Sentences with phrase «of achieving the best grades»

This means pupils are instead taking exams when they are ready, with the best possible chance of achieving the best grades.

Dr. Noguera, the N.Y.U. education professor and adviser to the city, applauded Mr. Klein for creating a grading system that rewarded improvement from year to year so that schools in poor neighborhoods had the same chance of achieving a good grade as those in wealthier areas.

They are native English speakers who are dedicated to providing you with the best dissertation services to enhance your possibilities of achieving better grades.

Not exact matches

Average gold grades achieved in the June half from Karouni were also quite good at 3.37 grams per tonne for the 357 000 tonnes of ore mined.

Researchers at Baylor College of Medicine studied eighth grade math students and found gum chewers scored 3 percent better on standardized math tests and achieved better final grades (Wrigley Science Institute, 2009).

Looking back on something like a memory book that contains both their academic records and snapshots of their work samples throughout the years will give them good memories of what they've achieved kindergarten through 12th grade.

Following on from that we have received an interim visit in early 2013 and a full inspection in late September 2013, and we achieved the grade of «Good» with the lead inspector offering the following comments;

Many of the suicide attempts or suicides that we are seeing at high achieving schools involve kids with good grades.

You have to play through levels over and over again, trying to achieve combos and the best grades, to get the most out of this title.

There's a heap of missions to tackle, and you're also able to speak to an NPC if you fancy re-running them to get a better grade per - task, S - Rank being the highest you can achieve.

Bangladeshi, Indian, black African and Pakistani pupils from poorer homes were also found to perform «well above» the national average, while white working class boys achieve the lowest grades at GCSE of any main ethnic group.

to which more than half of those whose children achieved five GCSEs at good grades (51 %) stated that they did.

Instead of spending endless hours on social media, you can now sit and read content which will help you achieve better grades.

A new poll has revealed that high school students with a desk in their bedroom get better grades in exams, as 51 % of parents with children that achieved five or more A * to C graded confirmed that their child's bedrooms were equipped with desks or dedicated study areas; compared to just 18 % of those who failed their GCSE's having a desk.

«There are always caveats with this type of analysis, but the results suggest that students participating in the Silver CREST Awards achieve about half a grade higher on their best science GCSE result on average compared with a statistically - similar control group.

College reports published by the education standards» watchdog for February to April 2016 reveal almost three quarters (71 %) of colleges that achieved a «Good» grade were shown to have good self - assessment and improvement planning in plGood» grade were shown to have good self - assessment and improvement planning in plgood self - assessment and improvement planning in place.

A singular emphasis on education can put huge amounts of stress on students to achieve good grades and attend top colleges.

They begin the school year on track to achieve low grades and, given that the best predictor of performance in the later years of school is performance in the earlier years, many of these students receive low grades year after year.

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.

GM: «Those students can often achieve high grades, perform well on the expectations for the year level, without a huge amount of effort.

Earlier this year, we published a report produced by a team of volunteer economists from Pro Bono Economics, which revealed that students who have taken a CREST Silver Award achieved half a grade higher on their best science GCSE result and were more likely to continue with STEM education, compared to a matched control group.

Dame Martina Milburn, chief executive at The Prince's Trust, commented: «While young people are painfully aware of the importance of getting good grades and under incredible pressure to achieve them, this report shows that the life and character skills considered key to success in their working lives are at risk of being overlooked.»

They cite a 2014 UK study showing students who attended two to three years of preschool achieved higher overall exam scores, better grades in English and maths, and took more final year exams.

That almost 298,000 students sat the outgoing Religious Studies GCSE this summer, with 71 % of them achieving a C grade or better, testifies to the continued popularity of the subject among students.

The research questioned 1,000 teenagers across 13 schools in Northern Ireland and found that 41 per cent of pupils who used portable games players «a couple of times a day» achieved five good grades at GCSE, as opposed to 77 per cent of pupils who rarely played.

Ormiston Forge Academy in Cradley Heath capped a remarkable year with 84 per cent of the A level cohort achieving three or more passes at grades A * - E. Just 18 months after the Academy was judged as Good by Ofsted and in the same year it was designated as a National Support School, every indicator at Key Stage 5 has improved yet again.

With recent figures from The Prince's Trust showing that 31 % of teachers consider the development of soft skills more important than achieving good grades, teaching specialists TeachingAbroadDirect.co.uk analysed findings from global education technology company Promethean World, who surveyed over 1,600 educators from across the UK to see if teachers believe technology has hindered the ability for students to learn and acquire soft skills.

Compared to traditional instructional methods, students engaged in small - group learning achieve higher grades, retain information longer, and have reduced dropout rates, improved communication and collaboration skills, and a better understanding of professional environments (Johnson, Johnson, & Stanne, 2000; Springer, Stanne, & Donovan, 1997; Terenzini, Cabrera, Colbeck, Parente, & Bjorklund, 2001; cited in Oakley, Felder, Brent, & Elhajj, 2004).

«Our recent analysis of the grades achieved by all schools under the more rigorous Ofsted inspection framework proved that 81 per cent of council - maintained schools are rated as «good» or «outstanding», compared to 73 per cent of academies and 79 per cent of free schools.

The University of the Future report by digital learning platform, Kortext, reveals that 91 % of students are happy for universities to use analytics to track their weekly progress if it helps them to achieve better grades.

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.

Almost half of university students (47 %) predict they would achieve better grades if their lecturers were able to track their study habits and progress throughout the academic year, according to new research.

High - performing Sharnbrook Upper School is celebrating record A level results today — with students achieving outstanding grades and many securing places at some of the world's best universities.

In other words, the policy response has been to confirm existing practice — to set clear curriculum expectations for each year of school and to judge and grade all students on how well they achieve those expectations.

Thirty - four students achieved AAB grades or higher including in at least two «facilitating» subjects, which give students the best chance of winning places at top universities.

An alternative to simply holding all students in the same year of school to the same year - level expectations and judging and grading them on how well they achieve those expectations is to expect every student to make excellent progress in their learning, regardless of their starting point.

Overall more than three - quarters of students (78 %) achieved a Grade 4 or better in English and maths, with a 4 the new grade set by the Government as a pass.

• A new intergenerational study shows that for 76 % of 15 - 17 year olds, studying hard for good exam results is their biggest priority for the coming year; and they are preparing to sacrifice friendships, family time, hobbies and even sleep to achieve this, • In fact 57 % of 15 - 17 year olds feel school work must come before anything else if they want to do well in the future • And only 39 % of this age group think being happy is more important than good grades • Yet half (51 %) of UK business leaders calls on teens to develop broader life / work skills before leaving education A new report launched today by National Citizen Service (NCS) reveals that the UK ¹ s 15 - 17 year olds feel under significant pressure to excel in exams at the expense of other life skills, experiences, healthy relationships and even their own happiness, suggesting that they are struggling to juggle the demands of young adulthood.

These revealed almost three quarters (71 %) of colleges that achieved a «Good» grade were shown to have good self - assessment and improvement planning in plGood» grade were shown to have good self - assessment and improvement planning in plgood self - assessment and improvement planning in place.

Private schools fared better, with only one third (33 per cent) of schools failing to achieve a good grade in their inspection, but this is still higher than generally across the country.

Facilitating the implementation of a common, rigorous preK - 8th grade curricula as well as the Partnership instructional model to ensure that all teachers have the tools they need to help students achieve at the highest levels

White working class pupils achieve the lowest grades at GCSE of any main ethnic group, with just a quarter of boys and a third of girls achieving 5 good GCSEs.

Similarly, initially low - achieving students are challenged more to get a good grade with tough teachers, but particularly when they are among the weakest members of a class.

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.

Tauheedul Islam Girls» School in Blackburn and Darwen also appeared high in both tables and achieved at «best 8» grade score of A minus.

The review found less than half of pupils take a GCSE in a language, with only one third of pupils achieving a good GCSE grade in a language.

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.

The Department for Education (DfE) stated «those secondary schools that fail to ensure 60 per cent of pupils achieve five good GCSE grades and have a below average proportion of pupils making expected progress over three years, will be classed as coasting».

The idea of having two grades has its merits, because the separate grades can reveal the fact that a low - achieving school is very good at helping its students to close learning gaps through high growth.

There is a target for 70 % of pupils to achieve a good grade at GCSE maths in the next three years, up from 59 % at present.