Sentences with phrase «ratings by their kindergarten»

We have addressed the question of the role of social isolation in preschool children's social and emotional skills in a large preschool sample, as rated by kindergarten staff who knew the children well, taking account of the wider demographic context.

Not exact matches

In fact, after last year's Open House at which scores of parents signed up for the G&T test on site, the number of Bronx children taking the G&T test for entry to Kindergarten increased by over 13 percent whereas in other boroughs the testing rate stayed flat or even decreased.

I also perform the analysis separately by gender, which reveals that the effect of kindergarten funding on institutionalization for whites is primarily due to its effect on men, for whom the institutionalization rate is much higher.

This climb - aboard is most obvious and most egregious in QC's rankings and ratings of states, where all the metrics deal with participation rates by the state's children (three - and four - year - olds, poor and non-poor) in preschool, full - day preschool, Head Start, and kindergarten (both all kindergarten and full - day kindergarten specifically).

«We know by looking at the failure rates in kindergarten and first grade that many of these students are coming from social environments that haven't adequately prepared them for academic success,» he adds.

From October 2000 to October 2015, the enrollment rate for students ages 5 — 6, who are typically enrolled in kindergarten or grade 1, decreased from 96 to 94 percent, and the enrollment rate for students ages 7 — 13 decreased by less than 1 percentage point to 98 percent.

Eligibility for this program is determined in most cases by a child's family income (families below 250 % of federal poverty are eligible), the rating of their local public school (students from schools rated C or below are eligible), and grade level (kindergarten students are eligible without prior public school attendance).

The study compared the progress of English - learners as they moved from kindergarten through elementary grades and into middle school by looking at their scores on California's annual English - language proficiency tests, the rates at which they were reclassified as English - fluent, and their scores on state exams.

An updated analysis of state - wide data by Mississippi KIDS COUNT, released in February 2016, found that chronic absence rates start high in kindergarten, decrease through elementary school years, and increase again in middle and high school.

The study — commissioned by the San Francisco district and conducted by Sean Reardon at Stanford — compared the progress of English - learners as they moved from kindergarten through elementary grades and into middle school by looking at their scores on California's annual English - language proficiency tests, the rates at which they were reclassified as English - fluent, and their scores on state exams.

Don't you see that this guy (Prof. Clements) is suggesting that children develop at different rates, and that it is working at cross-purposes to require that all children meet ALL of the standards by the last day of kindergarten?

Teachers were asked to describe child classroom behavior during the last month of kindergarten by using questions from the Child Behavior Checklist.14 Teachers rated statements about child behavior as «not true,» «somewhat or sometimes true,» and «very true or often true» for the child.

One evaluation conducted in Queensland, Australia, reported moderate reductions in depressive symptoms for mothers in the intervention group at the six - week follow - up.89 A subsequent follow - up, however, suggested that these benefits were not long lasting, as the depression effects had diminished by one year.90 Similarly, Healthy Families San Diego identified reductions in depression symptoms among program mothers during the first two years, but these effects, too, had diminished by year three.91 In Healthy Families New York, mothers at one site (that was supervised by a clinical psychologist) had lower rates of depression at one year (23 percent treatment vs. 38 percent controls).92 The Infant Health and Development program also demonstrated decreases in depressive symptoms after one year of home visiting, as well as at the conclusion of the program at three years.93 Among Early Head Start families, maternal depressive symptoms remained stable for the program group during the study and immediately after it ended, but decreased just before their children entered kindergarten.94 No program effects were found for maternal depression in the Nurse - Family Partnership, Hawaii Healthy Start, Healthy Families Alaska, or Early Start programs.

A Vanderbilt University study found that children who participated in the Tennessee Voluntary State Pre-K Program had improved academic skills and were rated more highly by their kindergarten teachers in regard to preparedness for school.

Goals: Formalise and rationalise the collection of data in the region; reduce by half the number of Aboriginal and Torres Strait Islander children on long - term care and protection orders by 2008; Achieve a target of 90 % of Aboriginal and Torres Strait Islander children enrolled in pre-primary and kindergarten programs by 2008; reduction in truancy rates; achieve 20 % increase in participation rates in sport and recreation; reduce number of alcohol related and drug related incidents in community.

BUILD provides customized technical assistance that is designed according to the unique needs of states and communities; BUILD's work (on the Quality Rating and Improvement System, kindergarten entry assessment, health equity, family engagement, etc.) is informed by experiences across the country.

Measures of teacher ratings included a) the Problem Behavior at School Interview used to measure externalizing behavior (the sum of the oppositional and conduct problems scales) and prosocial behavior in kindergarten (assessed by four items) and b) the 11 - item Social Problems scale of Achenbach's Teacher's Report Form.

Indeed, some developmental profiles of prosocial behavior rated by teachers declined gradually from kindergarten to third grade [4], from age 6 to 12 [12], and from age 10 to 15 [13].

The relationship of factors in parental ratings of self and each other to the behaviour of kindergarten children as rated by mothers, fathers, and teachers