TALA Writing was originally launched in 2012 to
increase academic literacy by providing research - based professional development in the area of writing instruction.
Not exact matches
By the fall of their kindergarten year, children who participated in Head Start and the REDI - P group scored higher than the children in the control group on several measures, showing greater
increases in their vocabulary,
literacy skills, reading fluency and
academic performance upon entering kindergarten.
On the other hand, there is reason to believe that the approach to bolstering students» advanced
literacy skills, and
academic language skills in particular, need not be entirely different for different groups, particularly with
increasing grade levels.
They changed elements to
increase impact on these skills in subsequent years and in the 2015 programme over 50 per cent or participants are already exceeding their
literacy targets for the
academic year.
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.
The new Student Support and
Academic Enrichment Grants (Title IV, Part A) program provides funds for programs and activities to improve students» academic achievement by increasing the capacity of local school divisions to provide all students with a well - rounded education; improve school conditions for learning; and improve the use of technology in order to improve the academic achievement and digital literacy of all s
Academic Enrichment Grants (Title IV, Part A) program provides funds for programs and activities to improve students»
academic achievement by increasing the capacity of local school divisions to provide all students with a well - rounded education; improve school conditions for learning; and improve the use of technology in order to improve the academic achievement and digital literacy of all s
academic achievement by
increasing the capacity of local school divisions to provide all students with a well - rounded education; improve school conditions for learning; and improve the use of technology in order to improve the
academic achievement and digital literacy of all s
academic achievement and digital
literacy of all students.
«While
literacy has always been critical for the
academic success of students, the revised expectations in the Common Core standards
increase the significance of this development.
In the coming months, I will be improving school and teacher accountability,
increasing literacy, and strengthening
academic standards for Hoosier children.
The Student Support and
Academic Enrichment (SSAE) program is intended to increasing the capacity of local educational agencies, schools, and local communities to provide all students with access to a well - rounded education, improve school conditions for student learning, and enhance the use of technology in order to improve the academic achievement and digital literacy of all s
Academic Enrichment (SSAE) program is intended to
increasing the capacity of local educational agencies, schools, and local communities to provide all students with access to a well - rounded education, improve school conditions for student learning, and enhance the use of technology in order to improve the
academic achievement and digital literacy of all s
academic achievement and digital
literacy of all students.
In addition to rigorous
academics, each pathway centers on
increased student proficiency in vital areas such as critical thinking, problem solving, media and information
literacy, and collaboration — essential skills in the workplace.
Purpose: «Wisconsin Green Schools Network (WGSN) is committed to helping teachers take students outside to use the environment as a context for learning to develop environmental
literacy while
increasing academic achievement.»
The Ignite team will
increase academic outcomes by utilizing a holistic curriculum built upon community engagement, project - based learning and the leading
literacy, socio - emotional and neuroscientific research.
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.
A general pattern of worse
academic,
literacy, and behavior outcomes with
increased number of ACEs is apparent (Tables 3, 4, and 5).
Strategies: Develop economic development partnerships with all government levels; foster
increased take up of economic opportunities by communities, organisations and individuals; encourage and improve attendance, retention and
academic achievement rates of Aboriginal students; ensure equitable
literacy and numeracy levels; advocate for
increased CDEP places; identify employment opportunities; and conduct community workshops promoting employment opportunities.