Sentences with phrase «low academic skills»

Adaptive online instructional content could also prove to be a powerful tool for incoming students with low academic skills.

Given the relatively low academic skills and high poverty rates of double - dosed CPS students, it is unsurprising that double - dosing improved college enrollment rates at relatively inexpensive and nonselective two - year postsecondary institutions.

«I was stunned by the low academic skills of many of the youth I worked with.

Participants who have few high school credits and low academic skills enroll in the GED preparation program, leading towards GED certification.

In fact, economists Zvi Eckstein and Kenneth Wolpin show that, among white males who entered 9th grade in the early 1980s, those who failed to graduate from high school had lower academic skills and were less motivated for schoolwork than those who did graduate.

As well, children of depressed mothers usually 1) show less advanced language development, 2) have lower academic skills, 3) have a lower self - esteem, and 4) show other cognitive vulnerabilities to depression or other disorders.

Not exact matches

By lowering anxiety, increasing self - esteem, and increasing communication and social confidence within a variety of real world settings, the child suffering in silence will develop necessary coping skills to enable for proper social, emotional, and academic functioning.

Nationally, one third of academic staffers hold only a bachelor's degree (the proportion reaches 60 percent in the new private sector), which indicates that the skill level of many of the faculty members is rather low.

Bilingual children from low - income homes are at greater risk of falling behind their peers in developing the appropriate language skills for their age group, leading to poorer academic achievement over time.

Children from low - income families are at substantial risk in terms of their social - emotional and academic skills at school entry, with fewer than half considered ready for school at age 5.

«The findings, combined with previous research in this area, show that programs of this nature can enhance low - income children's self - regulation skills and, with it, enhance their academic achievement in early elementary school.»

In the current study, the researchers evaluated whether INSIGHTS supports the behavior and academic skills of children in urban, low - income schools, and whether the relationship between teachers and their students made an impact.

In our two previous research collaborations with the Skills for Life team, we already had shown that mental health problems are quite common, are among the strongest predictors of poor attendance, poorer grades, and lower scores on standardized tests, and that improved mental health scores are powerful predictors of improved academic outcomes.»

Desperate to play for Notre Dame, Rudy triumphs over his own small stature, low academic scores, and his below - average athletic skills to make his dream come true.

For example, a recent study conducted in urban middle schools found that there were more similarities than differences in the reading profiles of struggling students from non-English-speaking and English - speaking households, and that low academic vocabulary knowledge, a major component of advanced literacy skills, was a shared source of difficulty.

A strength of NCLB is that it draws attention to the academic skills of children from low - income families, children of color, children whose first language is not English, and children with disabilities — groups that historically have not been well served by American schools.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

Ultimately, students did focus more on academic and grit skills (especially when I began returning quests instead of simply assigning low grades to mediocre submissions).

Many low - income children, who are under significant stress, don't develop the self - regulation and planning skills needed for academic achievement.

If we want our students to do well with this creative skill, we need to model the thinking of synthesis in a low - stakes, scaffolding activity that they can translate into a more academic pursuit.

This is illustrated in Figure 1 with an example of high and low abstraction within the category of academic soft skills.

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.

Some of the root causes debated by MP's were the clear link to children's online habits which are keeping them isolated, sleep deprived and stuck in a dependence mode with low self - esteem, low self - confidence and fear of failing; along with too much pressure from a young age to pursue high academic standards; frequent cyberbullying and sexting; increased obsession with body awareness; and lack of skills that prepare children for life - such as resilience, within the curriculum.

Some schools, especially in low socioeconomic areas, consider themselves «welfare» rather than «academic» schools and believe that the best thing they can do for their disadvantaged clientele is to teach them social and life skills, give them a grounding in the «basics» and make them feel better about themselves.

But while today's high - achieving schools for low - income students (Knowledge Is Power Program [KIPP], for instance) are passionate about cultivating both character and traditional academic skills, schools built around the 7 Habits are focused on training confident kids who are good at planning, goal setting, and decisionmaking.

Build UP is a workforce development model that provides low - income youth with career - ready skills through paid apprenticeships coupled with appropriate academic coursework.

Research has generally shown that racially and socioeconomically diverse schools can help low - income, low - skill students improve their academics.

Marilyn and Francesca: «Young men are significantly more likely than young women to be less engaged with school and have low skills and poor academic achievement.»

Working in close collaboration with school - and community - based partners, a team of researchers and program developers at Harvard University is developing, implementing, and evaluating a dual - generation program that supports low - income children's academic and social - emotional development while simultaneously building skills and social capital among low - income parents.

Eventually, schools began grouping students into these «tracks», based on the jobs they wished to pursue: rigorous courses for those on a more academic track, more basic life skills for students with their eyes set on lower - skilled work.

When using classroom data to separate students into quarters based on academic performance, the lower quarter of students had the lowest mean use of self - regulated learning skills followed by the middle quarters.

As an independent 501 (c) 3 and private school management organization, our mission is to develop outstanding Catholic elementary schools that provide low - income students with the academic preparation, values and skills they need to break the cycle of poverty and lead fulfilling, productive lives.

After collecting a century's worth of academic studies, summer - learning expert Harris Cooper, now at Duke University, concluded that, on average, all students lose about a month of progress in math skills each summer, while low - income students slip as many as three months in reading comprehension, compared with middle - income students.

[ix] In other words, students in some middle schools in which academic performance (as measured by ELA test scores) is high report relatively low social - emotional skills, and vice versa.

The lower school library program contributes in an essential way to the development of the knowledge and skills so important to academic success.

In fact, I believe low - income students who have fewer opportunities outside of school need integrated learning that builds academic, social, and emotional skills even more than their more affluent peers.

Teacher quality is the most important in - school factor related to students» academic success, and low - income students benefit most when taught by skilled teachers.9 Just as in other sectors, strategic recruitment in the education sector is critical to identify candidates who are likely to succeed.

In 2007, the ITE received an award for effective government from Harvard University's Ash Institute for Democratic Governance and Innovation, which cited the school's ability to help low academic achievers acquire skills and move into good - paying jobs.

She previously served as Project Director at Worcester Community Action Council, Inc. where she developed and implemented a federal ARRA - funded program that provided employability skills, job development, and academic preparation for low - income... More»

Citizen Schools programs lengthen the learning day for students in low - income communities, expanding academic interest, exploring new topics and skills, and developing a foundation for their future through hands - on learning.

She previously served as Project Director at Worcester Community Action Council, Inc. where she developed and implemented a federal ARRA - funded program that provided employability skills, job development, and academic preparation for low - income out - of - school 16 - 24 year olds.

Tests are designed to align with state proficiency standards, [10] which in many states require a fairly low level of academic skill.

The science was sometimes squishy, the curriculum often felt driven by those trying to set a moral agenda, and schools had too much else to do, like close the academic gap between high - and low - income kids, and the skills gap between US kids and some of their global counterparts.

Many children of color and children from low - income families enter kindergarten without the academic skills they need to succeed.

In response to New York State's decision to eliminate the Academic Skills Literacy Test for teacher certification, Education Trust Executive Director Ian Rosenblum stated on Tuesday, «it is deeply disappointing that the Regents and State Education Department are lowering the bar for teacher literacy skills... We should be focusing on ensuring that prospective teachers receive the support... Continue reading Ed Trust Needs To Take Several Seats in the Back of My ClasSkills Literacy Test for teacher certification, Education Trust Executive Director Ian Rosenblum stated on Tuesday, «it is deeply disappointing that the Regents and State Education Department are lowering the bar for teacher literacy skills... We should be focusing on ensuring that prospective teachers receive the support... Continue reading Ed Trust Needs To Take Several Seats in the Back of My Classkills... We should be focusing on ensuring that prospective teachers receive the support... Continue reading Ed Trust Needs To Take Several Seats in the Back of My Classroom!

While federal legislation calls for «multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level skill that can be measured on standardized mostly multiple - choice tests.

And labels that classify academic skill can become self - fulfilling prophecies as teachers may lower expectations for students in special - needs classrooms.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

Studio schools were introduced in 2010, designed to provide practical workplace skills for 14 - to 19 - year - olds alongside academic and vocational study, but many struggled due to low pupil numbers and poor Ofsted ratings.

Additionally, referred children with normal visual - motor skills and low academic achievement did not significantly differ from normative standards on the WISC — III PS factor (Tiholov, Zawallich, & Janzen, 1996).