Sentences with phrase «nonacademic courses»

Under the influence of progressive educators, the curriculum was filled with watered - down and nonacademic courses.

As a result, educators channeled increasing numbers of students into undemanding, nonacademic courses, while lowering standards in the academic courses that were required for graduation.

In 1928 nonacademic courses accounted for about 33 percent of the classes taken by U.S. high - school students; by 1961 that number had increased to 43 percent.

of the nonacademic courses combined; by 1982, more than 39 percent of all high - school coursework was in nonacademic subjects.

Not exact matches

After doing a Ph.D. in social science at the Commonwealth Scientific and Industrial Research Organisation, she took a short training course at the University of Melbourne in Australia learning to write for nonacademic audiences.

Though the course's focus stood squarely on the needs of the academic scientist, many of the skills taught, such as time management, project management, collaborations, and mentoring, carry over to nonacademic jobs as well.

These students were disproportionately assigned to nonacademic tracks (particularly the general track) and watered - down academic courses.

What the AFT fails to acknowledge is that charter schools are more likely than district schools to promote integration, since in most charter schools white and minority kids take the same courses, while in many district schools minority kids are placed into nonacademic tracks.

This would be a major improvement over the other form of differentiated curriculum (rigorous content for the college - bound, nonacademic content for the rest) that A Nation at Risk warned against, while also respecting the fact that not all students can handle the same lockstep schedule of rigorous courses.

The «comprehensive» high school, for example, could grow ever more comprehensive by offering more courses, many of them nonacademic.

How does the staff at your school tackle issues such as giving zeroes for missing work, averaging formative assessment scores to arrive at a final unit grade, counting extra credit, and weighing academic and nonacademic factors (e.g., attendance, work ethic, behavior) together for a student's final course grade?

In her conversations with 65 students across the United States, the author got a clear idea of what high school students need to become engaged in their schools: a voice in determining course offerings; academic courses that relate to things they care about; respect for their nonacademic interests; inspiring role models; and opportunities to connect with the community.