Sentences with phrase «than academic growth»

No Child Left Behind emphasized academic proficiency, test scores from a single moment in time, rather than academic growth.

Not exact matches

There is extensive academic research indicating that when government debt rises above 90 percent of GDP for more than five years, this trend will reduce the economy's growth rate by a third.

And perhaps what students need more than anything for these positive academic habits to flourish is to spend as much time as possible in environments where they feel a sense of belonging, independence, and growth — or, to use some of the language of Deci and Ryan, where they experience relatedness, autonomy, and competence.

Remember that play is crucial for brain growth & developmentand far more important than academics for a toddler / preschooler.

Learn from sources other than your advisor: Your mentor may have grown up in a different world entirely, when the world's scientific infrastructure was in the growth mode and opportunities on the academic track were more widely available.

Previous research has found that «process - oriented praise» — praising children for their actions rather than their characteristics, like «good job» or «great work» — can provide children with a «positive growth mindset» that is associated with more persistence after failure and better academic outcomes, Gunderson added.

Over several years, when my children conducted student - led conferences, I learned more about their academic growth than at any parent - teacher conference.

Filmmaker Davis Guggenheim (An Inconvenient Truth) follows a handful of promising kids through a system that he suggests inhibits, rather than encourages, academic growth.

«The recommendations look to an education system where administrators are more concerned with instructional support than administrative details, where teachers are participants in the decision - making process and are provided incentives for personal growth, where students are held to strict academic...

It's not surprising that students in a new setting and instructional model might show less academic growth than those who stayed put.

With better measures of academic growth and a little extra money, states could attract providers to underserved populations, rather than discouraging them as a result of the requirements of current accountability systems.

Her groundbreaking book, Teaching Children to Care — Classroom Management for Ethical and Academic Growth, K - 8 has sold more than 100,000 copies.

If the measures are insufficient and the academic growth of disadvantaged students is lower than that of more advantaged students in ways not captured by the model, the one - step value - added approach will be biased in favor of high - SES schools at the expense of low - SES schools.

Valor Collegiate is the only school in the state to be in the top 1 percent in academic achievement and growth, and more than 80 percent of Valor students say they feel safe and connected to others at the school.

Interestingly, the quantitative difference between an endogenous and neoclassical model framework - with improved skills affecting the long - run growth rate versus just the steady - state income level - matters less than academic discussions suggest.

A teacher whose students show bottom - tier academic growth could be rated no higher than 3 and is most likely to be rated a 2.

As he follows a handful of promising kids through a system that inhibits, rather than encourages, academic growth, Guggenheim undertakes an exhaustive review of public education, surveying «drop - out factories» and «academic sinkholes,» methodically dissecting the system and its seemingly intractable problems.

Establishes a system of meaningfully differentiating all public schools on an annual basis that is based on all indicators in the State's accountability system and that, with respect to achievement, growth or the other academic indicator for elementary and middle schools, graduation rate, and progress in achieving English language proficiency, affords: Substantial weight to each such indicator; and, in the aggregate, much greater weight than is afforded to the indicator or indicators of school quality or student success.

The Every Student Succeeds Act (ESSA) takes a more comprehensive approach to assessing school quality than the No Child Left Behind Act (NCLB), moving beyond NCLB's focus on annual test performance to also consider factors like student academic growth, graduation rates, and rates of proficiency for English language learners.

This rapid growth, mirroring a national trend and pushed by Florida Gov. Rick Scott, comes as charter schools are delivering better academic results and stronger financial controls than at any time in their 15 - year history...

How can performance - based assessments promote student learning and growth rather than academic standing?

Among the findings and research - driven strategies highlighted throughout the Education Leader's Guide to Reading Growth is data from a recent study that shows «struggling - to - successful» readers read approximately six minutes more per day on average than «persistently struggling» readers — findings that may have a long - term impact on a student's academic career.

This rapid growth, mirroring a national trend and pushed by Florida Gov. Rick Scott, comes as charter schools are delivering better academic results and stronger financial controls than at any time in their 15 - year history in the state.

«The [Tulane] authors also report that the [academic] gains were not equal across groups: white students gained more than black students from the reforms,» according to the NEPC, also noting that a large - scale out - migration of higher income students may have resulted in inflated growth scores for the charter schools.

Some of these students have obstacles other than learning disabilities preventing academic growth, but many are impacted by reading disabilities.

In 2011, BART received national recognition from the US DOE - funded New Leaders for New Schools» EPIC program for the academic growth of our students — only 18 charter schools (out of more than 5,000 nationwide) received this distinction.

Rather than focusing on growth and test scores, we take a more holistic approach to improve academics and school culture.

Across that period, charter schools statewide consistently provided greater academic growth than their district peers: on average, charter students over the course of the study saw the equivalent of 34 additional days in reading and 63 in math each year.

The result was more than two years worth of academic growth for 100 percent of my students within the course of a single school year, as measured by NWEA»S Measures of Academic Progress (MAP) assessment, a computer adaptive interim assessment tool that teachers can use to evaluate student learning growth periodically throughout the schoacademic growth for 100 percent of my students within the course of a single school year, as measured by NWEA»S Measures of Academic Progress (MAP) assessment, a computer adaptive interim assessment tool that teachers can use to evaluate student learning growth periodically throughout the schoAcademic Progress (MAP) assessment, a computer adaptive interim assessment tool that teachers can use to evaluate student learning growth periodically throughout the school year.

As he follows a handful of promising kids through a system that inhibits, rather than encourages, academic growth, Guggenheim undertakes an exhaustive review of public education, surveying «dropout factories» and «academic sinkholes,» methodically dissecting the system and its seemingly intractable problems.

Their descriptors for this key factor of student engagement connect to Carol Dweck's work on growth mindset — focus on effort rather than ability, know that you can get smarter, use feedback to promote growth, and build academic stamina and resilience.

A greater emphasis needs to be placed on ensuring that all students achieve at least one year of academic growth each year, rather than on what the average test score for a class or grade is on an assessment.

«Success is not the same for every child, but every child can be successful,» said Burton, who said that academic growth should be weighted more heavily than it currently is.

Second Look: For schools below the first three criteria, CCSA offers a «second look» process whereby schools may submit additional evidence of student academic gains that may demonstrate higher levels of growth than what is seen at other schools.

Additionally, charter schools serving low - income populations are more likely to have high academic status and high growth and less likely to have low academic status and low growth than non-charters serving low - income populations.

Research on today's children shows, more than ever, that students need a sense of belonging in order to attain academic growth.

The data also affirm the continued robust growth of the charter sector, which served fewer than 3,600 students in the 1998 - 99 academic year.

Portrait of the Movement shows that charters are more concentrated than non-charters among schools with high academic status and high growth.

Charter schools are also more concentrated among schools with low academic status and low growth, but proportionally serve fewer students than low - performing non-charters.

These measures tell me way more about my students academic growth and development than standardized tests do.

Under the rating system Illinois is proposing, academic growth is weighted far more heavily than actual scores on the state exams, and schools will get «growth designations» beginning in 2019 - 20.

Schools where students made more than one year's worth of academic growth receive a higher grade.

Strong progress with high test scores means students have strong academic skills and the school is a doing a better job at supporting academic growth than most other schools.

In math, the academic growth was more than six times greater.

On Saturday, September 17, more than 2,500 charter families will assemble for the «Rally in the Valley,» a celebration of charter schools» academic success and growth.

In Boston, the average yearly academic growth for charter school students was more than four times that of their traditional school peers in reading.

While the article raises some interesting points, the headline should not be misinterpreted to mean that a Growth Mindset is more important than academic results.

For example: A study of all 10th - grade students in Chile (more than 160,000 students) showed that holding a Growth Mindset predicted academic achievement across every socioeconomic level.

Improvements have helped the school go from the lowest performing high school in Metro Nashville Public Schools to a student growth level of 5, indicating more than two years of academic growth.

While the experimental public schools showed slightly higher levels of academic growth than traditional schools overall, the number of students performing at grade level was lower than the state average.