Sentences with phrase «peers at all levels of schooling»

Predictably, the researchers found that the students who struggled the most with learning English lagged well behind their English - speaking peers at all levels of schooling, never really catching up at any point along the spectrum.

Not exact matches

She points to a 2011 study by the Technion - Israel Institute of Technology, which found that students who started school at 8:30 a.m. got almost an hour more sleep and performed better on tests measuring attention levels than peers who started at 7:30 a.m.

As a part of Natural Products Business School at Expo West, you'll have the opportunity to join a tribe of entrepreneurial peers and form connections that can take your brand to the next level.

An independent evaluation of the impact of the Fathers Reading Every Day programme on more than 300 children at nine south London schools, found that for children who participated in FRED there was marked improvement at above expected levels in reading, writing and numeracy, when compared to peers who did not take part.

At fifteen, the kids of troubled marriages had significantly higher levels of truancy, depression, peer rejection, low school achievement, behavior problems, anger and aggression.

A collection of articles on education safety issues, including school safety issues that show up at different levels of education, peer pressure and bullying, online safety, school bus safety, and school violence, as well as stranger danger.

- GDP per capita is still lower than it was before the recession - Earnings and household incomes are far lower in real terms than they were in 2010 - Five million people earn less than the Living Wage - George Osborne has failed to balance the Budget by 2015, meaning 40 % of the work must be done in the next parliament - Absolute poverty increased by 300,000 between 2010/11 and 2012/13 - Almost two - thirds of poor children fail to achieve the basics of five GCSEs including English and maths - Children eligible for free school meals remain far less likely to be school - ready than their peers - Childcare affordability and availability means many parents struggle to return to work - Poor children are less likely to be taught by the best teachers - The education system is currently going through widespread reform and the full effects will not be seen for some time - Long - term youth unemployment of over 12 months is nearly double pre-recession levels at around 200,000 - Pay of young people took a severe hit over the recession and is yet to recover - The number of students from state schools and disadvantaged backgrounds going to Russell Group universities has flatlined for a decade

«School kids living in homeless shelters must contend with unimaginable levels of stress and hardship, and are at a tremendous disadvantage when trying to keep up with their housed peers in class,» said DAVE GIFFEN, Executive Director of the Coalition for the Homeless, the nation's oldest advocacy and direct service organization helping homeless men, women and children.

Standardized test results for the last school year showed slight growth at the state and local levels in both English and math, and a slight narrowing of the gap between black and Hispanic public school students and their white peers.

In Tyson Schoeber's class at Nootka Elementary School in Vancouver, 15 fourth through seventh graders struggle to read, write or do math at a level near that of their peers in other classes.

Young children with disruptive behaviors have fewer opportunities to learn in school than their focused peers, and are at risk for lower levels of academic achievement.

Engaging with all parties involved, and keeping them updated along the way also ensures it's an ongoing development; the Association of School and College Leaders (ASCL) suggests that the approach should come from the bottom up, starting at practitioner level, followed by peer review and then signed off by the SLT or instructional leaders.

The same analysis also found that pupils from poorer backgrounds who performed just as well as their more well off peers were still less likely to attend grammars, with 66 per cent of children who achieve level five in both English and Maths at Key Stage 2 who are not eligible for free school meals going to a grammar school compared with 40 per cent of similarly high achieving children who are eligible for free school meals.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

Peer assessment may improve performance for students who receive evaluations and for students as they give evaluations of writing assignments (Karegianes, Pascarella, & Pflaum, 1980) at the elementary school and secondary school levels (Topping, 2009).

Once family background and the nature of the peer group at school were taken into account, student achievement was unaffected by per - pupil expenditure, school size, the science lab facilities, the number of books in the library, the use of tracking by ability levels to assign students to classrooms, or other factors previously assumed to be indicators of what makes for a good school.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

We measure peer domestic violence at the cohort level (that is, across all students in a grade at a school) as opposed to the classroom level due to the possible sorting of students into classrooms according to their achievement and behavior.

Unfortunately, if the state does not fund such reforms at the appropriate level or ensure some level of competence on the part of suppliers before they open schools, there may not be enough responsible peers available to pick up the slack.

Chris Barbic, founder and CEO of the stellar YES Prep network, says that «starting new schools and having control over hiring, length of day, student recruitment, and more gives us a pure opportunity to prove that low - income kids can achieve at the same levels as their more affluent peers.

The Coleman team reported that sophomores and seniors at Catholic schools outperformed their public - school peers by roughly a full grade level after adjusting for differences in an extensive set of family background measures.

If all students in the United States were performing at the level of high - schoolers in Massachusetts, our country would be at the top of the pack among peer nations.

They arrive at primary school less ready to learn than their peers, fewer than two in three of them then leave primary school at the expected level and they leave secondary with two thirds of them not achieving five GCSEs including English and maths.

Research by the Sutton Trust in 2014 showed that pupils eligible for free school meals who scored in the top 10 per cent nationally at the end of primary school were significantly less likely to be entered for the EBacc, compared to their wealthier peers who achieved the same level aged 11.

The goal of Game Change is to implement long - term anti-violence and healthy relationship education in Massachusetts schools, with a focus on developing peer leaders at the high school level who can provide trainings to their middle school counterparts.

«Retained students continue to perform markedly better than their promoted peers when tested at the same grade level and, assuming they are as likely to graduate high school, stand to benefit from an additional year of instruction.»

A Black student in a district with below - average property wealth (less than $ 6,363 per pupil) has an adequacy level of 61 %, but his peer in a wealthier school district is only a bit better at 69 %.

Urban students at the middle school level also lagged behind their peers nationwide in their ability to perform relatively straightforward scientific tasks, according to the study, based on the results of a special sampling of the 2005 National Assessment of Educational Progress.

Many times these students are labeled «at risk» because they are in danger of failing to achieve at levels similar to their peers or of developing behaviors and attitudes that create barriers to school success; and ultimately failing to graduate.

Yet in 2015, at only 4 percent of schools did students from low - income families achieve at the level of their more advantaged peers, nationally.

This study found that students whose teachers crafted high quality SLOs outperformed their peers and showed significantly greater gain on two independent measures of student achievement at all three school levels during all years under study.

In many U.S. schools, efforts to meet individual students» needs may take less priority than efforts to ensure that all students work toward grade - level standards, progress at the same pace as their grade - level peers, or prepare for grade - level tests at the end of the year.

A 2015 report by the National Research Council, the research arm of the National Academies of Sciences, Engineering and Medicine, said the District's poor and minority students were still far less likely than their peers to have a quality teacher in their classrooms, perform at grade level and graduate from high school in four years.

The fifth Portrait of the Movement report shows that California charter schools continue to beat the odds by helping their students achieve at higher levels than their peers in traditional public schools.

According to the 2014 NBCT Survey, more than half of NBCTs are teacher leaders at the school, district, state, and national levels, leading Common Core State Standards (CCSS) implementation, STEM initiatives and programs, peer review and observations, data literacy, personalized learning, technology integration, and professional development.

«The fact that, on average, students from disadvantaged households perform less well in school than peers from more advantaged backgrounds has been documented at all levels of education,» said Fiske and Ladd.

, which is often used to try to explain why African - American and Latino students do not perform at the level of their middle - class white peers, ignores the issues plaguing all of our nation's schools.

For these and other reasons, an extensive body of research suggests that small schools and small learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyond.

A new nationwide survey on the state of arts education in U.S. public schools finds that arts offerings haven't declined as much as expected, but that students in high - poverty schools, particularly at the secondary level, do not receive the same rich exposure to arts opportunities as their wealthier peers.

Which is what both Cut the Gap in Half does (by setting lower levels for districts improving proficiency for minority students versus white and Asian peers), and No Child waiver gambit tacitly endorses (by allowing states to only focus on the worst five percent of school districts and at least ten percent of districts with wide achievement gaps).

Many student - level measures of social and emotional skills, for example, naturally trend downward at certain ages, regardless of whether or not students» skills have actually declined.48 Research has also found that students are more candid when talking about, or rating, their peers than they are themselves.49 As a result, more research is needed to determine if and how states should use these measures to identify schools for improvement.

CTAC research found that students whose teachers crafted high quality SLOs outperformed their peers and showed significantly greater gain on two independent measures of student achievement at all three school levels during all years under study.

It might also mean that, instead of giving 6th grade students reading at 3rd grade levels «baby» elementary school texts, teachers provided them supports to access the upper - grade material so they could participate in sophisticated peer - level conversations.

At secondary level, only 18 % reached the target level - five A-C GCSE passes including English and maths - while 61 % of their wealthier peers in schools that were not struggling reached the benchmark.

Comprehensive theoretical models of adolescent problem behavior propose risk and promotive factors at multiple levels of the social environment, including the family, peer, school, and neighborhood contexts.1 — 3 In addition, growing attention is focused on promoting positive youth development, encouraging health - promoting behavior, and investing in resources for youth.4 — 7 Thus, a holistic and comprehensive approach to optimizing adolescent development requires an understanding of factors related to both reducing problem behavior and increasing positive, competent youth behavior.

The MDI is designed to be administered as a large - scale, population - level measure so that stakeholders in communities and schools can obtain representative data on children during middle childhood on five dimensions: (1) Social and emotional development, (2) Connectedness to peers and adults at school, at home, and in the neighborhood, (3) School Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - sschool, at home, and in the neighborhood, (3) School Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - sSchool Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - schoolschool.

Program Goals / Target Population Peer Group Connection (PGC) is a high school transition program that targets 9th - grade students (at varying levels of risk for school - related problems) in low - income, urban high schools.

Results support the continuity / cognitive model, and indicate peer support is an important contributor to middle - school students» psychological well - being at various levels of adult support.

A new review of studies from around the world found that students who were taught positive social skills at school reported higher levels of those skills months and even years afterward, compared to their peers who were not taught those skills.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.