Not exact matches
Drawing
on both his Christian and
academic sensibilities, Kidd
reports both Whitefield's serious failures and lasting
achievements.
NHERI executes, evaluates, and disseminates studies and information (e.g., statistics, facts, data)
on homeschooling (i.e., home schooling, home - based education, home education, home school, home - schooling, unschooling, deschooling, a form of alternative education), publishes
reports and the peer - reviewed scholarly journal Home School Researcher, and serves in consulting,
academic achievement tests, and expert witness (in courts and legislatures).
To address the issues above, this paper
reports on the results of an 18 - year longitudinal study of the relationships between infant feeding practices and later cognitive ability and
academic achievement in a birth cohort of > 1000 New Zealand children studied from birth to age 18 years.
Here in the Ctiy of Buffalo this year a
report from the Council
on Great City Schools
on Improving the
Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language inst
Academic Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language i
Achievement of English Language Learners in the Buffalo Public Schools System cited that only 21 % of these students graduate from high school and the
academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language inst
academic achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language i
achievement programs ignored them as a group as though they don't exist with as many as 100 never recieving their mandated language instruction.
Nonetheless, NCLB offered some positive changes that the new ESSA maintains, including
academic standards, annual assessments of reading and math
achievement, and
report cards
on schools that students, parents and the public can use to gauge results.
In «New Kids
on the Block,» (research), Sanbonmatsu, Kling, Duncan, and Brooks - Gunn
report the findings of their MTO study and offer several possible explanations for the program's lack of overall positive effects
on academic achievement.
Had the reform movement sparked by the Risk
report led to real improvements in
academic achievement, it would have had a dramatic impact
on the already strong economy.
A Maryland school district's curriculum and classroom assessments represent what teachers need to help students reach ambitious
academic goals and succeed
on state tests, concludes a
report issued by a group pushing for greater student
achievement.
The Commission, chaired by Dr. Paul Hill of the University of Washington, carefully reviewed the research
on the impact of school choice
on student
achievement and included in its
report the following statement: «The most rigorous school choice evaluations that used random assignment... found that
academic gains from vouchers were largely limited to the African - American students in their studies.»
Earlier this year, The Work Foundation touched
on the issue in its contribution to the House of Commons Education Committee
report on Careers Guidance for Young People: «Careers education should be introduced as early as primary school, as it is proven to raise aspirations and in tandem,
academic achievement,» the
report states.
The educational attainment of parents varies widely across the North American continent, and those differences can have a significant impact
on the
academic achievement of their children, a
report says.
After the release of the Brown Center's
report in September 2000, Stephen O'Brien, the Blue Ribbon program's director, criticized both our reliance
on academic achievement as the sole barometer of a good school and our reliance
on absolute scores rather than gains in
achievement from year to year.
They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses
on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the
achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its
reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in
academic programs culminating ultimately in college degrees.
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.
; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses
on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the
achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its
reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in
academic programs culminating ultimately in college degrees.
As the inquiry
report committee concludes: «Until a causal relationship between homework and
academic achievement and personal development is established in studies in Australia, based
on Australian educational and cultural structures, this argument is likely to remain unresolved and will continue to be one of perception.»
This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect
on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies
report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity
on mood, well - being, anxiety and depression, as well as
on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that
academic achievement is maintained or enhanced by increased physical activity).
A Pew Foundation
report on school closures found that «
academic studies suggest that student
achievement often falls during the final months of a closing school's existence.»
As we all strive to educate future citizens and recognize that focusing
on academic achievement is not enough, The Other Side of the
Report Card looks to be just what educators need to focus and assess
on those elements needed for success in school and in life.»
The study also
reports «large positive impacts
on the
academic achievements of ELL and special education students».
The nation's public schools can dramatically raise
academic achievement among struggling students over the next two decades with a coordinated strategy that puts greater emphasis
on accountability, urban schools, and early - childhood education, argues a
report released here last week.
The
report outlines that students who fully participate in high - quality ASES or 21st CCLC after school program gain the equivalent of up to an extra 90 days of school, and experience positive impacts
on academic achievement, attendance and positive behaviors, health and nutrition, STEM learning, and Social Emotional Learning (SEL).
Bellwether's
report focused
on the law's requirements for holding schools accountable: whether the state sets high
academic standards, how it will use federal money to identify and raise
achievement for the lowest - performing 5 percent of schools and the lowest - performing groups of students in all schools.
«Given the strong influence of poverty
on student
academic achievement, these changes have increased the challenge of improving student outcomes in IPS,» the
report read, promising a plan to cultivate schools capable of erasing the
achievement gap associated with inner city schools where high levels of poverty and greater racial diversity exist.
The Racial Equity
Report Cards use public data
on academic achievement, school discipline and juvenile court involvement to provide a picture of all 115 North Carolina school districts and the state.
The
report defines what it means to be academically prepared at key steps in a student's education, examines Illinois students»
academic performance from early childhood education to postsecondary, calls attention to lingering racial and economic
achievement gaps, and shares information
on the school environment and other factors that contribute to student success.
Federal Condition of Education
Report Focuses
on Homeless Students and their
Academic Achievement
The Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Fifth - Year
Report (2010) presents overall findings from the evaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence
on academic achievement.
The bulk of this
report focuses
on studies that have compared the
academic achievement of magnet school students to those attending traditional public schools.
Ongoing formal (i.e. Woodcock Johnson IV Tests of
Achievement (WCJ IV)-RRB- and informal (i.e. core phonics) assessment of student progress and achievement using a variety of means to collect and report on ac
Achievement (WCJ IV)-RRB- and informal (i.e. core phonics) assessment of student progress and
achievement using a variety of means to collect and report on ac
achievement using a variety of means to collect and
report on academic data
During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools
on academic outcomes (higher grade - point averages and
achievement test scores), teacher ratings of behavior (better
academic engagement, respectful behavior, and social skills), and self -
reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).
NCSECS advocated and helped influence the law including a provision raising the bar a bit higher to ensure high standards for special education students by limiting their participation in tests based
on alternate (lower)
academic achievement standards to 1 % of students tested (and not just limiting the
reporting of their scores
on such tests, as was done under NCLB).
While federal legislation calls for «multiple up - to - date measures of student
academic achievement, including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal
reporting focus
on lower - level skill that can be measured
on standardized mostly multiple - choice tests.
The
report found that twice as many foster youth performed «below basic» and «far below basic»
on state
academic achievement tests than students statewide, were much more likely to drop out than any other at - risk student group, and only 58 percent of foster youth 12th graders graduated as compared to 84 percent of all 12th graders in California.
April 10 Low Income Students Overcome Barriers
On Path To Degree (PDF)
Report:
Academic Aspirations of Many Florida Students caught in an «
Achievement Trap»
Efforts are currently focused
on documenting and
reporting changes in students»
academic achievement, school behavior, and knowledge of social and behavioral skills.
«The Common Core standards, along with the aligned curriculum and the mining of nearly 400 data points reveal that the goal of the standards is not simply to improve
academic achievement but also to instill federally determined attitudes and mindsets in students including political and religious beliefs,» states a
report on the website of the Florida Stop Common Core Coalition.
Only one study, St. Clair (1999)
reported decidedly negative results
on academic achievement and the use of computer technologies.
The
report found that «a more positive school climate is related to improved
academic achievement, beyond the expected level of
achievement based
on student and school socioeconomic status backgrounds,» and can mitigate the negative effects of poverty
on academic achievement.
The summary
report found a medium - to - large evidence base that shows positive benefits of dual enrollment
on college degree attainment, college access and enrollment, college credit accumulation, completing high school, and general
academic achievement in high school.
Helms
reports, «This safe, secure, and respectful environment has allowed students to focus their attention
on academic achievement.
A recent What Works Clearinghouse intervention
report found dual - enrollment programs have positive effects
on high school graduation;
academic achievement in high school; and college access, credit accumulation, and graduation.
There is demonstrated support for an annual
report card
on how each school spends local, state and federal funding and what progress it has made
on measures of student
academic achievement.
To begin with, for all its faults, No Child Left Behind had at least one redeeming characteristic: it required state and local education agencies to
report on the progress of particular pupil groups that heretofore had been essentially ignored — at least from the standpoint of
academic achievement.
Chapter 28, Sections 28.002 (Required Curriculum, 28.0021 (Personal Financial Literacy), 28.0023 (Cardiopulmonary Resuscitation and Automated External Defibrillator Instruction), 28.005 (Language of Instruction), 28.0051 (Dual Language Immersion Program), 28.006 (Reading Diagnosis), 28.016 (Instruction in High School, College, and Career Preparation), 28.0211 (Satisfactory Performance
on Assessment Instruments Required; Accelerated Instruction), 28.0213 (Intensive Program of Instruction), 28.0217 (Accelerated Instruction for High School Students), 28.025 (High School Diploma and Certificate;
Academic Achievement Record) 28.0254 (Posthumous High School Diploma for Certain Students), 28.0255) Three - Year High School Diploma Pilot Program), 28.0258 (High School Diploma Awarded
on Basis of Individual Graduation Committee Review), 28.0259 (
Reporting Requirements for Students Graduating Based
on Individual Graduation Committee Review Process) and 28.026 (Notice of Requirements for Automatic College Admission and Financial Aide);
The
report shows that the charter network has positive effects
on students»
academic success in math and reading, and that elementary and middle schools in particular show large gains in
achievement.
The most recent
report is a meta - analysis of over 200 experimental studies of social and emotional learning which have demonstrated that SEL programs not only impact social cognitions and behavioral adaptation, but in addition such programs have a substantial effect size
on academic achievement.
A 2011
report by the Center
on Education Policy (CEP) that reviewed a decade of voucher research found no clear positive impact
on student
academic achievement and at best mixed outcomes overall for students who attend private schools using vouchers.
At the same time that DoDEA is expanding data collection
on its graduates, there is strong bipartisan support for an amendment to the Elementary and Secondary Education Act that would require states and school districts to
report the
academic achievements of children from military families.
«Whilst the noted effects of the intervention
on reading and numeracy
achievement were small (between 2.0 % and 5.5 %), it is remarkable (though not unexpected) to find lasting
academic effect of an eight session parenting intervention carried out when the child was between three and five years of age,» the
report states.