Sentences with phrase «lower academic expectations»

That doesn't mean that we should lower our academic expectations for our students.

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.

States wishing to look good rather than actually be good may be tempted to lower their academic expectations so that they can more easily declare victory without having to make any educational progress.

The organizations oppose the draft Student Success Act because «it abandons accountability for the achievement and learning gains of subgroups of disadvantaged students who for generations have been harmed by low academic expectations.

Ceesay, a student of color, said in her experience, students of color were not challenged in school and operated under low academic expectations.

Related: Low academic expectations and poor support for special education students are «hurting their future»

Not exact matches

The researchers found that low - SES students demonstrated greater academic confidence and expectations and identified more strongly as high - achievers when they perceived their institution as warm, versus chilly, towards socioeconomic diversity.

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.

There are also articles about obstacles to greater progress: a study reveals that teacher expectations impact students» likelihood of completing college and are often lower for black students than for their white counterparts, even after accounting for students» academic and demographic backgrounds; and a look at how allowing laptop use in the classroom actually distracts from student learning.

Additionally, a teacher's belief that one student is more likely to have a disability versus another may result in lower expectations and potentially lower academic achievement.

She argues that this passive communication style is confusing because of low - income black children's expectations of how authority figures should act, and this mismatch hinders their academic progress.

«On the other hand, often in a low - SES school for example, the focus is more on, if you like, student welfare, wellbeing — rather than the academic side — and people have low expectations for those students.»

He concluded: «We are committed to overturning a culture of low expectations that for too long discouraged capable pupils, predominantly from disadvantaged backgrounds, from studying the core academic subjects that open doors to their future.»

Stanford University Emeritus Mathematics Professor R. James Milgram — the only academic mathematician on Common Core» s validation committee — refused to sign off on the final draft, describing the standards as having «extremely serious failings» and reflecting «very low expectations.»

Commissioned by the Charleston, W.Va. - based Education Alliance, the report found that African - American students rated their schools significantly lower than their white peers did in seven out of eight categories: academic expectations, instruction, course - taking, counseling about education options, respect, mentoring and caring relationships, and fairness.

• Academic standards are important and too low: 67 % believes the expectations for what students should learn is important to school improvement, and 39 % believes that the standards are too low in their community's schools.

High or low self - expectations, as measured by children's estimates of their grades, is one of the strongest known predictors of their ultimate academic success (J.Hattie, 2009).

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

We are committed to overturning a culture of low expectations that for too long discouraged capable pupils, predominantly from disadvantaged backgrounds, from studying the core academic subjects that open doors to their future.

Schools that have lower suspension rates and, in turn, higher academic rates, share common characteristics, including positive teacher - student relationships, high expectations of students, and well organized routines.

Known in education research literature as the «Pygmalion effect,» a teacher's higher or lower expectations of a student are significantly predictive of the student's future academic outcomes.25

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

Poverty should never be an excuse for low expectations but it is a real and legitimate obstacle to academic success.

Implemented in an elementary school with low academic achievement rates and a high percentage of special education students classified with emotional disturbance, the UD program helped the school develop unified attitudes, expectations, consequences and team roles school - wide to improve discipline at all grade levels.

«This doesn't mean we have low expectations for students,» Bruno states, and he is quick to tout the school's discipline, academic and citizenship expectations embraced under his leadership.

Low Performers Academic expectations seem to be increasing for middle school students both in school and at home, the researchers found.

In addition to the fact that untrained teachers were hired and teachers were assigned out of field, college admissions standards were lowered for teacher education programs: Teachers, on average, had poorer academic records and test scores than other college graduates, and many teacher education programs lowered their expectations to accommodate their clientele.

Bridgeland, Dilulio & Morison (2006) indicate that reasons students drop out of school include being bored in the classroom, feeling a disconnect between their life and the academic program they have been exposed to, and simply not being challenged by educators who have low expectations of them.

These students also often could not participate in the extracurricular activities at their school, and some also received «harsh treatment» from teachers and other students, «lower expectations» in academics, and «alienation.»

What factors are contributing to underachievement (e.g., poor intrinsic motivation, poor academic self - esteem, negative peer pressures, lack of family involvement, poor student - teacher relationships, low teacher expectations)?

In the latter case, extensive citing and quoting of explanatory material would have seemed quite ordinary, given that expectations for «original scholarly work» in that report were lower than for an academic monograph or article.

Partly consistent with our expectations, students with an average intelligence level, good academic motivation, and / or relatively few externalizing behavioral problems show significantly better academic achievement than students with a low intelligence level, poor academic motivation, and / or many externalizing problems.