Kentucky's plan includes ambitious interim and long - term goals on which to measure progress
including increasing academic achievement significantly for all students; cutting the achievement gap for each student group in half by 2030; and increasing the graduation rate significantly for all students and each student group.
Not exact matches
Researchers concerned with
academic -
achievement gaps have begun to study, with
increasing interest and enthusiasm, a set of personal qualities — often referred to as noncognitive skills, or character strengths — that
include resilience, conscientiousness, optimism, self - control, and grit.
Physical punishment is associated with a range of mental health problems in children, youth and adults,
including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by
increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects
academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37
Chronic feeding problems
increase a child's risk for poor medical and developmental outcomes,
including malnutrition, growth retardation, social deficits and poor
academic achievement.
Students who have parents deployed to a war zone are more vulnerable to a range of psychological, emotional and social issues,
including an
increased level of stress and anxiety, health problems, behavioural disorders and
academic under -
achievement.
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.»
Many of his studies took him into controversial territory,
including his investigation of whether incentives
increase academic achievement (in most cases, no), and his investigation with Steven Levitt of whether there are systematic racial differences in mental ability among young children (no, when they're under the age of 1; yes, as they get older, hinting at the importance of environmental differences).
This
included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that
academic achievement is maintained or enhanced by
increased physical activity).
Our experienced consultants have helped schools and districts,
including First Nation schools, create culturally relevant, engaging, standards - based curricula that motivates learning, boosts
academic achievement, and
increases student efficacy, creating a foundation for a high - quality education for all students.
In Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that
include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8;
increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on
academic readiness (effect sizes in the 0.4 — 0.6 range) at school entry.
Recent pressure to
increase academic achievement has led new educational reform strategies to
include ideas on extending the school day.
Moving students from a belief in the limits of intelligence can counter the argument for tracking by
increasing academic achievement for all students,
including high needs subgroups.
Research has shown that these programs have positive benefits for students
including higher
academic achievement and
increased cognitive abilities.
What to know: The Mississippi Department of Education's (MDE) plan stands out for aligning its teacher recruitment and retention efforts with its ambitious goals for
increasing student
academic achievement by 2025 and clearly stating its role in supporting districts to address equity concerns.10 The MDE recognizes that in order to reach its stated goals — which
include a proposed graduation rate of 90 percent for all students by 2025 — they must also support districts in recruiting and retaining teachers of color who are prepared to improve student outcomes.
CART's goals
include increasing student
achievement by offering students a curriculum that provides application of
academics through real - world projects and experiences such as job shadowing and internships.
Findings
include the most desired outcomes of OST grants: improved
academic achievement,
increased engagement, positive development, and 21st century skill building.
Activities also
include: the use of new or existing technologies to improve
academic achievement; the acquisition of curricula that integrate technology and are designed to meet challenging state
academic standards; the use of technology to
increase parent involvement in schools; and the use of technology to collect, manage, and analyze data to enhance teaching and school improvement.
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.
The proposed investment in Title I,
including the
increased amount directed to interventions and support for schools in need of improvement, is welcome, as our states and school districts develop new plans to advance
academic achievement under the Every Student Succeeds Act (ESSA).
Entering its final year of a grant funded by the U.S. Department of Education, Project SOAR provides a wide range of services,
including tutoring and summer programs to promote
academic achievement; professional development for tutors and teachers; counseling for preparing for college; programs for
increasing parent involvement; and a take - home computer program and computer training.
Along with
increasing academic achievement, this effort must
include ensuring that students are challenged and engaged in learning, providing individualized learning experiences addressing individual needs, and helping students to see the relevance of their coursework by creating connections (Perlman & Redding, 2007).
«There is ample research showing that positive school climates will
increase several aspects of student success,
including school attendance,
academic achievement and graduation rates.»
Subcommittee Chairman Duncan Hunter (R - CA) linked the positive effects of parental engagement —
including increased student
achievement and
academic focus as well as better attendance and behavior — to state efforts to «ensure parents have additional opportunities to make decisions not only about where their children attend school, but also about what happens during the school day.»
Recent ASCD titles
include Building Background Knowledge for
Academic Achievement: Research on What Works in Schools (2004); Classroom Management That Works: Research Based Strategies for Every Teacher (Marzano, Marzano, & Pickering, 2003); What Works in Schools: Translating Research into Action (2003); A Handbook for Classroom Instruction That Works (Marzano, Paynter, Pickering, & Gaddy, 2001); and Classroom Instruction That Works: Research - Based Strategies for
Increasing Student
Achievement (Marzano, Pickering, & Pollack, 2001).
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.
The Committee did
include a $ 200 million
increase in IDEA funding and a $ 100 million
increase for ESSA Title IV, Part B (Student Support and
Academic Achievement State Grants).
In an effort to
increase academic achievement, ESSA requires that State plans must also
include assistance to improve learning conditions in identified schools:
Language Acquisition in Diverse Classrooms Focusing on Language and
Academic Instructional Renewal (FLAIR) Increase cognitive growth and academic achievement in reading for all students, including linguistically diverse students, through an intensive language - across - the - curriculum
Academic Instructional Renewal (FLAIR)
Increase cognitive growth and
academic achievement in reading for all students, including linguistically diverse students, through an intensive language - across - the - curriculum
academic achievement in reading for all students,
including linguistically diverse students, through an intensive language - across - the - curriculum program.
Academic achievement at all levels
increased markedly during this time —
including 70 % of elementary schools, 100 % of middle schools, and at the high school level national recognition for achieving the highest ACT scores of any large district in the country.
Studies have suggested a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems,
including school avoidance and diminished educational engagement; 9 decreased
academic achievement; 10
increased behavior problems; 11
increased likelihood of dropping out; 12 substance abuse; 13 and involvement with juvenile justice systems.14
They also share common goals that
include working to turn around schools, develop leadership capacity, and capitalize teaching and learning to
increase academic achievement of all students.
Charter schools are raising the bar on student
academic growth and
achievement by improving a number of student performance measures,
including increasing graduation rates and college acceptance rates.
Relative to children with no ACEs, children who experienced ACEs had
increased odds of having below - average
academic skills
including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for poor school
achievement, which is associated with poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor for child
academic and behavioral problems that have implications for education and health trajectories, as well as
achievement gaps and health disparities.
The term professional development...
includes activities that... advance teacher understanding of instructional strategies that are (I) evidence - based, (II) strategies for improving student
academic achievement or substantially
increasing the knowledge and teaching skills of teachers,
including through addressing the social and emotional development needs of students...
The kinds of problems that are most commonly seen in children of divorce
include twice as many teenage births,
academic and
achievement difficulties, acting - out behaviors, and internalizing symptoms such as
increased anxiety and depression.