Sentences with phrase «less academic students»

High - achieving students raced over, comparing their grades down to the hundredth, while less academic students shrugged off the opportunity to check their grades.

Not exact matches

The net effect is that those students who exhibit greater academic potential and those who need financial assistance are paying the same as, or in some cases less than students back in the 1990s.

As most professors will tell you, today's student culture is fixated on identity politics and is terrified of anything less than an «A.» In sum: diversity and academic achievement, with «merit» defined as the maximization of both.

Eastern Christian was established six months ago, and with less than three weeks until the start of the academic school year, 54 students are enrolled in grades six through 12.

«Classroom contexts where students experience autonomy, competence, and relatedness tend not only to foster more intrinsic motivation,» Deci and Ryan conclude, «but also more willing engagement in less interesting academic activities.»

Where the agreed support costs for a part - time high needs student in that academic year are # 6,000 or less, then the institution should not record the learner as a high needs student on the ILR so as not to affect lagged funding in later years.

Where the agreed support costs for a part - time high needs student in that academic year are # 6,000 or less, the institution should not record the learner as a high needs student on the ILR.

If it makes students more demanding and less tolerant of courses which are poor value, and if it increases pressure on universities to weed out underperforming academics and lousy teachers, that's to the good.

The parents of public school students say 66 - year - old Cathie Black lacks the required educational experience or academic credentials to be even a teacher, much less direct the 80,000 teachers of 1.1 million students.

Here's the result that has gotten the most press: Academic research careers were less popular with the late cohorts than the early ones in all disciplines, suggesting, perhaps, that graduate students are disillusioned by exposure to the lives and careers of their faculty advisers.

The researchers devised an academic game to test the students» competitiveness and found that the girls, on average, are significantly less competitive than the boys.

In choosing schools, at - risk students place less weight on academic indicators, and low performing students are more likely to attend a school with low average achievement.

«In addition, in a better academic environment students spent more time studying, leaving them less time to engage in risky behaviors.»

Making the transition from high school to college may be stressful — but it can be downright depressing for students who graduate from a school with peers of high academic ability and wind up at a college with students of lesser ability, according to a new study.

«Making a leap from high - ability high school to college of lesser academic status can be a real downer: Students who are «undermatched» as they shift into higher education show a 27 - percent hike in symptoms of depression.»

The big difference with university students is that their selection doesn't take place at the gate like for the Grandes Ecoles, so there is less recognition of their merit to pursue academic studies.

As far as academic and non-academic amenities increase tuition costs without improving a school's U.S. News and World Report ranking, students in a wider range of income levels are finding them less attractive.

It is a field enriched by active discussion group lists like Kinema Club (6) which reach out for numerous motivated students of Japanese cinema worldwide, and, no less importantly, by the fact that there are more academic positions held by Japanese film specialists than ever before.

And for every Superbad, there are four or five lesser films like Project X. And sure, occasionally you'll get a high school movie that actually has something to say about the academic and societal pressures of being a student (Justin Lin's Better Luck Tomorrow is a great example), but even that focused primarily on male characters.

Dweck found that praising students for intelligence actually made kids less likely to take academic risks because, on some level, they feared losing the label of «smart» if they did poorly.

The power of culture - and its effect on student achievement - is evident in adolescents» lesser concentration on academic endeavors as they focus more on television, video games, and excessive employment during the school year.

In a similar vein, middle - class and more - educated parents tend to shape Christian schools toward less tension with the outside world, greater emphasis on academic excellence, less rigid social control of students, greater room for individual creativity and expression, and less denominationally distinctive ways of integrating religion into school life.

«Students with identical academic credentials are six times less likely to graduate from college if they come from the bottom income quartile, compared to the top quartile,» says William Fitzsimmons, Ed.M.»

Some observers fear, however, that a shift toward career preparation would ease the pressure on schools to provide top - notch academics for every child, reproducing a dynamic that has harmed generations of students: Those perceived to be «college material» are immersed in challenging courses, while those sized up as less capable or motivated get a watered - down education.

Because teachers were considering intangible factors, even when race, gender, family income, and academic achievement are the same, there was no way to isolate the effect of being held back, much less to make reasonable conclusions about the effects of retention on a student's academic achievement or the probability of his dropping out of high school.

Conservatives, for instance, are less likely than liberals to say that funding is a barrier to academic achievement, and liberals are more likely to put less focus on improving student learning.

It has been less than six months since the nation's governors gathered for a summit on high schools, and already at least half a dozen states have enacted policies that require students to complete tougher academic programs to earn a diploma.

The clearest pattern that emerges from student reports is that 6th and 7th graders in middle schools think their schools have less academic rigor, less mature social behavior among the students, are less safe, and provide lower - quality education than do 6th graders in K — 6 or K — 8 schools.

Because academic resources are relatively scarce in higher - poverty schools (e.g., there are more disruptive peers, lower academic expectations, fewer financial resources, and less - competent teachers), parents in these schools seek teachers skilled at improving achievement even if this comes at the cost of student satisfaction.

It's not surprising that students in a new setting and instructional model might show less academic growth than those who stayed put.

For instance, if teachers believe that less should be expected of minority children, they might lower their academic standards when confronted with a classroom that has a high share of black or Hispanic students.

Classroom contexts where students experience autonomy, competence, and relatedness tend not only to foster more intrinsic motivation, but also more willing engagement in less interesting academic activities.

The effects on academic achievement are greatest for students from higher income families, while the effects on behavior are more pronounced on students who are less well - off.

This commitment rightly serves to equalize expectations between more - and less - privileged students and has reaped untold good by encouraging underserved students to achieve academic excellence.

But skeptics warned that the academic gains made by retained students would diminish over time and that they would ultimately be less likely to complete high school: nationwide, students who are unusually old for their grade are far more likely to drop out.

Leaders must deal with everything from overstretched budgets to mediocre teachers to unruly (and potentially dangerous) students, not to mention heavy pressure to boost academic results (without, of course, «teaching to the test,» much less engaging in even more dubious practices).

Even after several years of significant attention, fewer than one in three had been able to reach established academic goals, and less than half showed any student performance gains.

First - and second - grade students in 1993 who had been kept out of kindergarten until they were older were less likely than other students to draw negative feedback from teachers about their academic performance or conduct in class.

Parochial schools are less likely to fall into the public - school habit of «structuring inequities»: public schools offer students the chance to take weaker academic courses while Catholic school courses are «largely determined by the school.»

Or, if we look at grammar schools or independent schools, many of which are not only selective but also more academic and less vocational which in itself can close off certain avenues for students.

Although acknowledging the need for strong, core academic curriculum, Wilshaw will argue that England is neglecting its less academic pupils at its own peril and will call for a more «inclusive» system that does not leave behind students who fail to attain targets.

We wouldn't necessarily expect CTE students to show as much academic progress as their peers in traditional high schools because they are spending less of their time on academics!

But that's far less than the potentially $ 2.5 billion earmarked by the U.S. Department of Education in Title I funding for the SES provision, which provides free academic help to students in...

The negative impact of job market pessimism on engagement was more acute for students with stronger family and school supports — the same students whom we often assume are less at risk for losing academic motivation.

• there is no default assigned school (everyone must choose); • there is a common application; • there is rich, valid, and comparable information on school performance (including test results that incorporate academic growth); • school performance information is clearly presented (including support for less educated parents); and • there is an assignment algorithm that maximizes the preferences expressed by all parents and the resulting school assignment for all students.

Now, 90 percent of PASS Institute students finish high school in a year or less, and Marshall Metropolitan High School is off academic probation.

State policy in Ohio requires school districts with a three - year average graduation rate of 75 % or less (in addition to academic watch and academic emergency districts) to administer practice versions of the Ohio Graduation Tests (OGT) to 9th - grade students.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

Unlike No Child Left Behind, which had the goal of all students being proficient by 2014 (less than 14 months away), D.C. officials are implementing new, lower standards of academic performance for African American, Latino, and poor children compared to their more affluent White and Asian counterparts.

First, ethnographic studies have suggested that black students are less inclined to try hard in school because their peers may view academic effort as characteristic of «acting white.»