Sentences with phrase «students are less»

Chalkbeat covers more research at When teachers are better at raising test scores, their students are less happy, study finds.

Retained students are less likely to receive a high school diploma by age 20, receive poorer educational competence ratings, and are less likely to be enrolled in any post-secondary education program.

Numerous effectiveness studies have confirmed a statistically measurable reduction in the number of traffic citations and crashes experienced by graduates of TSC's courses, meaning our students are less likely to have

College students are less reliant on credit cards and are more confident about their financial shrewdness, according to a CreditDonkey.com survey.

In other words, writing essay on drug addiction, students are less likely to become drug addictions.

This affects student achievement and attrition because students are less inclined to remain at a challenging school when there is not a strong community of teachers to support them, ones that have worked at the schools for a long time.

Where Mr. Mulcher sees college activism as a sign that students are less interested in joining the teaching force, I see these events as indications that college students are ready to join those of us who have committed our professional lives to making a difference in our public schools and communities.

When teachers are better at raising test scores, their students are less happy, study finds chalkbeat.org/posts/us/2017/...

In planning for a wider variety of learners, students are less likely to fall through the cracks.

Teachers like Diane find that students are less defensive when classroom routines are predictable and consistent.

Unfortunately, low - income students are less likely than more affluent peers to be immersed in secondary school environments that encourage open interaction between them and their peers and teachers, both inside and outside of class.

Students are less likely to score a 21 or higher on the ACT if they are chronically absent and less likely to score proficient on the state's math test.

«As Oregon works towards the goal of 80 percent of adults having a postsecondary degree by 2025, it is important to understand which groups of students are less likely to access postsecondary education and which groups are less likely to persist in college,» says Ashley Pierson, Education Northwest Senior Researcher and lead author of the study.

E3 Alliance's ground - breaking longitudinal study on elementary through middle school math pathways revealed that our most academically prepared low - income and minority students are less likely to enter rigorous math pathways than their peers.

Nationwide, urban students are less likely to have access to dual enrollment opportunities: while they represent 29 % of all high school students, they account for only 24 % of dually enrolled students (Thomas, et al., 2013).

We will have learned that students are less prepared for high school.

But the impact is deeply personal: Students with disabilities, English language learners and other disadvantaged students are less likely to be enrolled in a charter school, and more likely to be kicked out if they do enroll.

In a group, Fleer's students are less hesitant to explore language and the ways it can be put together.

Research has shown that magnet schools keep students more engaged — students are less likely to be absent or skip class — and provide more peer support for academic achievement.

«Students are less likely to show up when they don't feel welcome in school,» she adds.

Teachers» value - added might not represent their contributions to the learning of students with disabilities because these students are less likely than others to have test scores that are used in calculating it.

Rural schools, and schools with large percentages of Hispanic students are less likely to support BYOD.

Disadvantaged students are less likely to graduate in Washington than Texas, according to U.S. Department of Education data.

Sifting through incomplete drafts and repeatedly marking up the same mistakes is tedious — and it means that students are less likely to succeed on their final product.

Or Los Angeles, where overall suspension rates are low and Hispanic students are less likely to be suspended than white students?

High - achieving, low - income students are less likely to apply to or enroll in highly competitive colleges and less likely to complete college than their low achieving, high - income peers.

Early evidence shows recovery - school students are less likely to relapse than students who attend traditional schools after treatment.

Retained students are less likely to receive a high school diploma by age 20, receive poorer educational competence ratings, and are less likely to be enrolled in any post-secondary education program.

A new study out of the University of Texas at Austin finds that students are less likely to attend college if they feel mistreated by school leaders during middle school, according to UT News.

Research shows rural students are less likely to attend selective colleges, have greater gaps between high school graduation and entering college, and are less likely to be continuously enrolled in college.

It shows that chronically absent students are less likely to read by the end of the third grade than demographically similar peers, and shows that chronic absence is concentrated among economically disadvantaged schools and a sub-set of schools.

For a variety of reasons, these groups of students are less likely to attend out - of - school time programs than their elementary - school counterparts and more advantaged peers.

Whatever the cause, there is evidence that African American students are less likely to be assigned to gifted services even if they achieve the same test scores as a non-minority student.

The research is indisputable: Students are less disruptive and do better academically in schools that cultivate the internal motivation of students.

This creates unstable school environments — ones that are more difficult for administrators to manage and in which students are less likely to thrive, emotionally and academically (Teoh & Coggins, 2013 *).

By having deadlines in 5 word increments, students are less likely to procrastinate and then not be able to find all the words they needed.

The State claimed Achievement First Bridgeport Academy demonstrated a better record of achievement then did Bridgeport's public schools, but failed to note that Achievement First's students are less poor, and face fewer language barriers and disabilities.

Studies from multiple states have shown that chronically absent high school students are less likely to graduate.

Think about your lesson / daily routine and consider the areas where students are less engaged, have more frequent behavior challenges, have trouble completing tasks, or have become bored with the current routine.

Certain students are less likely to pay attention to descriptive feedback if it is accompanied by a formal judgment, like a grade or an evaluative comment.

Excerpt: Small school students are less likely to feel alienated and more likely to report a strong sense of belonging.

They have created smaller classes so that students are less anonymous; they have offered conflict resolution programs to help students assertively handle problems; they have required service learning programs to guide students to become more compassionate.

Many in the education policy space are drawn to the idea that students» motivational beliefs about their capacities could boost their engagement in the classroom.21 Specifically, if teachers can reframe students» beliefs about their ability, then students are less likely to fear or refrain from taking on a challenging task and will instead approach their work with optimism, in spite of its apparent difficulty.

However, OECD finds that disadvantaged students are less likely than their peers to use technology in a way that enhances their learning.

As of this writing, this district webpage (near page bottom) notes additional «advantages» to the later start time, including coordination of classes with other districts, research showing students get more sleep and have more success in school, and data suggesting students are less likely to be tardy.

Homeless students are less likely to be able to successfully participate in a lottery or an application process.

Nevertheless, the other 88 percent of students are less than proficient in reading.

According to a 2011 study, magnet students are less likely to be absent or skip class than at non-magnet schools.

The data is very clear, AF students are less poor than students in the district schools, they have less English as a second language needs, they go home to schools where English is usually the primary language and they have less special education needs.

However, the authors of a new study say that minority students are less likely than similar white peers to be in one of five common disability categories — emotional disturbance, intellectual disability, «other health impairment,» specific learning disability, and speech and language impairment.