Sentences with phrase «success of the student body»

This student empowerment is reflected in the success of the student body.

Not exact matches

Owen Donnelly, a spokesman for Chartwells, said in an e-mail that the company «denies any wrongdoing and has agreed to resolve the issues so that focus continues to be on nourishing the bodies, minds and spirits of students to pave the way for a lifetime of success and well - being.»

WHEREAS, during the 2013 — 14 school year, Success Academy suspended 11 percent of its student body while district schools suspended just 1 percent, according to a report by the Albert Shanker Institute, at a moment when citywide suspensions are declining, according to the Times; and

«This study supports a growing body of work demonstrating that teaching students a contextual understanding of difference — i.e., recognizing that people's differences come from participating in and adapting to diverse sociocultural contexts — can be leveraged to foster student success and close achievement gaps,» summarizes Hamedani.

Devoutly wishing to enhance minority students» access to academic and career success, and disdaining universities» self - serving desire to assemble racially diverse student bodies at the expense of young people already shortchanged by inferior K — 12 schools, Sander and Taylor show that large minority admissions preferences are hypocritical and a severe disservice to many able students.

Today, The Chronicle of Higher Education ranks CCNY # 2 among public colleges with the greatest success in ensuring the social mobility of our student body; at the same time the Center for world University Rankings places it in the top 1.2 % of universities worldwide in terms of academic excellence.

A growing body of evidence suggests that providing students with simplified information, reminders, and access to assistance during critical junctures, like FAFSA completion and the summer after high school, can help students navigate challenging bottlenecks and transition into collegiate environments where they've already shown the potential for academic success.

90, a resident scholar at the American Enterprise Institute for Public Policy Research in Washington, D.C., says that part of the reason current expanded time schools do show success is because their student bodies are self - selected — families choose these schools.

A growing body of research suggests that college remediation programs — meant to bolster the skills of students deemed underprepared for the rigors of postsecondary study — seem to make very little positive difference to students, and may even have a negative effect on overall success in college.

If you engage your students with a variety of activities, provide personal feedback on assignments, boost your curriculum by taking advantage of the internet tools and resources, and provide safe places for formative assessments (such as practice tests), lots of visuals and a clear direction for success, your body language says: I care about you.

That confusion, coupled with parents» high expectations for success in school and careers, the frustration of having white peers constantly question their «American - ness,» as well as body image and other concerns that are common to all teens are among the factors that put Korean American students at risk for a growing list of emotional and psychological issues.

One of the schools that I work with, United for Success Academy (UFSA), in Oakland, CA, has launched a concerted effort in the last year to address the needs of their ELs who comprise some 90 percent of the student body.

As Professor Geoff Masters, Chief Executive Officer of the Australian Council for Educational Research later commented, «letter grades do not provide useful long - term pictures of student progress because they relate only to short - term success on defined bodies of taught content» (2013).

In 2006, Urban Prep Charter Academy for Young Men (also known as Urban Prep Academies) opened its doors in Chicago's South Side with the goal of providing the young black boys of its student body the tools for post-secondary success.

Again, it is not difficult to visualise the opposite of such practice — undifferentiated teaching that makes no attempt to accommodate the different starting points and learning needs of individuals, delivers the same content to all students, and judges success in terms of the same learning goal (mastery of the body of taught content).

A large body of research indicates that the type of television content children watch is a truer determinant of students» future academic success than the amount of time they spend watching.

A concept paper inviting community - based organizations to partner with the New York City Department of Education (DOE) noted the approach «is based on a growing body of evidence» showing that «an integrated focus» on academics, health and social services, and other community supports are «critical to improving student success.»

A growing body of research shows that learning in diverse classrooms is essential for students» success in college, career, and life.

This despite a large and compelling body of research indicating that the impact of school library programs on student success is derived from the teacher - librarian.

The numerical success that Principal Anello delightfully illustrated is the result of a composite effort of many people, particularly the union between the educators, administrators and parents of the student body.

«These findings support the view that high school performance is an excellent predictor of college success, and that efforts to recruit students from the full range of California high schools may help us fashion student bodies that are more socially diverse and more academically engaged than is possible when admissions criteria are based only on grades and test scores.

An emerging body of data demonstrates that effective family engagement strategies directly impact student learning and success in school.

A growing body of research shows that one of the most important factors influencing the academic success of students is the effectiveness of their teachers.

From the same study referenced aboveboard: «These findings support the view that high school performance is an excellent predictor of college success, and that efforts to recruit students from the full range of California high schools may help us fashion student bodies that are more socially diverse and more academically engaged than is possible when admissions criteria are... Read More

To educate and empower families and improve students» academic outcomes, schools must recognize the diversity of their student body and the barriers to success that they face.

This perspective flies in the face of a substantial body of research showing that well - prepared teachers and principals are the most significant in - school contributors to student success.

The Fordham report looked at two schools that used lotteries for admission, two with open enrollment and two — John Hay and the Cleveland School of Arts — that select their student body, but found that selectivity alone couldn't explain success, particularly since more than 60 percent of students in both Cleveland schools were from poor neighborhoods.

A growing body of research suggests that the design of a learning space can have a significant effect on student success.

Based on current knowledge of best practices that work for our targeted student body, we continually update the instructional program and curriculum content to ensure our students» success.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

A large body of Canadian and international research demonstrates the connection between school library programs and student success, and explores the specific factors that are associated with effective library programs.

In this sense, one could argue that the key to ensuring the success of pregnant teens isn't so much dependent on their segregation from a regular student body as it is the school's ability to provide them with a network of support that is sufficient enough to allow them to focus on school, rather than having to navigate the difficulties of pregnancy alone.