Sentences with phrase «results in academic achievement»

«They are an outstanding example of the impact that school leaders can and must have in providing access to quality educational opportunities that yield continuous and sustainable results in academic achievement for urban schoolchildren.»

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.

For many students, the disadvantages that accompany low socioeconomic status (SES) result in their academic achievement not matching that of their higher - SES peers.

Not exact matches

The nature of Start - Up Chile's creation and its subsequent achievements have resulted in domestic and international academic interest.

We all want our kids to do well in school and to master certain skills and concepts, but our largely singular focus on academic achievement has resulted in a lack of attention to other components of a successful life — the ability to be independent, adaptable, ethical, and engaged critical thinkers.

In addition to improving child development in terms of academic and social achievement, good parenting also results in reducing child mental illness and teen pregnancIn addition to improving child development in terms of academic and social achievement, good parenting also results in reducing child mental illness and teen pregnancin terms of academic and social achievement, good parenting also results in reducing child mental illness and teen pregnancin reducing child mental illness and teen pregnancy.

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.

Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37

The results, Thompson points out, would likely differ in less - developed countries where children don't have equal access to education; academic achievement in these places is shaped more by opportunities than genetics.

Research indicated that the Chinese children were sleeping less than youngsters in the United States and Europe, who had participated in similar studies — differences which may be a result of a focus on studying and academic achievement in China.

The results of the new study are notable because positive effects of an intervention, especially one that aims to improve self - regulation and academic achievement, can be difficult for researchers to find, said McClelland, the Katherine E. Smith Healthy Children and Families Professor in the College of Public Health and Human Sciences.

IQ is generally considered a predictor of learning ability, but in this study with students who are intellectually disabled or low IQ, the results showed that IQ didn't always predict academic achievement.

Benefits to School Life Looking at the lasting impact of LOtC experiences in terms of academic performance, Learning Away's recent research found that school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subject area.

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

In other words, student failure in graduation or academic achievement often results in school wastagIn other words, student failure in graduation or academic achievement often results in school wastagin graduation or academic achievement often results in school wastagin school wastage.

I also detect no evidence that the establishment of kindergarten programs as a result of the funding initiatives prompted an increase in academic expectations of students in the early grades, which would have adversely affected children with low levels of achievement.

The result is that in many places there is still no clear connection between student academic achievement and educator evaluations.

As a result, in the past decade researchers have grown interested in ways of measuring and comparing the gains in academic achievement that a school or teacher elicits — in other words, a school or teacher's «value added.»

Special education can and should result in greater academic achievement, so even teachers added in that category should be contributing to better aggregate outcomes.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Once the state has decided on its policy position, however, a judicial presence should be maintained to ensure that the chosen policy is fully funded, is implemented in a coherent manner, and results in substantially improved student performance, as measured by validated assessments of academic achievement and of students» ability to function as capable citizens and workers.

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

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.

Additionally, a teacher's belief that one student is more likely to have a disability versus another may result in lower expectations and potentially lower academic achievement.

Demanding accountability for results and measuring achievement with the Texas Assessment of Academic Skills (TAAS), a criterion - referenced assessment — actually, a rather blunt instrument — has spurred significant improvement in student achievement.

Poll results further support the link between music and academic achievement: 65 percent of adults with college degrees participated in music education, compared to 37 percent of adults without college degrees.

Early education yields results in terms of later academic achievement that are greater and last longer than do educational interventions that begin after failure in school.

For example, in describing the results of Title I, Jennings concludes, «In a nutshell, the billions of dollars spent on Title I had at best a modest effect on the academic achievement of the disadvantaged students who participated in the program...» On No Child Left Behind (NCLB), he writes, «So it truly was a mixed bain describing the results of Title I, Jennings concludes, «In a nutshell, the billions of dollars spent on Title I had at best a modest effect on the academic achievement of the disadvantaged students who participated in the program...» On No Child Left Behind (NCLB), he writes, «So it truly was a mixed baIn a nutshell, the billions of dollars spent on Title I had at best a modest effect on the academic achievement of the disadvantaged students who participated in the program...» On No Child Left Behind (NCLB), he writes, «So it truly was a mixed bain the program...» On No Child Left Behind (NCLB), he writes, «So it truly was a mixed bag.

This belief is shared by the School Travel Forum, which reports that schools take an average of 2.7 residential trips a year, resulting in higher academic achievement.

In Portland, Maine, middle and high school students have a 1 - to - 1 laptop program, strong school leadership, and project - based learning curricula that result in higher academic achievemenIn Portland, Maine, middle and high school students have a 1 - to - 1 laptop program, strong school leadership, and project - based learning curricula that result in higher academic achievemenin higher academic achievement.

As a result of extensive meta - analytic work, Marzano, Waters and McNulty concluded: «A highly effective school leader can have a dramatic influence on the overall academic achievement of students... Leadership has long been perceived to be important to the effective functioning of organisations in general and, more recently, of schools in particular.

In addition to submitting the Advanced Academic Programs Level IV Referral Form, parents or guardians should also supply if available the Gifted Behaviors Rating Scale with Commentary completed by the previous year's teacher (s), report cards for at least 1 1/2 years including teacher comments (if not included in the student's academic file already received by the local FCPS school), and achievement test resultIn addition to submitting the Advanced Academic Programs Level IV Referral Form, parents or guardians should also supply if available the Gifted Behaviors Rating Scale with Commentary completed by the previous year's teacher (s), report cards for at least 1 1/2 years including teacher comments (if not included in the student's academic file already received by the local FCPS school), and achievement test Academic Programs Level IV Referral Form, parents or guardians should also supply if available the Gifted Behaviors Rating Scale with Commentary completed by the previous year's teacher (s), report cards for at least 1 1/2 years including teacher comments (if not included in the student's academic file already received by the local FCPS school), and achievement test resultin the student's academic file already received by the local FCPS school), and achievement test academic file already received by the local FCPS school), and achievement test results.

Such notable gains in academic course taking should have resulted in impressive gains in achievement.

New Jersey measures growth for an individual student by comparing the change in his or her achievement on the state standardized assessment from one year to the student's «academic peers» (all other students in the state who had similar historical test results).

In her role as chief academic officer for Boston Public Schools, she is committed to eliminating racial achievement disparities while improving student learning results so that students of all races and cultures receive an equitable and excellent education that enables them to thrive and experience success in college, career and lifIn her role as chief academic officer for Boston Public Schools, she is committed to eliminating racial achievement disparities while improving student learning results so that students of all races and cultures receive an equitable and excellent education that enables them to thrive and experience success in college, career and lifin college, career and life.

The data show that SEL programs yielded a strong benefit in academic accomplishment, as demonstrated in achievement test results and grade - point averages.

Reardon's research on the relationship between academic achievement and family income found an increased link between family income and children's academic achievement, noting in earlier studies, «The income achievement gap does not appear to be a result of a growing achievement gap between children with highly educated and less - educated parents.

As a result, the black - white gap in academic achievement now seems to account for a sizable share of the black - white gap in wages.

Experiments, which provide the most credible results, are rare in education, and relatively few studies that address students» outcomes observe the professional norm of having detailed controls for students» background characteristics (including previous academic achievement).

Research shows that implementing SWPBIS results in a significant drop in discipline referrals and suspensions, as well as increased academic achievement, lower dropout rates, higher teacher retention, and improved school culture.11

Asked about the poor showing of Cincinnati's vaunted community schools, Fariña called their results «pretty good» — a statement that's not only hard to support with evidence, but also suggests a surprising lack of urgency about academic achievement in some of the city's most hard - pressed schools.

The United States ranks much higher in collaborative problem - solving than in individual academic achievement, according to PISA results.

At this point, study results show a positive trend from ninth to tenth grade in favor of the treatment group, particularly on measures of student attendance and achievement on state academic assessments.

Additionally, we would add that many teachers and administrators tell us that the intense pressure to raise student academic achievement has resulted in many teachers veering away from discussions that are not directly tied to the curriculum at hand.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

This combined focus on academic achievement, parent engagement and youth leadership results in young people who build vibrant communities and pursue a future in which all possibilities real and attainable.

Resulting in unprecedented success among students previously dismissed as lost causes and academic failures, the CREATE model has demonstrated that it is indeed possible to close the achievement gap, even in the most difficult cases.

Our student achievement is measured in many ways, and we continuously strive to improve by studying results of not only the STAAR tests (State of Texas Assessment of Academic Readiness), but also of district - level ongoing assessments, PSAT, SAT, and ACT.

Though the researcher did not directly collect student outcome data, teachers reported that their implementation of IDEA strategies resulted in positive outcomes for students in areas of academic achievement, engagement / motivation, and collaboration skills.

The recognition award is part of a larger U.S. Department of Education (USED) effort to identify and disseminate knowledge about practices that are proven to result in improved student engagement, higher academic achievement and graduation rates, and workforce preparedness, as well as a government wide goal of increasing energy independence and economic security.