Sentences with phrase «include educational achievements»

You don't have to include educational achievements on a functional resume, but college degrees, bookkeeping certifications and academic awards can elevate your standing as a potential candidate for an administrative job.

Outcomes include educational achievement (with a special emphasis on mathematics and science outcomes), educational attainment, interracial friendships, intergroup relations, and adult life - course trajectories such as occupational attainment, the intergenerational perpetuation of racial stereotypes and fears, and social cohesion in democratic, ethnically and racially plural societies.

Not exact matches

For example, one study comparing breast and formula fed siblings found no differences on any cognitive / educational achievement measures, behavioural indicators (including parental attachment) and most physical health measures (including BMI and obesity).

These include teenage motherhood, maternal educational under - achievement, poverty, parental antisocial behaviour and other mental - health problems, prenatal stress and maternal health, family violence, child abuse and parenting difficulties.

De Blasio spent nearly the entire debate touting his record, including universal pre-kindergarten, the creation of affordable housing, reduction in crime, reforms to policing, improvements in educational achievement, and a stronger economy.

Organizers of MESA, an educational enrichment program that encourages and aids minority students to pursue science - related majors, understood what many people including the bigoted farmer and my high school counselor did not — that minorities are capable of great scholastic achievement and triumph despite negative stereotypical labels.

In a bid to raise educational achievement for women, whose literacy rate is half that of men, he has promised an «all - out effort to make education free for girls [through the] college level, including professional courses of study.»

The volume — which includes contributions from a distinguished team of economists, sociologists, and experts in social and education policy — analyzes the ways in which a variety of social and economic conditions affect school performance and educational achievement.

She has been a Distinguished Lecturer at ASCD national conferences, was honored as a Finalist for Distinguished Achievement Award for her educational writing by the Association for Educational Publishers, and writes extensively for professional educational journals as well as consulting for the media including Wall Street Journal, Education Week, USA Today, NBC News Education Nation, among others.

Our second lens focused on what national and international research shows about «hard to teach, hard to reach» (Boag - Munroe and Evangelo, 2010) and «closing the gap in educational achievement», including the debates about Leon Feinstein's research (2015); looking at definitions, causes and effects.

The districts must explain why the child's school is «in need of improvement» in the first place, including «how the school compares in terms of academic achievement to other elementary schools or secondary schools served by the local educational agency and the State educational agency.»

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

The 2014 letter declares that «Studies have suggested a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems, including school avoidance... decreased academic achievement... increased likelihood of dropping out; substance abuse; and involvement with juvenile justice systems.»

These characteristics include, in addition to a variety of measures of student achievement as of 1996, the percentages of students in the school that are eligible for free school meals, those who are nonwhite, and those with special educational needs; the pupil - teacher ratio and the number of students enrolled; whether the school is all girls, all boys, a religious school, or in London; and several measures of the qualifications of the teaching staff.

Yet, much of that work depends on a simple, often unstated, assumption: that the short list of control variables captured in educational data systems — prior achievement, student demographics, English language learner status, eligibility for federally subsidized meals or programs for gifted and special education students — include the relevant factors by which students are sorted to teachers and schools.

Her collaborative spirit includes engagement with other RIO initiatives, which connect the knowledge generated at the School to education professionals, with an aim to improve educational practice and raise student achievement.

The outcomes include both school - based achievements, such as students» course - taking and their level of educational attainment, and students» later experiences in the labor force.

Recent pressure to increase academic achievement has led new educational reform strategies to include ideas on extending the school day.

One theme seemed to emerge: Newer research has led to a better understanding of the points made by the Coleman Report, but progress has often been disappointing in addressing many of the problems — including segregation, poverty and the achievement gap — related to educational inequity.

CECs are charged with «promoting student achievement, advising and commenting on educational policies, and providing input to the Chancellor and the Panel for Education Policy (PEP) on matters that concern the school district (which includes...

Washington's high - risk designation specified that the State must submit, by May 1, 2014, final guidelines for teacher and principal evaluation and support systems that meet the requirements of ESEA flexibility, including requiring local educational agencies (LEAs) to use student achievement on CCR State assessments to measure student learning growth in those systems for teachers of tested grades and subjects.

The election of three school board members comes at a particularly important time as the district faces critical budgetary decisions, the need to improve student achievement particularly for chronically underserved students and even greater parent demand for high quality educational options including charter public schools.

The foundation maintains an online library of lessons at www.wallacefoundation.org about what it has learned, including knowledge from its current efforts aimed at: strengthening educational leadership to improve student achievement; helping disadvantaged students gain more time for learning through summer learning and an extended school day and year; enhancing out - of - school time opportunities; and building appreciation and demand for the arts.

The snapshots do not end with the data, however, and include action steps for state leaders and citizens to improve the well - being and educational achievement of their students.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

These educational benefits stretch across many realms of student learning and development, including academic achievement, social and interpersonal skills, workplace preparation, and civic engagement.

CECs are charged with «promoting student achievement, advising and commenting on educational policies, and providing input to the Chancellor and the Panel for Education Policy (PEP) on matters that concern the school district (which includes support for new charter schools).»

His research focuses on strategies to increase the capacity of CTE programs to improve the engagement, achievement, and transition of secondary and postsecondary CTE participants, including longitudinal studies of the effects of work - based learning and CTE - based school reforms on the educational outcomes of at - risk youth.

New Mexico statutes 22 - 10A - 11 (G) NMSA require the Public Education Department to adopt a highly objective uniform statewide standard of evaluation, which includes data sources linked to student achievement and an educational plan for student success (EPSS) progress, for level three - B school principals and assistant school principals.

Founded in 1987, The Consortium for Educational Change (CEC)'s mission is to build collaborative structures, processes and cultures with and among key educational stakeholders, including labor and management, to transform educational systems to continuously improve learning and achievement for ALL students.

Effective learning processes and successful educational systems must always pursue social relevance, including artistic and cultural achievements.

The study included a caveat: «Given the expense of grade retention and the emotional toil retention exacts on students, a finding of «no significant difference» for retention on achievement calls into question the educational benefits of grade retention policies.»

When Congress passed the 1964 Civil Rights Act, it included a mandate for a nationwide study to assess the effects of inequality of educational opportunity on student achievement.

Longitudinal evaluations of the effects of the Milwaukee Parental Choice Program (MPCP), the voucher program initiated by Governor Thompson, indicate that student achievement outcomes were not consistently affected by vouchers but other vital student outcomes, including educational attainment, civic values, criminal proclivities as well as parent and student satisfaction were positively influenced by participation in private school choice.

A second piece of legislation, SB 1346, focuses heavily on requirements around English learners and adds a mandate to include reclassified English learners to the subgroups of pupils whose educational achievement must be measured by the state's Academic Performance Index.

Does your definition of educational excellence take into account the quality of life of individuals and of a society, including its artistic and cultural achievements?

High quality schooling that provides equal educational opportunities for secondary English language learners (ELLs) must include seven key components: state leadership, oversight and compliance; governance; fair funding; parent and community engagement; student achievement and support; teaching and curriculum quality; and accountability.

This movement is essentially rejecting all objective measures of educational achievement and, subsequently, lets children, including a disproportionate number of minority children, fall through the cracks.

Her previous publications include reports of research comparing the educational attitudes of male graduates of coed schools and single - sex schools, research describing the effects of gendered basic skills instruction, and a report of academic achievement of students in single gender programs.

Concerns regarding American schools and mental health services for children abound, including inadequate educational achievement, school violence, over-referral to special education and

The League of Innovative Schools (LIS) is an initiative of the NESSC and includes more than 75 schools that have been working together for the last several years to improve graduation rates, increase college readiness, close achievement gaps, and promote educational innovation.

Since the support of families is considered crucial to educational achievement, weak relationships between schools and parents in segregated minority environments highlight a critical disadvantage that racially and socioeconomically isolated schools must overcome, on top of a myriad of other well - documented deficits, including high teacher turnover.

This new framework was then be implemented using three strategies: (1) Hmong students» conditions for learning, namely, a relationship and immediate relevance, are accepted and maintained; (2) traditional Hmong learning processes, including cooperation and oral transmission, are gradually combined with formal educational processes, individual achievement and the use of the written word; and (3) activities for learning are initially confined to practice, slowly yielding to analysis of familiar material and finally, analysis of unfamiliar material.

Her work includes examinations of how black identity is differentially constructed across multiple contexts and informs achievement outcomes, how black people's perceptions of opportunity vary within space and influence academic orientation, and how black educational resilience and vulnerability is structured by social, institutional, and historical forces.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Issues include how to ascertain current level of educational achievement; passing grades and parental or tutoring assistance received outside of school; impact of high IQ on achievement levels; and requirements for evaluations of a child who may have a specific learning disability (SLD).

Looking at the issue of gender with a racial lens, this new area of Schott's work — including the ongoing biennial report series on Black Boys educational achievement nationwide — has led school districts across the country to re-examine how they educate and measure the outcomes of the students who are most vulnerable to failure in the education system.

Current federal special education law, IDEA, states that the use of severe discrepancy (the difference between cognitive or IQ scores and educational achievement scores) must not be required for identification of SLD including dyslexia.

MarGrady Research study «Moving Up: Progress in Newark's Schools from 2010 to 2017,» by educational researcher Jesse Margolis of MarGrady Research and NYU, analyzed the district's progress since 2010 — including both NPS and charter schools — looking specifically at the effectiveness of educational reforms pertaining to student outcomes and achievement.