Sentences with phrase «not achieve a grade»

Because so many of the students who enroll in online schools show up late and are behind in their studies, it's not surprising that many don't achieve grade - level proficiency at the end of the year.

The key subjects are English and maths, so a student who doesn't achieve grade C or above will be given the opportunity to retake these qualifications (or an equivalent) either while completing a course of further education or as part of an apprenticeship.

This finding undermines the Government's approach to UTCs and Studio Schools where students are selected into different schools at age 14; and its insistence on resits of GCSE English and maths for students who don't achieve a grade C or above.

Not exact matches

Mostly, remember that our Lord grades on the intention of the heart and not the success we may or may not achieve.

A number of parents threatened the school with legal action over the summer after their children were prevented from beginning their second year of A-levels because they didn't achieve at least three B - grades in their first year tests.

A total of 16 pupils were affected by the school's policy of «grade exclusion» because they didn't achieve at least three B - grades in their first year tests.

Then deducing whether or not each club is achieving its pre-season goals so far this season, the comparative high and low points so far for each club, expectations for the rest of the season and finally, placing a grade based on all of the aforementioned factors out of ten.

Those who are most threatened achieve lower grade point averages and are twice as likely either not to finish high school or go on to college.

But certainly Statham has achieved a legitimate level of stardom to avoid z - grade actioners like this, and folks like Ray Liotta and John Rhys - Davies can't possibly have reached financial straits as desperate as to require their participation in adventure films as flimsy and unengaging as this.

Dramatically inert and flatter than a buzz cut, the movie ends up diminishing their moment of heroism by turning it into a defiantly amateurish piece of junior - high - grade theatrics (the film asks the impossible of people who have already achieved greatness), as if to say: Reality doesn't need to be gussied up.

By contrast, of those whose children did not achieve GCSEs graded A * to C, just 18 % answered that their children had a desk.

The remaining 3 % of respondents stated that they didn't know whether their child had achieved five or more GCSES above a C grade.

Grades, he found, were almost completely relative — when one student achieved more, it «not only raise [d] his position, but in effect lower [ed] the position of others.»

By comparison, 82 % of those who did not achieve five or more A * to C grades don't have a desk or dedicated space to study.

In schools that had a chance to achieve a Recognized rating, low - scoring students who were not designated as eligible for special education in 8th grade were 2.4 percentage points more likely to be newly designated as such in 10th grade, an increase of more than 100 percent relative to the 2 percent designation rate in other schools.

The standards do not expect Algebra I to be taught in grade 8, «reversing the most significant change in mathematics education in America in the last decade,» and contrary to the practice of the highest - achieving nations.

Similarly, we urge those states that base a portion of their grade on the progress of low - achieving students, or other subgroups, not to overdo it.

CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving students — known as gifted and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost students» achievement over and above what is learned in a regular classroom from the start of 6th grade to mid-way through 7th grade.

While grades on the Chance - for - Success Index are sometimes interpreted as measures of school quality, researchers from CREDO found that the grades are closely related to measures of family income and the level of education achieved by parents in a state, and do not represent the contribution of a state's schools to the success of its youngsters.

On the other hand, the researchers found negative long - term impacts for low - scoring students in grade cohorts who attended a school facing the opportunity to achieve a «Recognized» rating as compared to those in schools not facing a recognition opportunity.

Getting good grades and into college does not in itself fulfill the demands of purposefulness; even the desire to achieve these ambitions so as to make a good living and raise a family, while better, does not fully qualify.

The real issue is a perception that a focus on gifted programs must automatically detract from children who are not achieving at grade level.

(Btw, some argue that students with relatively mild disabilities are achieving well in charters, but I'd love to see more hard data proving that in charters kids at risk for special ed are not being labeled, and / or they're being exited from sped at higher rates after meeting grade level standards.)

Not surprisingly, I achieved average - to - below average grades, skipped classes, and hung out with what most would consider «the wrong crowd.»

At the other extreme, more advanced students often achieve high grades on what, for them, are middling year - level expectations and are not challenged or extended in their mathematics learning.

Not a single city achieved a statistically significant increase in eighth - grade math proficiency since 2011.

As we work with states in developing these systems, one of the key components is making sure the information is translatable for parents, that they can understand what percentage of students in that school who are mastering standards and achieving grade - level expectations and whether or not those students are going to be ready to graduate from high school and be successful in college.

While the Achieve approach does not yet apply to earlier grades, quiet congressional action could.

Students are likely to be intrinsically motivated if they attribute their educational results to factors under their own control, believe they have the skills to be effective agents in reaching their desired goals, and are interested in mastering a topic, not just in achieving good grades.

The Head of Technical Excellence at Jaguar, quoted in the report, stressed that the grades achieved in a subject are not as important as the ability to demonstrate the application of the subject.

Conversely, a student attending a chronically underperforming school is not necessarily achieving below grade level.

The contrast in achievement is not a recent trait, however, with research showing that as far back as the 1950s — in the era of the O - level — girls achieved better grades.

One of them was Molly Claridge, from Colchester in Essex, who had just received grades that resulted in her thinking she would not be able to achieve her first choice degree of Media and Communications at Bath Spa.

The SMF also found wide inequality due to income, with 40 per cent of students who receive free school meals achieving 5 A * - Cs grades at GCSE, compared to 70 per cent of students who do not.

Nick Gibb asserted that: «Music shouldn't be the preserve of those who can afford it», mentioning that in 2009, 18.6 per cent of pupils who achieved an A grade for music A-level went to Oxbridge, with only five subjects achieving a higher progression rate.

According to findings released by researchers at the Strategic Data Project (SDP), as many as 16 percent of the students in SDP partner districts who are high achieving, as indicated by superior grades and SAT scores, do not attend college once they complete high school.

It could be as easy as not being tardy to class or as ambitious as going from a failing grade to achieving a 4.0.

The Prince's Trust Achieve programme is a flexible provision for 13 - 19 year olds who are experiencing challenges with attendance, attainment or motivation and may be at risk of exclusion or not attaining the grades they are capable of.

The need for alternative curriculum offerings like Achieve remains clear, with a third of school - leavers still not achieving five A * - C grade GCSEs and more than half of young people in Scotland not achieving 5 National Fives.

are determined, through a district - developed or district - adopted procedure applied uniformly at each grade level, to be at risk of not achieving the State designated performance level in English language arts and / or mathematics.

However, it's important for students to know that grades and test scores, although important in today's world, do not tell them what they're capable of achieving in the future.

For children who have not achieved English fluency by the 1st grade, the clock is ticking; not attending to deficiencies in English by the critical age of five or six makes catching up much more costly.

Since the grades assigned vary much less across classrooms than does students» performance on standardized tests, high - achieving students should be more likely to earn high grades in classrooms where the other students, on average, do not perform well on external assessments.

As is well known, the federal No Child Left Behind Act of 2002 (NCLB) required states to test students annually in grades 3 - 8 (and once in high school), to report the share of students in each school performing at a proficient level in math and reading, and to intervene in schools not on track to achieve universal student proficiency by 2014.

Thirty - two percent of Virginia students in grade eight met or surpassed the proficiency standard, which was not a statistically significant change from 2007, when 34 percent achieved at or above the proficient level.

That's a tremendous gap that was reduced, but it wasn't reduced enough for the student to achieve at grade level.

And yet the «coasting» measure adopted by the government will not identify the schools in greatest danger of coasting — those with socially advantaged pupil intakes who achieve outwardly good GCSE and A level grades, but not anything like good enough when the quality of their intake is taken into account.

Districts may extend or enrich their curriculum beyond what is found in the textbook, however it's not too big a stretch to hope that a student who achieves at above - grade results on a nationally normed achievement test should have a textbook at that nationally normed level.

Although most children learn to read by the time they exit the primary grades of elementary school, there are many children that do not achieve an appropriate level on this crucially important process.

«I think aiming for grade - level achievement for all students is still an important goal for K - 12 schools — but not to the detriment of growth and achievement for all students, including those that are achieving at the highest levels,» Hayes says.