Sentences with phrase «lower academic scores»

He argued that because athletes with lower academic scores are being admitted into better colleges than other students, the best colleges in the nation are not selecting and breeding top academics to compete with the rest of the world.

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.

Not exact matches

In most families, there was no significant impact of the home visits on the children's mental development or school outcomes, but in families where mothers scored especially low on measures of intelligence and mental health, children's academic performance did improve.

Scores for externalization (the ability to express feelings, especially negative feelings), a trait associated with risk of juvenile delinquency, academic failure, and inadequate social adjustment, were 20 percent lower in the KMC group on average.

The state labeled Hughes a «persistently low - achieving» school in early 2010 because of its low test scores, and despite an infusion of state funding and efforts to turn it around, it has not markedly improved, district Chief Academic Officer Laura Kelley said.

In a recent study of academic salaries in 28 countries that included Brazil, Russia and India, China scored among the lowest when it was measured by purchasing - power parity.

Those who do not master the language and remain English learners tend to score lower on academic tests and graduate high school at lower rates than their native - English speaking peers.

However, when tests include cognitively challenging questions that require elevated critical thinking, females and lower socioeconomic students score lower than their male or high - status peers, even though the students have equal academic ability.

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.»

«The higher rate of twins and preterm birth in ART singletons might have given rise to lower academic test scores.

Students who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a slight gain.

When it comes to math, the problem may be worse — many students experience math anxiety, low self - confidence, or overwhelming amounts of academic pressure, which can disrupt learning, leading to lower grades and test scores.

It does so by boosting the ranking of teachers who are assigned more students whose family backgrounds and language and disability statuses are associated with lower academic achievement — much like the standard practice for scoring competitive diving, in which the raw score of the judges is multiplied by the degree of difficulty of the dive.

Each school will be given grades in six areas: (i) pupil academic progress (gain scores); (ii) pupil attainment (of particular academic goals); (iii) the narrowing of gaps of high and low pupils in particular categories (low SES, minority, gender); (iv) parent opinions of the school's quality; (v) teacher and staff opinions of the school quality; and (vi) pupil opinions of the school quality.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

Contracting also enables a district to assign schools with particular academic challenges - say, the lowest test scores - to a private manager, while devoting its energies to district - wide improvements.

Yet, although Academic Numeracy was driving students» test scores, it didn't appear to be helping the most advanced or lowest performing students stay engaged in class.

Additionally, the power of strong signals of academic performance — enabled by meaningful grades and test scores — has greater importance for students trapped in low - performing schools.

Based on School Match.com we are in the lowest 10 % for funding in the Nation but score in the top 60 % in the Nation on academic performance.

[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.

Embracing «slow teaching» does not mean I have to settle for lower test scores; in fact, to me it's somewhat ironic that highly interactive projects and classroom practices promote academic rigor and excellence.

In recent years, successful applicants with lower scores have presented compelling professional experience and provided evidence of demonstrated academic ability in other areas of the application.

For example, instead of averaging or differently weighting scores on academic performance and academic growth, a state could decide to identify for CSI only schools that have low academic outcomes and are not demonstrating growth.

In 2011, the Massachusetts Department of Elementary and Secondary Education classified Bentley Elementary as a Level 4 school for its low test scores and academic achievement.

While reading and math proficiency scores are low at Garfield, Garfield was recognized last year for its improvements in academic achievement.

Race to the Top (RTTT) grants had been awarded after considering whether states would adopt high academic standards, implement prescribed strategies in low ‐ performing schools, and use student test scores to determine the effectiveness of teachers.

Naturally, schools with high test scores show the smallest academic gains, while schools with low test scores show the largest academic gains.

In what may be an important step to making some new instructional materials available during a purchasing freeze, a recently amended bill would allow districts to buy new textbooks for schools scoring in the lowest three deciles of the Academic Performance Index.

Rather, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

The Certificated Staff Performance Incentive was meant to reward employees — from librarians to teachers and principals — of low - performing schools that significantly raise their Academic Performance Index scores.

In middle and high schools, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

Three years ago, Oak Hill Elementary School in High Point, North Carolina, had one of the lowest academic performance scores in the state.

Although the test scores of Global Village schools remained low, he said the schools were undergoing structural changes needed for an academic turnaround.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

Walnut Valley, with 20 percent low - income families and about 10 percent English learners, had among the state's highest Academic Performance Index scores — a system for rating schools based on test scores — before the index was suspended three years ago, with an average of more than 900.

NCSECS advocated and helped influence the law including a provision raising the bar a bit higher to ensure high standards for special education students by limiting their participation in tests based on alternate (lower) academic achievement standards to 1 % of students tested (and not just limiting the reporting of their scores on such tests, as was done under NCLB).

In 2011, the school's Academic Performance Index (API) score shot up 82 points — a mammoth gain on the state's rating scale for schools, which goes from a low of 200 to a high of 1,000.

It could also improve the quality of teachers in Mississippi, and the academic performance of students in a state that consistently posts some of the lowest test scores in the nation.

Within those successes, there were some surprises such as a school that did better than expected or another that had strong academic scores but lower scores on other metrics.

Hardy's goals for the academic year are lofty: improve school culture, lower disciplinary infractions, and raise test scores.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

Low scores were expected because it's only the second time students have taken the Colorado Measures of Academic Success, or CMAS, exam.

Many elite colleges and universities no longer offer undergraduate teacher preparation programs, and many teacher preparation programs are housed within less selective colleges.5 Nonetheless, the academic profiles of teaching candidates in regional comprehensive universities are high relative to other programs offered in those schools.6 Furthermore, many teacher preparation programs do not have admission criteria beyond those of their home institution, and only have access to a pool of candidates already admitted to the overarching college or university.7 For these reasons among others, the average SAT scores of students going into education have historically been lower than those of their peers entering other professions, although there is some evidence that this is shifting.8

The consortium's subsequent studies found that elite public schools with admissions criteria did not improve academic benefits, test scores, grades or college selectivity, and for lower - income students, these actually worsened.

Unfortunately, at least for the Academic Indicator, the state education agency developed a convoluted and inappropriate process for assigning colors for academic performance in ELA and Math on the state SBA tests by redistributing individual scale scores based on the low end of the Level 3 scale score band — Meets StAcademic Indicator, the state education agency developed a convoluted and inappropriate process for assigning colors for academic performance in ELA and Math on the state SBA tests by redistributing individual scale scores based on the low end of the Level 3 scale score band — Meets Stacademic performance in ELA and Math on the state SBA tests by redistributing individual scale scores based on the low end of the Level 3 scale score band — Meets Standards.

In his RSCO School Choice Fair field notes, HH expresses concern that ``... the lack of conversations about test scores, despite some critics» view that test scores are not a reliable indicator of a school's quality of education, is concerning as low - income parents might not be aware of the academic outcome produced by the schools that they are choosing for their kids» (HH).

Overall, charter schools in the district scored 29 points higher on California's Academic Performance Index, with low - income students, Latinos, English language learners and blacks all outperforming their peers

But Sophie B. Wright Institute of Academic Excellence had decidedly mixed results, and the phasing - out Walter L. Cohen High School and the now - closed Sojourner Truth Academy scored even lower.

And some say that the plan's heavy reliance on schools» academic growth scores is a disincentive for talented leaders to take on the daunting task of turning around chronically low - performing schools — a consequence that runs counter to the recommendations from advocates that pitched ideas to lawmakers back in 2016.

Parents who have noticed an influx of English - language learners and low - income students at their schools said that the culture shift has made it more difficult for their children to make friends and that the academic environment has changed, with test scores falling and talented teachers leaving.