics on math achievement and student interest in STEM subjects and careers, which culminated in a city - wide tournament, had significantly higher school attendance the following year compared to a matched comparison group who did not attend summer school.

NSCS is committed to improving student achievement through high expectations for student engagement and meaningful preparation for postsecondary education and careers.

Last time I checked, the highest performing charters were doing better than their district counterparts in urban districts, but very few of these schools have come close to closing the achievement gap when it comes to college and career - readiness.

Deeper understanding of readiness: In addition to the 1 — 36 scoring scale that colleges know and trust, ACT also provides college and career readiness indicators designed to show student achievement and preparedness in areas important to success after high school.

Data from this system show that using these programs: • increases educational achievement • encourages students to take more college - preparatory courses in high school • increases students» college readiness • promotes educational and career planning • promotes college readiness of underrepresented minority students • promotes educational achievement in college, college enrollment, and persistence in college

communicate high, yet reasonable, expectations for their children's achievement and future careers; and

Tybee Island Maritime Academy (TIMA) creates a supportive, highly involved, learning community, which promotes the highest academic achievement through a maritime, career focused, project - based curriculum centered on the natural and historical context of Tybee Island and the surrounding Savannah area.

The mission of Tybee Island Maritime Academy (TIMA) is to «create a supportive, highly involved, learning community which will promote the highest academic achievement through a maritime, career focused, project based curriculum centered on the natural and historical context of Tybee Island and the surrounding Savannah area.

For example, in «The Forgotten Middle,» ACT researchers conclude that the academic achievement of eighth - graders is a better predictor of college and career readiness than students» academic performance in high school.

To earn the Governor's Award for Educational Excellence, schools and school divisions must meet all state and federal achievement benchmarks and achieve all applicable excellence goals for elementary reading, enrollment in Algebra I by the eighth grade, enrollment in college - level courses, high school graduation, attainment of advanced diplomas, increased attainment of career and industry certifications, and, if applicable, participation in the Virginia Preschool Initiative.

Methodology NSCS is committed to improving student achievement through high expectations for student engagement and meaningful preparation for postsecondary education and careers.

This innovative approach seeks to increase student academic achievement, attendance and high school graduation rates, and college and career readiness in those schools.

Weights: Overall, states generally place emphasis on growth at the elementary level, whereas proficiency and other indicators to gauge college and career readiness play a larger role in high schools; however, Georgia uses uniform achievement and growth weights across grade levels.

«Through their input, we can look forward to having a powerful statewide assessment that will inform local decisions to improve curriculum and instruction, raise student achievement, and ensure that all students graduate from high school ready for college or career.»

Screening or achievement assessments are very important because they demonstrate how prepared students are for the next level (for younger students, these show how ready they are for upper grades; for high schoolers, these show how prepared they are for college or career).

In that flat world, what will differentiate outcomes is how motivated students are to undertake the work of learning; how well they tackle the inevitable barriers to achievement, including social and emotional challenges; and whether they move beyond the basics and engage in the higher - order learning that's increasingly important for college, careers, and life.

Florida's K - 12 assessment system measures students» achievement of Florida's education standards, which were developed and implemented to ensure that all students graduate from high school ready for success in college, career, and life.

Student - Engaged Assessment ignites the capacity of students to take responsibility for their own learning, building the independence, critical thinking skills, perseverance, and self - reflective understanding they need to meet the demands of the Common Core, reach higher levels of achievement, and succeed in college, career and life.

While the authors note a lack of substantial evidence of positive effectives of Linked Learning on college enrollment or completion, they also describe several studies that have found positive results on high school student achievement and argue that blending academic work with career technical education (CTE) could make college an option for more students.

Research shows that career pathways can improve teacher evaluation procedures and improve student achievement.13 For example, research from the Emerging Leaders Program — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter schools.15

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).