Sentences with phrase «showing academic improvements»

Under the Senate plan, districts that do not show academic improvement across subgroups could face a loss of the funding flexibility provided in the bill.

Van Buren H.S. Shows Academic Improvements Queens Tribune, January 5, 2017 Southeast and Eastern Queens officials kicked off the new year with some positive news Tuesday morning, announcing that Martin Van Buren High School in Queens Village is just the latest success story to come out of the borough's endeavors for an improved education system... read more.

During the press conference, Cheatham also recognized how great the charge is to show academic improvement for the district's most vulnerable populations, with a particular focus on black students.

Not exact matches

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.

In addition, the children on average showed a roughly 7 - point IQ increase, and teachers and parents reported significant improvements in academic performance and behavior.

Students who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a slight gain.

Studies have shown that schools offering intense physical activity programs have seen positive effects on academic performance such as improvements in math, reading, and classroom behavior — even when the added time takes away from academic instruction time.

Twenty States Increased Academic Proficiency Standards between 2011 and 2013 For the first time since the passage of No Child Left Behind, state standards have risen; all states that show strong improvements have adopted Common Core

This report shows that by placing an average ability student in the least effective, rather than the most effective classroom environment could affect their academic progress by as much as the average improvement across a year.

Research shows that students who take part in high - quality summer learning programs that combine academics, enrichment and physical activity benefit from substantial improvements in their academic achievement, vocabulary and reading skills, social skills, work habits and attitudes, and readiness to learn.

I will say that all my students have shown academic and behavioral improvements due to my implementation of SEL strategies.

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).

By the 2015 - 2016 academic year, the schools are expected to show improvement in attendance and teacher retention, among other factors.

By the 2016 - 2017 school year, they are expected to show «significant improvement in academic achievement.»

George L. Stephenson, chairman of the schools math department, reported that 55 percent of students showed significant improvement in academic performance after this brief smattering of chess instruction.

As the Cato Institute's Neal McCluskey has shown, U.S. public K - 12 spending has skyrocketed over the past 50 years with no improvement in academic outcomes.

And, a growing body of empirical research shows that positive school climate improvement efforts increase academic achievement, reduce bully - victim - bystander behavior as well as student dropout rates and increase teacher retention rates.

Though the University of Arkansas report showed first - year findings concurrent with NBER's, the program's second year resulted in minor academic improvements that may offer insight into the anomaly.

Successful integration programs have shown that community consensus takes time to build and is imperative to the improvement of schools and increased academic achievement for all students regardless of socioeconomic status.

During the first four years following the passage of Prop. 227, the academic performance of over a million immigrant schoolchildren taught in English roughly doubled, while those school districts that stubbornly retained their bilingual education programs showed no improvement whatsoever.

And yet, «results,» or rather, academic improvement, act more like a fig leaf, especially in light of numerous recent studies that show charter schools, taken on the whole, actually do a worse job of educating students than regular public schools.

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

The result: the new formula appears to actually penalize schools in which the majority of students were already achieving at or above grade level, unless that school continued to show marked academic improvement.

With high profile turnarounds operated by charter schools that have shown record gains or modest but steady cultural and academic improvement, the argument that charters can't serve local communities is ebbing.

Today's findings add to the trend of positive news about academic improvement in Arizona, following on the heels of encouraging NAEP and AzMERIT scores that show charter students ranking second in the country and outperforming state averages in every grade level and subject area.

On a whole Denver elementary students showed impressive improvement last year: the percent of students meeting or exceeding grade level expectations increased 4.7 points in English Language Arts and 2.3 points in math; on average elementary students scored better than 56 % of their academic peers across the state in ELA and better than 54 % of their peers in math.

Forster looked at 18 of them and found that 14 showed improvement in the academic outcomes for those students involved with choice programs.

The school has struggled for a long time, although last year its academic results had shown significant improvement.

One year into an aggressive, expensive school turnaround initiative, some of Denver's lowest - performing public schools are showing marked academic improvement by providing an education nearly identical to that of the highest - performing charter schools in the country.

Comparing scores from the 2003 — 2004 academic year with those of two years earlier shows truly startling improvement.

I compared the 83 schools that sustained growth on California's academic program index for two consecutive improvement program years with the 273 schools that showed growth for only one of the two years.

When students have a voice, self - worth, active engagement, and purpose they are more likely to show marked improvements in academic achievement, social awareness and making positive contributions to their school community.

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.

Moreover, students at new school facilities attend an average of 4 additional days of school per academic year and elementary students show increases in teacher - reported effort, providing evidence of additional non-cognitive impacts of school facility improvements.

The National Association of State Boards of Education (NASBE) offers advice to its members: «The recognized need for public schools to support students in areas beyond academics is not new, but recent developments in social - emotional learning (SEL) go beyond what has come before — and are starting to show improvements in both student behavior and academic outcomes.»

Research shows that parent and family engagement in early education and later grades is connected to greater academic achievement and is a significant factor in K — 12 school improvement.

New scores meant to show student improvement for the last academic year reveal a wide discrepancy among Nashville - area districts.

Prior to Common Core Standards, Alabama students were showing astounding academic improvement.

The reactions were quick and painful: «Conservatives bummed by results of Ohio school - voucher study» (Columbus Dispatch); «Ohio Woes: Private School Voucher Program Shows No Sign Of (sic) Academic Improvement» (Americans United for Separation of Church and State); «Tuition vouchers aren't helping Ohio kids learn more, new study finds» (Cleveland Plain - Dealer).

Plus, the 2007, 2008, 2009 and the 2010 Department of Education Reports all show that students who entered the voucher program from SINI schools have shown no improvement in academic achievement.

The Broad Prize for Urban Education and The Broad Prize for Public Charter Schools were created to recognize the public school systems that show the greatest academic performance and improvement while reducing achievement gaps among low - income students and students of color.

Linked Learning is a high school improvement approach that combines strong academics with real - world experiences that is showing promising results all over the country.

An analysis of data from The After - School Corporation's (TASC) national demonstration of a longer school day shows that elementary and middle school students improved their academic achievement, attended school more often and benefitted from improvements in school culture.

In addition to rewarding your students for achieving academic excellence, remember to focus on rewarding students of lower ability who have shown improvement and effort in your class.

Gregory Elacqua has shown, the decade - long academic improvement of Chilean students is also visible on the SIMCE, Chile's own national testing system.

Sadly, extensive research efforts (many of them funded by WFF) on the academic impact of public charter schools have suggested that after 20 years there is little across - the - board improvement to show for it.

We also know that research shows clear links from school libraries and library staff to improvements in student's reading and academic success.

Social and emotional learning (SEL) programs, which previously have shown immediate improvements in mental health, social skills, and academic achievement, continue to benefit students for months and even years to come, according to a 2017 meta - analysis from CASEL, the University of Illinois at Chicago, Loyola University, and the University of British Columbia.

A study of school - wide implementation of classroom meetings in a lower - income Sacramento elementary school over a four - year period showed that suspensions decreased (from 64 annually to 4 annually), vandalism decreased (from 24 episodes to 2) and teachers reported improvement in classroom atmosphere, behavior, attitudes and academic performance.