Sentences with phrase «increase school completion rates»

In response to this concern, the National Dropout Prevention Center for Students with Disabilities (NDPC - SD) was established in 2004 by the Office of Special Education Programs (OSEP) to assist in building states» capacity to increase school completion rates for students with disabilities.

To learn more about increasing school completion rates, we should study both those states that greatly exceed the expected high school completion rate and those that fall far below it for clues about what these states are doing differently.

Not exact matches

Involvement has been shown to increase grades, leads to more consistent homework completion, improve student behavior at school, increase high school graduation rates, reduce school drop - out rates, increase college attendance, and lower rates of experimentation with tobacco, alcohol, and recreational drugs.

In a letter of support for the project, U.S. Congressman Brian Higgins wrote»... this company's vision includes the first of its kind partnership with the «Say Yes Buffalo» program in which The Phoenix Brewery Apartments LLC will donate 10 % of its projects once stabilized to this board based community education collaborative to increase high school and postsecondary completion rates.»

Its goal is to increase high school and post-secondary completion rates.

These findings provide important evidence that participation in career academies increased post-high school graduation employment rates and earnings, without reducing college preparedness or postsecondary credential completion.

Murnane (2013) finds that high school completion rates have been increasing since 1970 with larger increases for black and Hispanic students; Baum, Ma and Pavea (2013) find that postsecondary enrollment rates have been increasing since the 1980s, particularly for those from poor families.

A trove of correlational studies have also demonstrated benefits for high school athletes, including higher grades, increased graduation and college completion rates, and a decrease in various antisocial behaviors.

But if school leaders adopt blended learning merely to increase out - of - district enrollments, increase course offerings, boost credit completion rates, lower staffing costs, or decrease the demands placed on teachers, then blended - learning technologies will become increasingly cheap, convenient, engaging, and easy to use without necessarily improving students» academic or life outcomes.

We find the opposite, as NHRP scholars from predominantly Hispanic high schools actually experience large increases in four - year bachelor's degree completion rates.

For instance, a 2015 study of a privately funded voucher program in New York City found that being offered a voucher to attend a private school increased college enrollment rates among black and Hispanic students by 4.4 percentage points, a 10 percent gain relative to the control group, and also increased bachelor's degree completion rates among black and Hispanic students by 2.4 percentage points, a 27 percent gain.

Undertaking a vocational qualification in school is linked to increased Year 12 completion rates for male Aboriginal and Torres Strait Islander (ATSI) students, according to a new report.

Another way to frame the size of this estimate is to note that high - school completion rates among 18 - to 24 - year - olds increased from 82.8 percent in 1972 to 86.5 percent in 2000.

The answer is yes, as proved by Donelle McInerney, a PE teacher at Newton Moore Senior High School in Bunbury, Western Australia, whose Indigenous Yorgas Sports Academy has increased girls» high school completion rates sevenSchool in Bunbury, Western Australia, whose Indigenous Yorgas Sports Academy has increased girls» high school completion rates sevenschool completion rates seven-fold.

Between 1972 and 2000, the high - school completion rate of 18 - to 24 - year - old black students increased from 72.1 percent to 83.7 percent.

The completion rate of primary school has also increased, with 76 per cent of children in GPE partnered countries completing school, compared with 63 per cent in 2002.

Research shows that teachers of color are often better able to engage students of color, increasing high school completion and college attendance rates for these students.

After implementing Learner - Centered Teaching, schools report improved attendance, course completion rates, and GPAs; increased self - management, better relationship skills, and improved decision - making; and stronger academic perseverance.

Involvement has been shown to increase grades, leads to more consistent homework completion, improve student behavior at school, increase high school graduation rates, reduce school drop - out rates, increase college attendance, and lower rates of experimentation with tobacco, alcohol, and recreational drugs.

The purpose of this program is to provide competitive grants to applicants with a record of improving student achievement and attainment in order to expand the implementation of, and investment in, innovative practices that are demonstrated to have an impact on improving student achievement or student growth, closing achievement gaps, decreasing dropout rates, increasing high school graduation rates, or increasing college enrollment and completion rates.

Only seven states showed an increase in high school completion rates during the decade; rates in the remaining states declined (Barton, 2005b).

The documented results of these programs, together with the growing research on public alternative schools (Kleiner, Porch, & Farris, 2002), provide a knowledge base about comprehensive approaches to increasing both academic achievement and high school completion rates — which generally go hand in hand.

Demonstrated outcomes of Check & Connect include: increased attendance, persistence in school, accrual of credits and school completion rates; and decreased truancy, tardies, behavioral referrals and dropout rates.

In 2013, Vermont launched the Flexible Pathways Initiative through Act 77 to provide more flexibility for school districts, promote college readiness through personalized pathways, and increase graduation rates and postsecondary completion.

Flexible pathways also promote opportunities for Vermont students to achieve postsecondary readiness through high - quality educational experiences that acknowledge individual goals, learning styles, and abilities; and increase the rates of secondary school completion and postsecondary continuation in Vermont.

At College Futures, we work to help students who are low - income and underrepresented in higher education achieve college success by increasing their rate of bachelor's degree attainment and closing the racial, ethnic, and gender gaps that begin in high school or earlier and persist through college completion.

With aligned goals across the education system, states can ensure that all students graduate high school prepared for college and careers and transition seamlessly into higher education, ultimately reducing the need for remediation and increasing postsecondary completion rates.

An increasing focus of this annual analysis is on identifying policies, strategies and practices that are effective in improving school completion rates for students with disabilities.

Although the overall high school completion rates have increased over the past century, schools still face the challenge of how to prevent students...

Where several alternative programs are available that address the same educational outcome, for example, increasing the rate of high school completion, we combine program costs with effectiveness data in cost - effectiveness analyses.

Florida College Access Network (FCAN) issued a challenge to all schools and districts to increase FAFSA completion rates by 5 % in 2016!

While Latinx high school and college graduation rates are increasing, Latinx students still fall behind their white and Asian peers in high school graduation rates — by 10 percent and 12 percent, respectively15 — and in college completion rates — by 26 percent and 48 percent, 16 respectively.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.