Sentences with phrase «on academic performance such»

Studies have shown that schools offering intense physical activity programs have seen positive effects on academic performance such as improvements in math, reading, and classroom behavior — even when the added time takes away from academic instruction time.

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It's the bedrock of performance, because it can have such an enormous positive or negative impact on your child's academic performance, sports performance and behavior.

PS 116's principal Jane Hsu told DNA Info that the school «spent over a year «analyzing studies focused on the effects of traditional homework» and decided that it was more important for the Pre-K through fifth grade students to do activities that «have been proven to have a positive impact on student academic performance and social / emotional development» such as reading at their own pace and playing.»

Service learning can have positive effects on students» performance on subject - matter examinations and assessments and creates opportunities known to improve academic achievement, such as giving students the chance to act autonomously, develop good relationships with adults and peers, and increase personal self - esteem and feelings of self - efficacy.

The strategy followed by nations throughout East Asia and much of Europe has been to base admission to specific universities and academic programs (such as law and medicine) largely on students» performance on a battery of subject - specific examinations devised by a nation's ministry of education.

Based on such analysis, the student may not only get an academic «diagnosis» of his or her aptitude, but also determine ways in which performance can be strengthened and improved, and gaps can be closed.

Given such a profound role of LA in each individual's academic performance, the question arises on the effective input of data into the LA tools for the sake of precise, comprehensive analysis, and prediction of individuals» learning.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

Such programs seem to encourage teachers to focus their work efforts on the areas of student performance that are being measured — primarily the core academic areas of mathematics, science, social studies, and reading.

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.

For instance, are higher levels of performance anxiety in content - centered classrooms due to the focus on academic content or to the personalities of the teachers who defy convention in emphasizing such content?

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Beginning July 1, 2002 and every two years thereafter, each school district shall review and revise its description of academic intervention services based on student performance results; except that this requirement shall not apply to student performance results for the 2010 - 2011 school year, which shall be excluded from such review.

Schools such as Wilbur shine under the current measure of academic success — the all - important Academic Performance Index — based on students» achievement level on standardizeacademic success — the all - important Academic Performance Index — based on students» achievement level on standardizeAcademic Performance Index — based on students» achievement level on standardized tests.

Webs, concept maps, mind maps and plots such as stack plots and Venn diagrams are some of the types of graphic organizers used in visual learning to enhance thinking skills and improve academic performance on written papers, tests and homework assignments.

Alexander was reacting to that era's academic scare — Sputnik and its gremlins — and bemoaning the fact that greater emphasis on math, science, and «more homework» meant for many students «less time and energy for the fine arts, for homemaking and industrial arts, and for such special interests as dramatics, journalism, musical performance, scouting, camping, outside jobs, and general reading.»

His responsibilities there included helping students improve their grades, overseeing the hands - on learning center, communicating with parents regarding student academic performance and coordinating annual events such as the spelling bee and Battle of the Brains.

A recent report from the Learning Policy Institute, a research and policy organization in Palo Alto, cites studies that found «that teachers of color boost the academic performance of students of color,» on measures such as improved reading and math scores, graduation rates and greater aspirations to attend college.

As such, it is critical that we continuously work to improve efficiency, implement evidence - based practices, and provide greater accountability on key performance indicators that support successful academic and post-school outcomes for students with disabilities.

It is also true that high intrapersonal ability, which includes qualities such as persistence and self - discipline, can have great impact on academic achievement, and that low interpersonal ability — severe shyness, for example — can impede classroom performance.

That measure, called Academic Growth Over Time, uses a mathematical formula to estimate how much a teacher helps students» performance, based on state test scores and controlling for such outside factors as income and race.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

The report is based on indicators that measure a child's success from birth to adulthood, such as birth weight, academic performance, teen pregnancy and family income level.

Why, for example, focus on unsubstantiated ideas like the Common Core rather than do something that would really matter, such as improve instructional quality, reverse school funding cuts that are harming schools, or address the inequities and socioeconomic conditions that researchers have demonstrated are persistent causes of low academic performance?

Some placement criteria are based on student academic performance such as test scores, while others are based on non-academic factors such as student discipline and motivation.

Clients in the education space rely on us to track elements such as early childhood health, school readiness, academic performance, noncognitive skills development, high school graduation and the transition to college, financial aid and college completion, and workforce education.

For future research, longitudinal studies on the impacts of such kind of teacher development programs on student change in academic performance would be useful to address several questions: First, the classroom practice observation revealed nuances when knowledge and beliefs are translated into practice.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Teachers are the most important in - school factor for student achievement.97 Indeed, research estimates that teachers have two to three times the effect of any other school factor, such as school services and leadership, on student academic performance.98 An oft - cited study underscores the scope of this effect, finding that students with three consecutive high - performing teachers scored approximately 50 percentile points higher than students placed with three consecutive low - performing teachers.99

The authors find that statewide accountability measures fall into one of seven main categories of indicators: achievement indicators, such as proficiency in reading and mathematics; student growth indicators in multiple academic subjects; English language acquisition indicators; early warning indicators, such as chronic absenteeism; persistence indicators, such as graduation rates; college - and career - ready indicators, such as participation in and performance on college entry exams; and other indicators, such as access to the arts.

Unfortunately, state data shows that academic performance in Muskegon Heights is declining in areas such as scores on the ACT and the graduation rate.

The most common explanations for such gaps have focused on differences in academic aptitude and preparation, which explicitly or implicitly assume a view of intellectual performance as relatively fixed or slow to change.

I am not sure how such as culture shift will be possible when the law promotes performance - based compensation for teachers and school leaders that «differentiates levels of compensation based in part on measurable increases in student academic achievement.»

That being said, DoDEA students have a strong record of academic performance, particularly on standardized tests such as college entrance exams and the National Assessment of Educational Progress.

As researchers Catalano, Berglund, Ryan, Lonczak, and Hawkins (2004) explain in a broad article on the topic, positive youth development has the potential to increase students» academic performance and mitigate behaviors such as drug use, violence, and absenteeism.

Sixup offers various incentives to its borrowers, such as potentially lower interest rates based on academic performance.

Duties such as offering advice to students, overseeing academic issues, implementing educational programs, allocating resources, monitoring expenses, and evaluating academic performance are often seen on Academic Director resume eacademic issues, implementing educational programs, allocating resources, monitoring expenses, and evaluating academic performance are often seen on Academic Director resume eacademic performance are often seen on Academic Director resume eAcademic Director resume examples.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Research conducted to date suggests that parental help with children's homework yields little positive influence on Asian American and Asian immigrant students» academic achievement even though such involvement appears to boost European American students» educational performance.