Sentences with phrase «increased academic results»

A generational - friendly approach can provide tips and solutions for better home - school partnerships and increased academic results.

Not exact matches

Other academics have found that using benchmarked peer data results in a 17 % structural year - over-year increase in CEO pay, unrelated to his or her actual performance.

Other positive results include reduced absenteeism rates, increased representation in the academic stream, and higher graduation and postsecondary education rates.

The black conservatives claim that the decline of values such as patience, hard work, deferred gratification and self - reliance have resulted in the high crime rates, the increasing number of unwed mothers, and the relatively uncompetitive academic performances of black youth.

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

Touching on the initiatives undertaken by his government, he stated that the Free Senior High School policy has resulted in an increase of over 90,000 children who have entered secondary school this academic year, who would otherwise have dropped out at this stage.

The report draws on government and trade statistics, academic evidence and economic theory to challenge arguments that the health and social benefits of reducing alcohol consumption are likely to come at a cost to the economy, finding: · Any reduction in employment and income resulting from lower spending on alcohol would be offset by spending on other goods · Econometric analysis of US states suggests that a 10 % decrease in alcohol consumption is associated with a 0.4 % increase in per capita income growth · Lower alcohol consumption could also reduce the economic costs of impaired workplace productivity, alcohol - related sickness, unemployment and premature death, which are estimated to cost the UK # 8 - 11 billion a year The analysis comes at a timely moment, with health groups urging the Chancellor to raise alcohol duty in next month's Budget.

This experience has been shown to result in improved academic performance and increased job prospects in the future.

«Spontaneous development has been recorded since the intervention of this technological initiative of our administration as our students results have improved through the academic tools being given to them, while their performance has been on the increase.

Moreover, the academic job situation for astronomers in Canada has improved in the last few years, owing to the retirements of the large cohort of astronomers hired in the late 1960s and the fact that university enrolments have swelled as a result of population growth, the baby boom echo, and increased participation rate.

Examining this teaching framework, used in an elementary school, a high school, and a community college, the documentary highlights research and results from leading neurocognitive experts, and how this framework can greatly increase academic performance.

I also detect no evidence that the establishment of kindergarten programs as a result of the funding initiatives prompted an increase in academic expectations of students in the early grades, which would have adversely affected children with low levels of achievement.

Data Wise: A Step - by - step Guide to Using Assessment Results to Improve Teaching and Learning, edited by Academic Dean and Thompson Professor Richard Murnane, Lecturer Kathryn Parker Boudett, and doctoral student Elizabeth A City, provides a solid blueprint of what to do with the increasing quantitative information educators face.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

The latest edition of «The State of Our Nation's Youth,» which has published poll results episodically since 1996, finds a marked increase in academic pressure reported among the nation's teenagers.

The goal is literally to double or triple education results — to increase from 30 percent the number of students who perform proficiently on tests of academic achievement to 60 and then 90 percent.

The evidence suggests that increasing class size will harm not only children's academic results in the short run, but also their long - term success at school and beyond.

They claim that much of Australia's increased expenditure on education in the last 20 to 30 years has been «wasted» on efforts to reduce class sizes, arguing that this extra funding does not lead to better academic results.

As a result, educators channeled increasing numbers of students into undemanding, nonacademic courses, while lowering standards in the academic courses that were required for graduation.

Although lively teaching and academic rigor independently and collectively increase engagement, the single biggest effect, according to Cooper's study, resulted from connective instruction — it was seven times as effective as the other two well - established practices.

The logic of Bishop's finding is that systems that incentivize students to master academic material may in fact increase intrinsic drive, an unsurprising result for those of us who see learning as empowering.

At the heart of this is self - esteem — an increased sense of self as a result of better social interactions, stronger relationships, and higher academic performance.

Particularly, the professionalism of the workforce through tertiary training which resulted in an increased level of academic inquiry and in so doing created more powerful decision makers.

As a result, by 1992 nearly every state had increased its graduation requirements in the core academic areas.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

Our research proves that social emotional learning results in higher self - esteem, lessened anxiety, measurable academic improvements, improved classroom behavior, significant display of executive function and increased attachment to school.

Reardon's research on the relationship between academic achievement and family income found an increased link between family income and children's academic achievement, noting in earlier studies, «The income achievement gap does not appear to be a result of a growing achievement gap between children with highly educated and less - educated parents.

Research shows that implementing SWPBIS results in a significant drop in discipline referrals and suspensions, as well as increased academic achievement, lower dropout rates, higher teacher retention, and improved school culture.11

Topics discussed include a study that found that SEL led to a reduction in conduct problems, increased pro-social behaviors and resulted in an 11 - percentile improvement in academic performance.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

As implemented in VCUSD, community schools result in increased academic gains, increased attendance, increased parental involvement and reduced suspensions, and reductions in the drop - out rate.

Results show that tutors stay in school, have increased academic performance, improved school attendance and advanced to higher education.

The recognition award is part of a larger U.S. Department of Education (USED) effort to identify and disseminate knowledge about practices that are proven to result in improved student engagement, higher academic achievement and graduation rates, and workforce preparedness, as well as a government wide goal of increasing energy independence and economic security.

As a result, there are large inequalities in how incoming kindergarten students will be prepared to meet the increased academic expectations of the Common Core State Standards.

Administrators and all instructional staff benefit from an understanding of how school library media center instructional programs result in increased academic achievement.

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.

When teacher teams believe that they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

When teachers believe that, together, they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

The results from this study of four elementary schools show increased academic achievement and reduced chronic absence.

Nearly three years later, the results at P.S. 123, with its 530 students, offer a small window into what the city's larger initiative is seeing: an increase in student attendance and family participation in school activities, a drop in chronic absenteeism, but uneven academic progress.

Dr. Constantino's work quickly gained national prominence and soon he began traveling the United States speaking and working with all types of educators, school board members, and businesses to promote sound practices in family engagement that result in increased academic achievement for all students.

The results make it clear there is no relationship between increasing school spending and increasing academic performance.

The mission of the Attendance and Truancy Department is to train, motivate, support and guide CPS staff, students, families, and community partners in efforts to increase student attendance, decrease truancy, strategically address barriers that result in truancy and ultimately enhance the academic success of all CPS students.

Rosenberg, TX «As a direct result, the climate and culture of our schools and our district changed substantially... an increase in student attendance rates and academic test scores for ALL subject areas...»

There's a movement underway at Beach High School, and it has resulted in increased attendance and decreased suspensions during the first semester of the 2016 - 2017 academic year.

These efforts resulted in increased student academic achievement and improvements in school ratings made by the Florida Department of Education.

The school saw significant progress, including an increase in attendance stability from 86.8 % (SY 13 - 14) to 91.4 % (SY 15 - 16), and an impact over two years on State of Texas Assessment of Academic Readiness Results in Math (20.2 % gain), Science (18.4 % gain) and Writing (20.8 % gain).

Grade retention that results from narrow measures of academic preparedness can increase student risk for problems in school, including increased drop - out rates, and even when the student is promoted, the use of such assessments to sort students creates tracks within grade levels that reflect racial, ethnic, and social - class differences and that function to direct entire categories of students toward low - wage jobs or incarceration.

The research, led by Charles Hillman, a professor of kinesiology and community health and the director of the Neurocognitive Kinesiology Laboratory at Illinois, suggests that physical activity may increase students» cognitive control — or ability to pay attention — and also result in better performance on academic achievement tests.

The Attendance and Truancy Department works to train, motivate, support and guide CPS staff, students, families, and community partners in efforts to increase student attendance, decrease chronic absenteeism and chronic truancy, strategically address barriers that result in truancy and ultimately enhance the academic success of all CPS students.