Sentences with phrase «risk children in grades»

- is a community - based non-profit in Washington, DC that empowers at - risk children in grades K through 12 and prepares them for college, career, and life through educational opportunities and comprehensive programs tailored to their needs.

SRA Early Interventions in Reading identifies at - risk children in Grades 1 - 3 and provides the critical content and clear instruction needed to transform a struggling reader into a skilled reader.

Not exact matches

Many of the children who expected a C but got a D grade in this year's GCSE fiasco are also those who will have been affected by the reduction of the EMA, the trebling of university tuition fees and will be at higher risk of unemployment.

«As an at - risk teacher my entire career,» Mulgrew said, «I am telling you this will make a difference in thousands of children's lives so they can get back on grade level.»

Successful implementation of preschool to 3rd grade programs yields benefits in increasing school readiness, improving attendance, and strengthening parental involvement in school education — strategies that can close the achievement gap for children at risk, according to a new University of Minnesota study.

By contrast, the researchers found little evidence that being bullied increased a child's risk of becoming depressed in later grades.

This organization targets at risk children from the time they are in grade school and provides intensive mentoring to break the cycle of poverty and abuse.

Drawing on a six - year study that closely followed more than one thousand high - achieving fifth - and sixth - grade African - American, Latino, Indochinese, and Caucasian students, Bempechat uncovers the family and school practices and attitudes that contribute to high achievement in at - risk children.

In Texas and Virginia, teachers administer tests that help identify the instructional needs of children at risk for reading disability in kindergarten and 1st and 2nd gradeIn Texas and Virginia, teachers administer tests that help identify the instructional needs of children at risk for reading disability in kindergarten and 1st and 2nd gradein kindergarten and 1st and 2nd grades.

Under the shift to Common Core standards, reading programs are explicitly expected to teach strong foundational skills, including phonics in the early grades, while building background knowledge and vocabulary, which are especially important for low - income children most at risk of reading failure.

Howley and Bickel found that the benefit of smaller schools was particularly important in the middle grades, when children are most at risk of dropping out.

i. Lahaderne, «Attitudinal and Intellectual Correlates of Attention: A Study of Four Sixth - grade Classrooms,» Journal of Educational Psychology 59, no. 5 (October 1968), 320 — 324; E. Skinner et al., «What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School,» Journal of Educational Psychology 82, no. 1 (1990), 22 — 32; J. Finn and D. Rock, «Academic Success among Students at Risk for School Failure,» Journal of Applied Psychology 82, no. 2 (1997), 221 — 234; and J. Bridgeland et al., The Silent Epidemic: Perspectives of High School Dropouts (Washington, D.C.: Civic Enterprises, LLC, March 2006), https://docs.gatesfoundation.org/documents/thesilentepidemic3-06final.pdf.

In her study of at - risk children tutored by university athletes, Juel (1996) found that many of the children who received only one year of tutoring failed to meet grade - level expectations in readinIn her study of at - risk children tutored by university athletes, Juel (1996) found that many of the children who received only one year of tutoring failed to meet grade - level expectations in readinin reading.

When children do not attend kindergarten, they bear the risk of entering 1st grade (and, in some cases, 2nd grade) behind their peers - not only in math and reading, but socialization opportunities, physical development, and approaches to learning.

I'm proud of the impact we've made, but we need to double - down on our efforts at a time when so many students are being targeted or unfairly treated because of their race, religion, gender, and nation of origin; when vital funding that helps disadvantaged children is at risk; and when proven solutions that can significantly increase the number of children who read by third grade and who graduate high school career or college ready still aren't in place across our nation.

Additional responsibilities often include state - funded preschool programs; at - risk programming; school - age child care; school administration and improvement; curriculum and assessment in the early grades; and data collection about the health, education, and well - being of the young children in the state.

When the child starts the 7th grade, put 25 % of the money in high risk investments and 75 % in low risk investments.

The findings are consistent with our hypothesis that helping parents and teachers to strengthen children's commitment and attachment to school in the elementary grades can produce lasting differences in bonding to school that mediate risk and prevent health - compromising behaviors in adolescence.

When their children were in grades 5 and 6, parents of children in both the full and the late intervention conditions were offered a 5 - session curriculum, «Preparing for the Drug (Free) Years, «44 to strengthen their skills to reduce their children's risks for drug use.

In a community sample, if the presence of early externalising behaviour assessed by currently available measures is used to designate kindergarten and first grade children in normal populations as high risk for later antisocial behaviour, the level of misclassification will be substantial.1 At least one half of the children who develop clinically important antisocial behaviour later on will not be picked up by the initial screeIn a community sample, if the presence of early externalising behaviour assessed by currently available measures is used to designate kindergarten and first grade children in normal populations as high risk for later antisocial behaviour, the level of misclassification will be substantial.1 At least one half of the children who develop clinically important antisocial behaviour later on will not be picked up by the initial screein normal populations as high risk for later antisocial behaviour, the level of misclassification will be substantial.1 At least one half of the children who develop clinically important antisocial behaviour later on will not be picked up by the initial screen.

A social emotional curriculum, the Promoting Alternative Thinking Strategies (PATHS), was implemented in a classwide and curricular - integrated format with initial effects evaluated for 3 third - grade African American children identified as at risk for special education referral.

Incredible Years ® is an empirically supported set of group - based prevention and treatment programs that are delivered in schools (for example, Head Start, daycare, and kindergarten through grade 3), mental health centers, pediatric practices, and other community settings serving high - risk children and families.

Person - oriented analyses comparing children who were aggressive but had different relational risk / support histories (ARR group: higher ratio of relational stressors to supports; ARS group: higher ratio of supports to stressors) and children who were not at risk (RF group: risk free) revealed that only the ARR group showed significant increases in psychological and school maladjustment trajectories across the early grades.

Exemplary discoveries Our findings show that aggressive dispositions were moderately stable from kindergarten to grade 6 (e.g.,.56), whereas anxious - withdrawn behaviour was not stable until grades 2 -LRB-.36) and 3 -LRB-.51).3, 4 The percentages of children in a community sample (n = 2775) that could be classified into distinct risk groups were: 15 % aggressive; 12 % anxious - withdrawn, and 8.5 % aggressive - withdrawn (comorbid).5 Predictive analyses showed that aggressive children who exceeded a risk criterion in kindergarten exhibited increases in psychological and school maladjustment two years later.6 Anxious - withdrawn dispositions predicted early and later increases in internalizing problems.5 Overall, the findings corroborate the premise that aggression and anxious - withdrawal are risks for later maladjustment.

But the overall risk of this was low, with just 5.3 percent of 6 - 11 year - old children in a single - parent family ever repeating a grade, compared with 2.7 percent of children living with married parents.

This study examines both the direct and indirect (through increases in self - competence) effects of a Kids In Transition to School (KITS) program, intervention designed to promote school readiness in children in foster care on third grade indicators of risk for becoming involved in alcohol use and delinquency (e.g., positive expectations about alcohol use, endorsement of antisocial activities, and associations with deviant peerin self - competence) effects of a Kids In Transition to School (KITS) program, intervention designed to promote school readiness in children in foster care on third grade indicators of risk for becoming involved in alcohol use and delinquency (e.g., positive expectations about alcohol use, endorsement of antisocial activities, and associations with deviant peerIn Transition to School (KITS) program, intervention designed to promote school readiness in children in foster care on third grade indicators of risk for becoming involved in alcohol use and delinquency (e.g., positive expectations about alcohol use, endorsement of antisocial activities, and associations with deviant peerin children in foster care on third grade indicators of risk for becoming involved in alcohol use and delinquency (e.g., positive expectations about alcohol use, endorsement of antisocial activities, and associations with deviant peerin foster care on third grade indicators of risk for becoming involved in alcohol use and delinquency (e.g., positive expectations about alcohol use, endorsement of antisocial activities, and associations with deviant peerin alcohol use and delinquency (e.g., positive expectations about alcohol use, endorsement of antisocial activities, and associations with deviant peers.

The career lattice is designed for all those working in home - based and center - based child care programs, Head Start / Early Head Start, home visiting program, public school programs for children in preschool through third grade, as well as early intervention program for children with or at risk for developmental delays and their families.

The longitudinal effects of maternal life stress on the developmental outcomes of first grade children in a high risk sample

This prospective investigation sought to discriminate children who were both aggressive towards and victimized by peers in the first grade, from those who were only aggressive, only victimized, or neither (i.e., socially adjusted), using early child and family risk factors.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study evaluated the use of a 14 - week social competence program for high - risk children in first and third grades.

A comprehensive, long - term prevention program that aims to prevent chronic and severe conduct problems in high - risk children from 1st through 10th grades.

In partnership with developers at the Oregon Research Institute, SRI conducted a large - scale study of the effectiveness of an early intervention program intended to help children in grades 1 — 3 who are at risk for developing, or who demonstrate, antisocial or aggressive behaviorIn partnership with developers at the Oregon Research Institute, SRI conducted a large - scale study of the effectiveness of an early intervention program intended to help children in grades 1 — 3 who are at risk for developing, or who demonstrate, antisocial or aggressive behaviorin grades 1 — 3 who are at risk for developing, or who demonstrate, antisocial or aggressive behaviors.

Obama must know, or should know, that the «father deficit» is the single most reliable predictor for children's diminished self - esteem, behavioural problems, poor grades and truancy, early school dropout, juvenile delinquency (85 % of youth in prison have an absent father), gang membership, promiscuity, teen pregnancy, risk of sexual abuse, substance abuse and homelessness.

Success in the early years of schooling is important as children who repeat grade one are particularly at risk for future dropout.

Can instructional and emotional support in the first ‐ grade classroom make a difference for children at risk of school failure?

Since peer social preference was measured in the second grade, a time when peer groups and friends are growing in importance to these children, we anticipate that this low peer preference will increase child vulnerability to subsequent maladjustment, adding to the risks evident at school entry.

Can instructional and emotional support in the first - grade classroom make a difference for children at risk of school failure?

Children with the «academic - peer risk» class also had academic and peer problems but they were less aggressive and had higher depressive symptoms than the «behavior - academic - peer risk» class in the first grade; the «academic - peer risk» class had depression, conduct problems, academic difficulties, and increased mental health service use during adolescence.

We have targeted preschool and primary grade children, ages 0 — 8 years, in this review because research suggests that the most effective interventions can nip in the bud risk behaviors in the early years, before antisocial behaviors become crystallized.

Pre-Kindergarten Fight Crime: Invest in Kids continues to fight for increases in high - quality pre-k programs because the preponderance of scientific research (and the experience of law enforcement leaders) shows that at - risk young children who participate are significantly less likely to commit juvenile and adult crime, need special education, and repeat an early grade and are more likely to graduate from high school and be productive members of society.

«My dream is to be able to identify who's at risk for sudden death by having every child in the country receive a complete cardiac workup starting at eighth grade.»