Sentences with phrase «showed high academic performance»

The budget would allow governing boards that open charter schools to open more schools so long as the first school governed by their initial contract showed high academic performance.

Not exact matches

National studies show that students who eat school breakfast are more likely to: reach higher levels of math achievement; score higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and academic performance; and maintain a healthy weight

... it is more likely that good performance leads to high self - esteem rather than the other way around... (T) he researchers found that efforts to boost self - esteem have not been shown to improve academic performance and may sometimes be counterproductive.

Student worries about assessment, organisation and academic support show English universities need to improve their performance, higher education minister David Willetts has conceded.

Strikingly, children from low - income families, who typically don't perform as well at school, show similar academic performance as children from high - income families.

By the fall of their kindergarten year, children who participated in Head Start and the REDI - P group scored higher than the children in the control group on several measures, showing greater increases in their vocabulary, literacy skills, reading fluency and academic performance upon entering kindergarten.

The children in the REDI - P program showed significantly higher retention of literacy and learning skills and sustained improvements in academic performance and social interaction.

Research in many countries over the past 40 years has shown that high noise levels and poor acoustics (i.e. long reverberation times) cause health problems for teachers and reduce pupils» academic performance.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

905 schools were studied and the results showed that students with a higher exposure to greenness showed better academic performance in both English and Maths, especially in the spring when they sat their MCAS tests.

Studies show that high turnover in underperforming schools can hurt academic performance.

Results show that tutors stay in school, have increased academic performance, improved school attendance and advanced to higher education.

Research shows parent, family, and community involvement in education correlates with higher academic performance and school improvement.

The evidence shows that rather than improving students» behavior, such punishments are more likely to result in negative effects such as higher drop - out rates and lower academic performance.

In reality, academic research has shown that students in the MPCP have higher graduation rates and higher performance on standardized tests.

Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the achievement gap, with African American students consistently earning higher Academic Performance Index (API) scores and proficiency rates statewide in many urban districts and across subjects.

Research shows that parent, family, and community involvement in education correlates with higher academic performance and school improvement.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

By using performance metrics that actually measure academic achievement and cost - effectiveness and by observing student outcomes, the documentary shows clearly that a headline «87 percent of students earn high school diploma, «even though correct, should be rewritten «given high school diploma»:

Missing at least 10 percent of the school year, particularly in early grades, studies show, reduces the likelihood that students will read proficiently by 3rd grade, increases the chances of poor academic performance in middle school and increases the likelihood that students will drop out in high school.

The benefits of arts - integrated learning alone has shown distinct correlations to higher academic performance and improved student understanding, retention, behavior, attendance, and self - esteem.

Measuring Academic Performance: The Case for Focusing on Grades Despite all the attention to standardized tests, a growing body of research shows that achievement test scores are not strong predictors of whether students will graduate from high school or college.

Adding to these anecdotal findings by practitioners in their respective schools, the short and long - term benefits of SEL are well - documented, with studies showing student gains in academic performance and higher graduation rates.

In December 2002, the Pennsylvania Department of Education released a comprehensive five - year study that shows that Pennsylvania's Charter schools have demonstrated a solid record of academic performance, a high level of parent satisfaction, and that Pennsylvania has built a solid foundation for the future of charter schools.

What the graphs don't and can't show, however, is that NHA's claims of high academic performance may be inflated.

Excelling in science, for example, is no assurance that high - level performance will be shown in other academic areas.

These results are highlighted in CCSA's Chartering and Choice as an Achievement Gap - Closing Reform: The Success of California Charter Schools in Promoting African American Achievement, which shows that, overall, charter schools in California are effectively accelerating the performance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional publperformance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional publPerformance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public schools.

Every academic study on the performance of mutual funds has shown that lower fees are associated with higher returns.

They may set unhealthily high standards for academic performance and show significant upset if they can not meet their own expectations.

The outcomes show positive change in pupil behaviour and emotional wellbeing, leading to higher attendance, less class disruption and better academic performance».

Results indicate children whose families participated in the FAST program showed higher levels of academic performance, social skills, and lower levels of aggressive behaviors than those in the FAME program.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Studies show that the development of these non-cognitive skills, collectively known as social and emotional learning (SEL), is tied to better academic performance, higher college retention rates, increased employment rates and wages, and better overall health and well - being, including a lower risk of substance abuse, obesity, and criminal activity.