Sentences with phrase «improvement of academic performance»

Although, the literature indicates that one of the results of the implementation of SEL Programs is the improvement of academic performance, in the studies analyzed only nine studies refer to this relationship.

He was returning to a theme he and the governors had sounded in Charlottesville last September at the education summit, where their list of suggested goals included «the reduction of the dropout rate and the improvement of academic performance, especially among at - risk students.»

Not exact matches

I gathered data for both groups regarding their careers / employment, the percentage born to wealth, poverty or the middle - class, spending habits, academic performance, education, perceptions of wealth / poverty, various health data, inherited money data, gambling habits, home ownership, car ownership, reading habits, relationship management, savings habits, self - improvement habits, time management habits, beliefs, vacation habits, volunteering habits, networking habits, voting habits and work - related data.

«Having successfully achieved the desired goals of the rehabilitation and reintegration programme, with recorded significant improvement in the academic performance of the girls, in September, a final send - off party was organised for the 106 Chibok girls.

When the team used other questionnaires to assess whether these changes benefited aspects of the students» wider lives, they found moderate improvements in their academic performance, feelings of anxiety, and well - being.

Educational improvement efforts, Eye concludes, should focus not on correcting a nonexistent overall deficit but on improving the academic performance of the students «in the lower portion of the performance distribution,» many of whom face social and familial challenges that interfere with their education.

The children in the REDI - P program showed significantly higher retention of literacy and learning skills and sustained improvements in academic performance and social interaction.

Students who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a slight gain.

Though the survey was conducted only a few months into the 2013 - 14 academic year, 68 percent of parents reported that they had noticed measurable improvement in their child's academic performance since receiving the scholarship.

And though the authors of this report acknowledge the «countless intervening factors» that «no doubt affect a school board member's ability to influence district achievement» and which they haven't covered in this report, they nevertheless provide an invaluable guide to policymakers for making a few simple changes in board governance that could effect major improvements for student academic performance.

It will give one of the grants, a $ 1.45 million gift, to the Education Development Center in Newton, Mass., to help eight school districts determine whether a standards - based approach can produce «significant improvement» in students» academic performance.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

As with external exams in many other countries, EOC results here are typically reported in terms of specific performance thresholds (such as advanced, proficient, needs improvement) rather than as simple pass - or - fail grades, enabling clearer signals of academic performance.

Finally, a 2017 meta - analysis of 82 school - based SEL programs found long - term (between 6 months and 18 years) improvements in four areas: SEL skills, attitudes, positive social behavior, and academic performance.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Allison Rose Socol, The Education Trust Natasha Ushomirsky, The Education Trust Arik Korman, League of Education Voters October 24, 2017 Archived Recording Presentation Slides NAEP State Academic Performance and Improvement Tool

An analysis by the Institute of Education Sciences of seven schoolwide programs to promote character education finds that the programs don't produce improvements in student behavior or academic performance.

George L. Stephenson, chairman of the schools math department, reported that 55 percent of students showed significant improvement in academic performance after this brief smattering of chess instruction.

Whether competition from charter schools can eventually spur academic improvements in traditional public schools also depends on the academic performance of the charter schools themselves.

By rejecting any partnerships, Houston risks triggering a 2015 law that requires the TEA to close schools or replace the school board if any of a district's schools receive five straight «improvement required» ratings for poor academic performance.

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.

At Imagine Andrews, we measure the academic performance of our students primarily based on same - student learning gains (i.e., the improvement in student achievement in reading and math measured for the same students from the beginning until the end of each school year).

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Another facet of this strong leadership is collecting and monitoring data and results, using measures of school climate and academic performance to create a culture of continuous improvement that is embraced by both staff and students.

Parent Interviews, Introduction, Themes, Effective overall, Supportive teachers, Positive student outcomes, Positive family relationships, Improvements, A Day in the Life, STAR Results, Adequate Yearly Progress and Academic Performance Index, School Personnel / Instructional Designer Interviews, Instructional Designer, CAVA Board Members Head of School, Administrative Staff, and Teaching Staff, Leadership Characteristics and Dynamics, Parental Relationships and Contributions, Benefits Associated With This Educational Partnership, Challenges / Areas of Improvement, Teacher Perspectives, Review of Documents

Worse still, Illinois» prospects for improvement are slim given that the state's academic performance has remained flat for much of the past decade.

During his tenure as the Assistant Superintendent for Instructional Services at the Chula Vista Elementary School District in California, he oversaw the district's dramatic improvement in academic performance and high - stakes test scores through the implementation of a student - centered instructional framework and a cloud - based differentiated instruction solution.

During the first four years following the passage of Prop. 227, the academic performance of over a million immigrant schoolchildren taught in English roughly doubled, while those school districts that stubbornly retained their bilingual education programs showed no improvement whatsoever.

Those who had needed the most help had not had a significant academic improvement from their baseline performance in the beginning of summer school.

According to this recent LA Times editorial (New schools = better student performance), PSC may have been a part of the academic improvements in LAUSD.

Because of the research associated with strong social and emotional skills as they relate to academic performance, we believe that this is a strong indicator of student improvement and should be considered as part of a state's implementation plan.

As a result of these improvements, the difference in teachers» prior academic performance in high - and low - poverty schools in the state narrowed.

Performance Standard 1: Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

Performance Standard 3: Instructional Leadership The superintendent fosters the success of all teachers, staff, and students by ensuring the development, communication, implementation, and evaluation of effective teaching and learning that leads to student academic progress and school improvement.

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.

Our School Improvement Team monitors the academic performance of our students.

This indicates that although Capital Preparatory Magnet only receives a GreatSchools rating of a three out of ten, there is great improvement in student academic performance between the third and fifth grades.

These schools, one elementary and one secondary, have seen significant improvement in the performance of their English learners through the use of the SIOP Model of instruction, an approach that addresses both academic language development and access to content.

Equitas Academy's 2012 - 2013 API score: 894 The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewiPerformance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewiperformance and improvement over time on statewide testing.

The Broad Prize for Urban Education and The Broad Prize for Public Charter Schools were created to recognize the public school systems that show the greatest academic performance and improvement while reducing achievement gaps among low - income students and students of color.

Progress monitoring is used to assess students» academic and behavioral performance on an ongoing basis, to measure student improvement or responsiveness to instruction, and to evaluate the fidelity and effectiveness of instruction.

For example, one school saw a dramatic improvement in five high - priority metrics included in the culture plan, including a 59 % reduction in the amount of out - of - school suspensions between the 2012 - 13 and 2013 - 14 school years, a 56 % reduction in classroom off - task / disruptive behaviors across nine grade levels, and an increase from 57.2 % to 59 % in Academic Performance Index in just one school year, with a Value Added grade of C for the first time in more than five years.

In this video developed for the Illinois Center for School Improvement, Dr. Rebecca Zumeta Edmonds discusses ways that a multi-tiered system of supports (MTSS) can help educators consider what student report cards can measure beyond academic performance.

Safe and Ethical Use of Computers School Choice, Interdistrict Public School Climate Survey School Ethics Commission School Facilities School Finance School Forms School Improvement Panel (ScIP) School Performance Reports School Preparedness and Emergency Planning School Safety and Security School Start Time «School Violence Awareness Week» in Accordance with Public Law 2001, Chapter 298, Guidelines for Public Schools and Approved Schools to Observe Schools, NJ Directory Science Self - Assessment for HIB grade Senate Youth Program (U.S.) Single Audit Summary Social and Emotional Learning Social Studies Spanish Portal Special Education Standards (Student Learning / Academic) State Aid Summaries State Board of Education State Board of Examiners State Special Education Advisory Council Structured Learning Experiences (SLE) Student Assistance Coordinator (SAC) Student - Athlete Cardiac Assessment professional development module Student - Athlete Safety Act Webinar Student Behavior Student Health Student Health Forms Student Health Survey, New Jersey Student Support Services Suicide Prevention Summary of Gifted and Talented Requirements

The results were that «31 of 33 studies find the competitive effects driven by school choice programs led to improvement in public schools» academic performance.»

Improvement is critical, but few parents I know would send their own kids to a school like Trevista because of its poor performance in reaching important academic standards.

SkyLearn's mission is to maximize the academic performance of every K - 12 student with technology - based solutions in reading and math that are affordable and scalable and that drive significant academic improvement within a short period of time.

This data provides more evidence that participation in programs focused on social and behavioral development can lead to improvements in three key areas of a child's education: attitude, behavior, and academic performance.

Progress monitoring is used in conjunction with universal screening in an MTSS model (or by anyone who is interested in improving learning results for children) to set goals for a student's learning growth, quickly and frequently assess a student's academic performance, measure his / her rate of improvement, and to evaluate the effectiveness of instruction.