Sentences with phrase «less student success»

Your research then makes the connection between these lower - quality teachers in 4th to 8th grade and less student success in later years.

Not exact matches

Among students of business, PayPal may be known less for its own success than for the subsequent achievements of the people Thiel helped attract to build it.

The world students» design - science revolution may possibly result in a general reorientation of world society's awareness, common sense, and intelligence which, just «in the nick of time,» will bring mankind into conscious promulgation of the do - more - with - lessing invention revolution to be applied directly to gaining man's living advantage, which can accomplish the 100 percent physical success of all humanity in less than one - half the time it would take to occur only as the inadvertent by - product of further weapons detouring of human initiative.

Late last year Moskowitz organized tens of thousands of Success parents and students to rally in a show of strength for then - candidate Bill de Blasio, who promised to give charters — and Moskowitz in particular — less favorable treatment than the Bloomberg administration had.

«It's important to emphasize that the changes in scores do not mean that schools have taught less or that students have learned less, but rather reflect this new standard, the Common Core adopted by 46 states because these standards represent the trajectory to college and career success,» King said, on a conference call.

Although both categories of «non-tenure-track faculty» — full time and piecework — receive lower pay «than tenured and tenure - track faculty, part - time faculty are customarily paid significantly less than even full - time non-tenure-track faculty for the same work,» write Adrianna Kezar, Daniel Maxey and Lara Badke in a report from The Delphi Project on the Changing Faculty and Student Success.

But students and postdocs had higher success rates than tenured faculty members, even after controlling for the fact that the junior people tended to ask for less money.

Young men account for roughly 10 % of sugar babies, though Urick admits male students are less likely to find success through the site due to the small, but growing, number of sugar mommas.

«For example, students» perceptions of their own school success declines over the middle years — with Year 8 students reporting that they are doing less well in school compared to their peers, than those in Years 4 and 6.»

We have a critical need for more specificity, i.e., less abstraction, with respect to what soft skills students are to learn in school and for what purposes; when, how, and to whom those skills will be taught; and how the success of those efforts will be defined, measured, and evaluated.

Then we want to compare their postsecondary success rates with those of two cohorts examined in nationwide longitudinal studies: 1) African American students from families earning less than $ 42,000 a year (National Center for Education Statistics survey); and 2) students attending alternative schools (the Gates Foundation).

Getting students and staff involved in saving energy and sharing advice between schools not only cuts energy costs but inspires positive behaviour change and is key to the success of the Ashden's LESS CO2 programme.

«With this multidimensional approach to reading, less able students have more opportunities for success,» concluded Noe, who illustrated her point with a personal experience:

One of the key elements that makes the LESS CO2 programme a success is the emphasis on learning and the sharing of ideas, tips and stories between schools and amongst students.

For those who are less engaged, highlighting this early in the student's career means intervention can be sought to ensure that is success achieved further down the line.

Some less advanced Year 9 students, in conjunction with their teachers, set a goal to achieve a Level 1 certificate and celebrated their success.

Although the test is difficult, and less than one - fifth of applicants are admitted each year, it is perplexing that no Success students, many of whom scored at the advanced level on the state exams, made the cut.

Taking into account place and location, «Background to Success» suggested that students who lived in poor neighbourhoods were less likely to go on to advanced level courses than students who lived in more affluent neighbourhoods.

It challenges students to explain anomalies in data (e.g. how come Uruguay did so well when its still a small, less economically developed country) and shows them how to draw their own scatter diagram to explore whether more socio - economically developed countries have more success (as measured by HDI).

And while Success has been widely criticized for often suspending students and stigmatizing low achievers, Icahn has a less punitive atmosphere.

KIPP, the nationwide network of charter schools and one of the great success stories of the charter movement, has 125 schools serving 41,000 students, making it less than one - twentieth the size of the New York City Department of Education.

Earlier this month, the DOE was patting itself on the back and calling its test prep initiative a success — even though it enrolled 200 fewer students than initially intended, and not a single one of those students has yet to take the Specialized High - School Admissions Test (SHSAT), much less score highly enough to be offered a seat at one of the city's top performing schools.

The state has become a leader in the «competency - based» education movement — in which success is less about «seat time» in a classroom or passing traditional tests and more about students showing they can apply skills and knowledge to complex challenges.

He had higher success rates with his students when he focused more on their potential for success and less on the failures and pathologies that might lead to destructive behavior and problems down the road.

Less often recognized, but equally troublesome, is that recent school reforms haven't just limited our view of what matters in education (what subject areas, what student outcomes, and what indicators of success) but also our view of who matters.

In that case, how can school reformers continue to operate on the assumption that everybody other than principals and classroom teachers plays a lesser role in students» long - term success?

Inadequate funding, lower literacy rates, and less access to advanced courses such as AP and STEM classes impact rural students» achievement, creating significant barriers to their success.

• More fulfilled and dedicated in and to their profession • They center teaching around the student • Willing to meet the needs of their students through new methods • Able to persist when things don't go as planned • Able to perceive their student's learning levels • More frequent in offering assistance to students with learning problems and to help them become more successful • Less likely to submit students with learning problems for special services • Able to set higher goals and expect more from students • Work longer with students who are falling behind • Able to teach students in such a way that the students outperform other classes • A predictor of success for students on the Iowa Test of Basic Skills, the Canadian Achievement Test, and the Ontario Assessment Instrument Pool (Trull, 2004)

Advanced students — many of whom would do «just fine» in less innovative classrooms — learn to work more efficiently in their best subjects and find confidence and success in areas outside their perceived strengths (e.g., a highly skilled math student can learn how to apply her visual - spatial strengths to expository writing, improving her performance in English class).

Success Academy's Eva Moskowitz said flatly, «a student of color in New York City is less than half as likely to have been taught to read or do math as a white student.»

Although there is general consensus among educational researchers that family engagement contributes to the success of students and schools, there is less agreement about what types of family engagement matter.

Our evaluation holds IDRA and our partner schools accountable to student success — a less than 2 percent dropout rate and improved academic achievement.

As of this writing, this district webpage (near page bottom) notes additional «advantages» to the later start time, including coordination of classes with other districts, research showing students get more sleep and have more success in school, and data suggesting students are less likely to be tardy.

Students in the resource room are usually assessed and tested in the resource room as it provides a less distracting environment and a better chance at success.

Research confirms what logic and experience dictate: that teachers - in training are significantly less effective in supporting student achievement than those who are fully trained when they enter teaching, and that the negative effects are particularly pronounced for students whose success depends most acutely on fully - trained professionals.

After combing through items from this summer's release and adding in a few lesser - known customer favorites, we've arrived at 10 of Study Island's best features that will enrich your classroom teaching and drive your students» success.

Critics have long contended that KIPP's success with minority and low - income children is less about its methods than about skimming the best students with the most motivated parents.

After trying a few attractive reinforcers, the teacher may even notice that the more desirable the reinforcement the student has earned, the more the student reads with increased signs of energy, but with even less success.

The DESSA - mini is an optimal universal assessment because it measures the social and emotional skills critical to student success — and takes less than one minute to complete per student.

However teachers hear all the time that they have to make due with less because there isn't enough money for what we know we need to promote success for our students.

im currently in a school doing extra sixth lessons and im actually finding it detrimental to my learning giving me more work homework time and my mock results are down from my last year many schools do less school and achieve much higher pass rates i fell that this extra time is making students feel worse and limits there ability to socialize when they go to school until 4:10 pm and arrive home at about 5 making it dark in the winter while walking home may i add it also means that when we get home are daily 2 hr of hw leaves us being at home with no extra work at about 7 pm on top of this there is revision for exams and catch up work for students to complete all of this removes a students ability to have fun were we are hunting success in fear of punishment To conclude extra lessons punish the mind and form a generation of students that dislike school and even sometimes even become suicidal all because schools think they are doing things right

California low - income students and students of color who we've historically underserved continue to receive less — we deny them equal access to college preparatory courses, to college counselors as well as to diverse and effective educators, like Ms. Lockhart, who play such a vital role in supporting student success.

The practice, touted by educators nationwide as a proven path to college success, has largely been squeezed out by standardized tests, the quicker, less - costly measure of student performance.

Numerous studies have indicated that while most student aspire to attend college, less than half are academically qualified for postsecondary success and the rates for minority populations are significantly higher than their white peers.

Supporting Equitable Access to Excellent Educators Decades of research show that students of color and low - income students are more likely to be taught by teachers who have not demonstrated a track record of success, who are not credentialed in their field, and who have less experience.

In «Success with Less Stress,» Jerusha Conner, Denise Pope, and Mollie Galloway describe a study in which they discovered that many high - achieving students feel overwhelmed by stress.

If early - elementary - age students had more opportunities to experience success and parity with peers (particularly in areas other than math and reading, where large performance gaps between students at this age are common), they would be less likely to give up on school learning.

Of the nearly 100 different types of high school diplomas that are awarded across all fifty states and the District of Columbia, less than half prepare students for success in college and a career, according to a new report by the Alliance for Excellent Education.

Overview The AVID College Readiness System (ACRS): A Discussion of Comprehensive Strategies for Student Success and School Transformation, Friday, June 21, 2013, 12:00 - 1:30 p.m. Numerous studies have indicated that while most student aspire to attend college, less than hStudent Success and School Transformation, Friday, June 21, 2013, 12:00 - 1:30 p.m. Numerous studies have indicated that while most student aspire to attend college, less than hstudent aspire to attend college, less than half are

Loving High School was awarded a bronze medal in the U.S. News and World Report's 2010 «Best High Schools» rankings, a recognition of the school's success in achieving proficiency and college readiness for less advantaged student groups.