Sentences with phrase «poor academic students»

Not exact matches

It's said that Branson has dyslexia and had poor academic performance as a student, but later discovered his superpower to network (something he and I have in common).

Legal representatives for the families of the two students argue, however, that it is unlawful for a school to exclude students on the grounds of an alleged poor academic achievement.

A far - reaching 2006 study found that «sleep quality and quantity are closely related to student learning capacity and academic performance [and] sleep loss is frequently associated with poor declarative and procedural learning in students.»

found that «sleep quality and quantity are closely related to student learning capacity and academic performance [and] sleep loss is frequently associated with poor declarative and procedural learning in students.»

If it makes students more demanding and less tolerant of courses which are poor value, and if it increases pressure on universities to weed out underperforming academics and lousy teachers, that's to the good.

The authorities of the Afe Babalola University, Ado - Ekiti, on Monday, blamed the students» protest in the institution on those with poor academic grades.

The authors concluded that successful public charter high schools in low - income neighborhoods can have beneficial health effects, and could help to close the growing academic achievement gap between wealthy and poor students.

She also found a widespread belief that their academic setbacks were not the schools» responsibility but, rather, the result of too many students from poor families with «home life» issues.

EN: What's the evidence that desegregation leads to academic benefits for poor or minority students?

An academic study at her museum found that students, especially those in rural or poor schools, gained skills like critical thinking, historical empathy and tolerance after attending field trips.

Those who push high academic standards for all students are scolded for supposedly forcing poor children to drop out of school.

That's in large part owing to a provocative body of research showing that students who don't read with proficiency by the end of 3rd grade are far more likely to experience poor academic outcomes, including leaving school without a diploma.

Students who are not engaged in school are at a higher risk of poor academic achievement, but leaders of after - school programs may not have a good understanding of how to captivate those they serve.

What impact does poor behaviour management have on student wellbeing, but also their academic achievement?

«Texas is frequently heralded as a successful model for the nation of how tests can improve the academic performance of students, particularly poor and minority students,» says Gary Orfield, co-director of The Civil Rights Project.

A study of six Texas community colleges where higher - than - expected numbers of poor and first - generation students progress to four - year schools finds that a structured academic pathway, student - centered culture, and culturally sensitive leadership are common threads among them.

... poor academic performance in middle school and even elementary school can decrease a student's motivation in high school, which can lead to failing courses and skipping school,... [and] dropping out.

He found kids fighting in the corridors, poor attendance, seven layers of academic tracking that placed students in classes ranging from college bound to vocational to disregarded — mostly along racial and socioeconomic lines — and a disheartened teaching staff.

Disparities in so - called «non-cognitive skills» appear to contribute to the academic achievement gap separating rich from poor students.

In effect, the nation's urban high schools, which served increasing numbers of young people from poor and immigrant families, were arguably providing the best academic and, for a smaller number of students, vocational education available in the United States at that time.

A student does not need to have poor grades to receive help from an academic coach.

It may be the case, for example, that poor academic performance causes a student to choose to miss school, rather than the reverse.

The No Child Left Behind Act signed by President Bush in 2002 requires schools to address the achievement gap between rich and poor students and ensure that all students achieve academic success.

Educators interpreted poor academic performance as the inevitable effect of poverty outside of school and a lack of curricular relevance and student engagement inside the classroom.

In a 17 - page paper published recently by Learn Inc., a Washington - based policy - research organization, Mr. Walberg said Chapter 1 (formerly Title I) money has not raised the academic achievement of needy students and has often been spent on students who are not poor.

Concerns over our educational system, fueled by our students» poor performance in international comparisons of achievement, have reinvigorated the call for early academic instruction as a remedy for inadequate teaching later on.

But even since they launched, e-schools have received negative press for their poor academic performance, high attrition rates, and questionable capacity to educate the types of students who choose them.

Alternative high schools and better academic support for poor and minority students have been among the methods used to help at - risk students stay in school.

Their summary of the sector's academic outcomes, which draws heavily on a series of studies by the Center for Research on Education Outcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative findings.

Research shows there's a pervasive link between socioeconomic status and academic achievement, with poor students often getting the shorter end...

For many low - income students, chronic absence in kindergarten can translate into poor academic performance throughout elementary school (Chang & Romero, 2008).

Much of of the focus of charter schools is on poor and minority students stuck on the lower end of the academic achievement gap.

The initiative is premised, in part, on the conviction that Minnesota teachers» lack of «cultural competence» contributes to the poor academic performance of the state's minority students.

The bill also eliminates goals and performance targets for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.

The death of a small federal school - integration initiative is connected to a much larger concern that DeVos's primary education - reform idea — using public money for private school vouchers — will produce poor academic results for students, and Balkanize students by religion, race, and class.

A majority of St. Louis Public Schools students scored below proficient in math and English, but higher scores in the attendance and graduation - rate categories made up for poor results in academic achievement, Emily Stahly, a research assistant at the Show - Me Institute, found in an analysis earlier this year.

Enrolling mainly poor and minority students, these schools feature high academic standards, strict disciplinary codes, extended instructional time, and targeted supports for low - performing students.

He says that American students» poorer academic performance necessitates an upheaval of the current educational program.

Unlike No Child Left Behind, which had the goal of all students being proficient by 2014 (less than 14 months away), D.C. officials are implementing new, lower standards of academic performance for African American, Latino, and poor children compared to their more affluent White and Asian counterparts.

«These statistics about young adolescents» poor academic performance suggest that many middle - grades schools are failing to enable the majority of their students to achieve at anywhere near adequate levels,» noted the Phi Delta Kappan editors.

As a result, poor students closed academic gaps with wealthy peers by 10 percent in early math and 16 percent in early reading.

According to a study by public school education news site, School News Network (SNN), socioeconomic status affects academic achievement; that is, poor students get just as poor test scores.

Add in the school's «D' academic rating and poor AZ Merit results (only 13 % of students passed the English test and 7 % passed the math component), and one has to ask how the school's charter could possibly be renewed.

At the request of board member Nury Martinez, Supt. John Deasy recited statistics denoting Clay's poor academic record, including 18 % of students scoring as proficient or advanced in English and 9.9 % in math.

However, Ms. Hoxby's research has shown that «creaming» can't explain the academic success of charter schools given that the typical urban charter student is a poor black or Hispanic kid living in a home with adults who possess below - average education credentials.

Title I provides financial assistance through SEAs to LEAs and public schools with high numbers or percentages of poor children to help ensure that all children meet challenging state academic content and student academic achievement standards.

A growing body of research indicates that students whose parents are deployed in active war zones or have experienced frequent moves due to job relocations often experience many emotional ups and downs, including depression, acting out or negative behavioral adjustment, poor academic performance, and increased irritability and impulsiveness.

Similarly, it is unacceptable to subject students to the poor academic conditions illustrated by the Academy's most recent AzMERIT assessment score, released in September 2017.

Since founding OCS in 2004, whose mission is to serve students from all backgrounds regardless of previous academic performance, and where 54 % of our students currently have an IEP, proficiency scores will always be a poor indicator of our success.

At the start of the academic year in August, 50 percent of the approximately 400 students, nearly all of whom are African - American and most of whom are poor, scored below grade level in reading and math.