The report also points out that much of the research over the last ten years has been conducted by pro-voucher organizations, and yet these organizations have not conclusively
shown higher academic achievement resulting from vouchers.
Not exact matches
Data gathered from studies
show that while there is a clear link between IQ and
academic success, the correlation between
high achievement and the character traits of conscientiousness and self - discipline is even more pronounced.
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
«Maintaining and improving school integration is important, as previous research has
shown that students of all races who attend diverse schools demonstrate
higher academic achievement in reading, language, mathematics and science,» reported Frankenberg.
The combination of
high expectations and adequate supports has been
shown by several meta - analyses to be one of the most impactful strategies for improving
academic achievement (Hattie, 2009).
These kinds of
high expectations, along with adequate support structures in place, have been
shown to be some of the most impactful strategies for improving
academic achievement.
But it can be hard for schools with
high academic achievement (typically those with affluent populations) to
show much progress over time.
I guess some of that early work done by Marzano
shows that we can actually have
academic achievement scores increase by 20 percentile points and engagement scores go up by 23 percentile points,
higher in classrooms where effective management techniques are being employed.
Social and Emotional Learning: «Research
shows that promoting social and emotional skills leads to reduced violence and aggression among children,
higher academic achievement, and an improved ability to function in schools and in the workplace....
This combination of sensitivity, caring,
high expectations and structure has been
shown to have the best consequences for children, who commonly display
academic achievement, good social skills, moral maturity, autonomy and
high self - esteem.»
For example, many studies
show little or no differences between CTE participants and comparison groups in terms of
academic achievement,
high school graduation or college enrollment.
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.
Research
shows that promoting social and emotional skills leads to reduced violence and aggression among children,
higher academic achievement, and an improved ability to function in schools and in the workplace.
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).
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.
; 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.
Charter schools are evolving and growing to meet parent demand for
high - performing public school options, and these finalists continue to
show that
high academic achievement is possible for all students.
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.
It has been
shown in numerous national studies and surveys that, on average, ELLs under achieve in comparison to their English - speaking peers in
academic domains and that the
achievement gap tends to increase the
higher the grade level (e.g., Fry, 2007; Rumberger, 2007; McNeil et al., 2008).
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
Greenwald et al.'s 1996 meta - analysis found that teachers»
academic skills were
shown to have a positive relationship to student
achievement in 50 percent of the studies they analyzed, a much
higher proportion than for teacher education or experience.
Research has
shown that these programs have positive benefits for students including
higher academic achievement and increased cognitive abilities.
In particular, prior research studies have
shown that access to books during the school day leads to
higher test scores and
academic achievement, even offsetting the -LSB-...]
Given other research
showing kids are more likely to retain faith when attending strongly religious schools, this suggests
high religiosity can also boost
academic achievement.
Research
shows that chronic absenteeism in schools is a primary cause of low
academic achievement and a powerful predictor of which students are at a
higher risk for dropping out.
Numerous studies have
shown that parental involvement is associated with
higher academic achievement.
Research
shows that chronic absenteeism is a primary cause of low
academic achievement and a powerful predictor of which students are at a
higher risk...
Recent surveys and focus groups
show that while parents place a
high value on their child's success they don't fully understand the connection between good attendance and
academic achievement.
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.
The results
show a general correlation between schools that had
high academic achievement and schools with
high scores for school culture - climate / social - emotional factors.
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»:
Millburn Superintendent James Crisfield said he was initially concerned about the
high school showing in the 68th percentile for «academic achievement,» until he saw that the mark was based only on the state's High School Proficiency Assessment and biology test resu
high school
showing in the 68th percentile for «
academic achievement,» until he saw that the mark was based only on the state's
High School Proficiency Assessment and biology test resu
High School Proficiency Assessment and biology test results.
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.
Other research has
shown a strong correlation between
higher levels on the CLASS and more positive social and emotional development and
higher academic achievement.
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.
Although KIPP students have
shown substantial
academic gains, when KIPP took over a regular,
high - poverty public school, serving a non self - selected population, the program failed, indicating that the
academic achievement at KIPP may be due to the
high motivation levels of the students, and not the charter program itself.
Collectively, these studies
show positive, statistically significant effects when
high school students complete college courses, even after controlling for prior
academic achievement and demographic variables.
Safe and affirming environments have been
shown to affect educational outcomes: LGBT students
show lower
academic achievement than their counterparts as a result of missing school to avoid harassment, being less likely to pursue
higher education, and reporting
higher levels of depression (Nieto 1992; GLSEN 2013).
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 public schools.
According to Scholastic, «Research
shows that children whose parents pitch in at school have a better attitude and
higher academic achievement.»
I recommend that recent grads only
show GPAs if they are
higher than 3.5 I would recommend that you identify other top
achievements from your
academic and professional career.
While research has
shown that a secure relationship with an educator results in
higher academic achievement, greater social competence, and fewer behavioral problems, the art and science of building secure relationships is missing from educator preparation and support.
However, recent research has
shown that children exposed to
high levels of adversity may be less prepared to succeed in school, in part due to deficits in executive function skills.6, 7,9,10,11 These deficits may undermine children's abilities to succeed in
academics and develop positive peer and teacher relationships.12, 14,15 This may have long - term implications for school success given that the
achievement gap tends to persist and even widen throughout the school years.16, 17
Other research has
shown a strong correlation between
higher levels on the CLASS and more positive social and emotional development and
higher academic achievement.
Taking the mystery out of executive functions by
showing students how to learn more efficiently while calming their defensive brains leads to better concentration, improved attention,
higher academic achievement and competent social - emotional skills.
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).
Compared to control groups, not only do students who participate in SEL programs demonstrate significant gains in their social and emotional skills; they
show higher levels of prosocial behavior, more favorable attitudes toward school and others, and better
academic achievement.
Parent - child interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem,
academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore,
high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables
show direct links with child adjustment.52
Findings indicate that, regardless of age, children of authoritative parents perform better in school, display fewer conduct problems and
show better emotional adjustment than those raised in non-authoritative homes.12 Adolescents with authoritative parents who balance appropriate levels of supervision, nurturance and democratic decision - making tend to achieve better psychosocial outcomes.12 Studies reveal that adolescents with authoritative parents are associated with less psychological distress,
higher self - esteem,
higher academic achievements, lower levels of delinquency and less substance use.13 Gray and Steinberg13 found that emotional and behavioural problems tended to be associated with the degree of behavioural control and supervision or monitoring.