Sentences with phrase «make academic quality»

But despite these recurring complaints, theological schools have more and more tended to make academic quality the central element in their reputations.

Not exact matches

In their new book, Decisive: How to Make Better Choices in Life and Work, brothers and academics Chip (of Stanford Graduate School of Business) and Dan Heath (of Duke) explore how to eliminate biases and improve the quality of our decisions.

On her part, Ms Lankai Quarcoopome, who is an alumnus of the school (AGOSA» 76) and also the Guest Speaker, said she believes that «through quality education, we could make our lives better and also transform our nation and for this reason, we must insist on achieving very high academic and performance standards at all levels in the country.»

The U.S. Merchant Marine Academy in Kings Point remains on warning by its academic accrediting agency even as the school has improved all but one of the five quality benchmarks it failed last year, according to a status update made public yesterday.

Election to NAI Fellow status is the highest professional accolade bestowed solely to academic inventors who have demonstrated a prolific spirit of innovation in creating or facilitating outstanding inventions that have made a tangible impact on quality of life, economic development, and welfare of society.

The academic & experiential DNA is expressed through the so - called «italianness», the real Made in Italy heritage, synonymous with luxury, high - quality, beauty and craftsmanship, an important cultural influence enhancing students» ability to create unique and innovative products, while encouraging their business acumen, and creative vision.

Marling, who starred in and co-wrote Another Earth, lends a credible and appealing down - to - earth quality to her workaholic academic, while Berges - Frisbey, who appeared in Pirates of the Caribbean: On Stranger Tides, brings a quicksilver quality to Sofi that makes her both tangible and elusive; she's one of those women whose looks change based on angle and circumstance, who can look stunning one moment and rather ordinary the next, a quality that piques fascination.

«The Government has made some progress ensuring we have technical and professional pathways to match the quality of the well understood traditional academic ones, but there is still much to do.

Many parents made decisions about schooling that had little or nothing to do with academic quality.

Children who attend high - quality state preschool programs with well - trained teachers make significant academic gains, regardless of their families» economic status, according to a new study.

Though Common Core and academic curriculum hold a strong place at the educational table, and rightfully so, doesn't it make sense to also focus upon the character development and qualities that could help to produce adults, not only talented and motivated, but inherently driven to help make the world a better place?

Having a quality music program can help musical students, who otherwise feel unable to connect to a school's academic or sporting culture, feel like they too are able to make a positive contribution to, and feel a part of, their community.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

«Making the film and acting are the carrots» for completing high - quality academic work, says Nuval.

Haythorpe said while those students may have other qualities that will make them good teachers, it is a concern that other pathways are being used to lower academic entry standards even further.

It is common for software programs to now be available either free or at a low - cost subscription thus, making it easy for students to use high quality academic applications without breaking the bank.

Research shows that quality teachers make the difference — not only in students» academic performance but also in lifetime achievement.

States must develop and make available to all students an array of high - quality career pathways that combine rigorous academics and work - based learning opportunities, supported by career planning and guidance.

Research shows that quality teachers make the difference — not only in students» academic performance but also in their lifetime success.

They show that 1) Different academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal policy.

• Overwhelming parental support for the following elements of an education agenda: Provide extra resources to turn around struggling neighborhood schools; hold charter schools accountable; provide more support / training for struggling teachers; expand / improve new - teacher mentoring; reduce class sizes, especially in the early grades; make public schools hubs of the neighborhood with longer hours, academic help and health services for families; provide extra pay for teachers in hard - to - staff schools; and ensure access to high - quality preschool for all 3 - and 4 - year - olds.

Beyond information on academic achievement, states should collect and make publicly available information on graduation rates, student turnover, teacher turnover, teacher quality, school size, program offerings, and school safety.

The Scholars» Paradise model would use «scale scores» or a «performance index» for the «academic achievement» indicator; measure growth using a two - step value - added metric; pick robust «indicators of student success or school quality,» such as chronic absenteeism; and make value added count the most in a school's final score.

Representatives at the NJCSA claim, as do other proponents of charter school expansion, that charters offer superior academic benefits to children: «Across the country and in New Jersey, high - quality charter schools are making a difference.

The authorizing mission of ACNW is to ensure quality academic and environmental literacy outcomes for students in Minnesota by conducting effective oversight and evaluation of its authorized schools, providing strategic support to schools, and making informed and merit - based decisions about its portfolio of charter schools.

In addition, the main thrust of the report's criticism, that the state's ESSA plan is not sufficiently similar to what it would have been had No Child Left Behind remained in effect, assumes the test - based accountability strategy that these reviewers have made their careers pursuing had been effective, which it has not; and therefore, when coupled with the false claim that California has high - quality academic standards and assessments, which... Read More

In addition, the main thrust of the report's criticism, that the state's ESSA plan is not sufficiently similar to what it would have been had No Child Left Behind remained in effect, assumes the test - based accountability strategy that these reviewers have made their careers pursuing had been effective, which it has not; and therefore, when coupled with the false claim that California has high - quality academic standards and assessments, which it doesn't (California's standards being based on the Common Core, which leaves American students 2 - 3 years behind their peers in East Asia and northern Europe), California's families remain well advised to opt out of state schooling wherever and whenever possible, until the overreach from both the federal and state capitals is brought to an end and local schools that want to pursue genuinely world - class excellence can thrive.

Research shows clearly that high quality teachers make a very large difference in the academic success of their students, more so for low income students.

Indeed, as per a statement made by Ron Adler, president of the Ohio Coalition for Quality Education, not only is it «disappointing that ODE spends so much time denying that poverty and mobility of students impedes their ability to generate academic performance... they [continue to] remain absolutely silent about the state's broken report card and continually defend their value - added model that offers no transparency and creates wild swings for schools across Ohio» (i.e., the EVAAS system, although in all fairness all VAMs and the SGP yield the «wild swings» noted).

If the principal is the designee responsible for a school's quality, including student academic growth, then wouldn't it make more sense to simply move school leadership teams around, instead of forcibly relocating entire student bodies, resulting in commuting and logistical issues for multiple families?

The annual scholarship report from the Louisiana Department of Education found that the Scholarship Program continues to successfully empower parents to choose educational options best suited for their child, scholarships children are making academic gains, and accountability standards are working — ensuring children attend high - quality schools.

This book makes a strong case for moving away from using only student academic assessment scores as indicators of a school's quality.

When education insiders pick apart the factors that make a school successful, there's often a lot of conversation about academic rigor, resources, quality of teachers and even, in some cases, the socioeconomic makeup of the students within the school.

The only caveat — and this the problem for the Girls Academic Leadership Academy — is that districts launching these schools «must also make coeducational schools and classes of substantially equal quality available for members of the excluded sex.»

To take advantage of the academic options provided to them, some parents prioritized academic quality over safety and location — 80 percent of parents in D.C. and 79 percent of parents in New Orleans reported making this choice.

The second is to educate individuals in the nature of cooperation and constructive conflict resolution through the use of cooperative learning (formal cooperative learning, informal cooperative learning, and cooperative base groups), cooperative schools (cooperative teaching teams, school - based decision - making, cooperative faculty meeting), constructive controversy (academic controversy to increase quality of learning and decision controversy to increase quality of decision making), and peacemaking (problem - solving negotiations, peer mediation, violence prevention).

Take, for example, the following declaration: «a large and growing body of state and local implementation studies, academic research, teacher surveys, and interviews with dozens of policymakers, experts, and educators all reveal a much more promising picture: The reforms have strengthened many school districts» focus on instructional quality, created a foundation for making teaching a more attractive profession, and improved the prospects for student achievement» (p. 1).

In Washington, communities are already making deep investments in summer learning to improve academic outcomes, and even more summer programs will work to strengthen their quality in the future.

The money includes $ 4.35 billion in competitive grants for states that make the most progress in raising academic standards, tracking student gains, boosting teacher quality and improving failing schools.

«We will support these schools to raise standards but make no apology for expecting every child to receive a high - quality core academic education.»

i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the achievement gaps between economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.

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