Sentences with phrase «than their academic grades»

Gifted children can often be socially less mature than their academic grade level.

Students are more than their academic grades — you know it and their parents know it.

Not exact matches

Even controlling for grade - point average, men earned more than women who graduated with identical levels of academic achievement.

These methods are typically for building domain authority and trust, rather than anchor text manipulation, and may require high - quality, even academic - grade, content.

That said, my grandfather had a sixth grade education and acquired a broader understanding of the world than Chad, so I believe you can learn regardless of academic background if you have the right atti.tude and desire.

He has one of the three highest academic averages in the history of Mansfield High — he received a B for one marking period in seventh - grade English but nothing lower than an A since — and will certainly become the fourth member of his family named most likely to succeed by his classmates at graduation.

Eastern Christian was established six months ago, and with less than three weeks until the start of the academic school year, 54 students are enrolled in grades six through 12.

Winning the academic rat race is not worth your child's psychological health and happiness, because ultimate success rests on far more than just grades.

Bullying tends to peak in 6th grade, and many students find that the academic challenges of middle school are far more difficult than in elementary school.

A study of seventh - graders revealed that those who put more value on learning than on making good grades were able to push through academic challenges more easily than those who had fixed ideas about how smart they were.

In their white paper on academic integrity, Ms. Levine and Challenge Success have a series of suggestions for parents (and educators) interested in fully supporting the message that honesty is more important than grades.

Currently, only one in five Black or Hispanic students can read or write at grade level, and more than 200,000 Black and Hispanic students could not meet academic standards on this year's state exams.

The pedagogical approach of his HHMI - funded program is equally rare; rather than selecting research students with impeccable academic credentials, Warner's program admits only students with grade point averages between 2.5 and 3.0.

Stellar grades in college could hurt — rather than help — women new to the job market, according to a new study that suggests employers place more value on the perceived «likability» of female applicants than on their academic success.

Approximately equal numbers of women and men enter and graduate from medical school in the United States and United Kingdom.1 2 In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to close.

Benefits to School Life Looking at the lasting impact of LOtC experiences in terms of academic performance, Learning Away's recent research found that school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subject area.

One researcher suggested that recent studies saying current middle school programs focus more on developing a nurturing climate than strong academics, and the emphasis on high - stakes tests in eighth grade, may have spurred some principals to drop service - learning programs, according to Kielsmeier.

Two completed teacher surveys are available for 21,324 of the 8th - grade students — a bit smaller than the full sample of NELS students because some teachers did not complete their questionnaires and some students did not have a class in one or both of the academic subjects randomly assigned to their school for which teacher surveys were administered.

By design, we move students forward grade by grade based largely on the amount of instructional hours they have spent in class — dubbed «seat time» — rather than their mastery of academic skills and content.

A Department of Education 2008 report determined that students who seek to master an academic topic with mastery - oriented goals show better long - term academic development than do their peers whose main goals are to get good grades or outperform others, thus the value of including feedback other than formal grades and of metacognition.

In terms of academic performance, KIPP students» achievement in grade 4 (before entering KIPP) is lower than the district average by 0.09 standard deviations in reading and by 0.08 standard deviations in math, or roughly one - quarter of a grade level in each subject.

Sean explained, «The utility of perceived conscientiousness in predicting how well students do aligns with other research showing that it is how hard students work, rather than their IQ, that is the best predictor of academic grades, but the bigger story is that there is no accuracy at all unless you control for attractiveness bias.»

Rather than purely basing performance on grades and academic performance, the use of a work board related activity can help to create an atmosphere of healthy competition where students can benefit from recognition and reward then and there.

Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.

First - and second - grade students in 1993 who had been kept out of kindergarten until they were older were less likely than other students to draw negative feedback from teachers about their academic performance or conduct in class.

Ask Dr. ShoreAbout Teaching Organization I teach fifth grade and often find myself spending more time helping my students get organized than teaching academic skills.

As with external exams in many other countries, EOC results here are typically reported in terms of specific performance thresholds (such as advanced, proficient, needs improvement) rather than as simple pass - or - fail grades, enabling clearer signals of academic performance.

He contended: «Nationwide less than one quarter of pupils were entered for such a broad academic curriculum in 2012, and less than one in five achieved a C grade in each subject.»

Three years ago, a Connecticut Supreme Court ruling blew the whistle on the inferior and unequal education being provided in Hartford, the state's capital city, where fewer than 10 percent of the students met the academic goals for their grade levels.

In Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8; increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on academic readiness (effect sizes in the 0.4 — 0.6 range) at school entry.

In fact, economists Zvi Eckstein and Kenneth Wolpin show that, among white males who entered 9th grade in the early 1980s, those who failed to graduate from high school had lower academic skills and were less motivated for schoolwork than those who did graduate.

Thanks to Giroux and others, the contemporary classroom - even if it falls short of the critical pedagogues» ideal - increasingly is a block - scheduled site presided over by a teacher who, at least concerning academics, is the guide on the side, eschews grades in favor of portfolios, minimizes ability - grouping, and, rather than being a content provider, is a manager of peer editing, team building, and other processes.

Skeptics of eliminating failing grades must acknowledge that, in our current system, we move students forward grade by grade based largely on «seat time» rather than mastery of academic skills and content.

In a study of 25 second - grade and 21 fifth - grade classrooms, Fisher et al. (1980) found that the more effective teachers had higher amounts of time allocated to academics and higher pupil engagement than less effective teachers.

With its trail markers directed at three different grade levels, each book (United States, World, and Bible) can be used for more than one academic school year and works well with a number of different student abilities learning together.

What they are: The Common Core State Standards are a set of academic standards in language arts and math that have been adopted in more than 40 states and intended to be the guideposts for children from kindergarten through 12th grade to ensure that they are ready for college and employment.

But by the 5th grade, students who received instruction in two languages performed as well as or, in some cases, better than their English - immersion peers on English - proficiency tests and academic - content exams.

It can come as a surprise, therefore, that nationwide less than one quarter of pupils were entered for such a broad academic curriculum in 2012, and less than one in five achieved a C grade in each subject.

Any student having more than 12 unexcused absences or 20 total absences for the entirety of the school year will be automatically retained in the current grade level regardless of academic performance.

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.

Part of Cuomo's frustration is that 95.6 percent of teachers in New York were rated «effective» or «highly effective» during the 2013 - 14 academic year despite less than 40 percent of grade 3 - 8 students being assessed «proficient» on their standardized tests the same year.

These learners are typically found in grades 6 — 12, speak a language other than English (usually Spanish), are often orally bilingual but less adept at academic language, have often moved back and forth between their home countries and the United States, have typically received inconsistent language programming, perform below grade level in reading and writing, and have different needs from those of newly arrived language learners.

Rather than waiting until they know English well to study grade - level academic content, and studying only in English, ELLs work in both their first language and English throughout their instructional program, thus becoming bilingual and biliterate.

When it comes to academics, the report found virtual charters lagging there too, with both schools receiving an overall performance grade, gleaned from testing, of «D.» Some subjects were worse than others.

The «A-F» grading system now places more worth in a school that demonstrates academic progress among students who are Minimally Proficient or Partially Proficient than it does in schools with students who are already Proficient or Highly Proficient.

While California's schools need to do more to help African American students reach academic proficiency, African American students at charter schools are closer to reaching grade - level proficiency than their TPS counterparts.

Even though the school serves students who are coming in, on average, more than one grade level behind, these students were not conscious of any academic barriers.

Basically, its provisions are as follows: If a prospective teacher who has a baccalaureate or advanced degree in an academic major other than education passes the appropriate certification exams and background checks and is hired by a school district to teach in the subject area of preparation in grades 8 - 12, the candidate will be granted a probationary certificate for a maximum of two years, at the end of which time the school district decides, based on the teacher's performance, whether or not to recommend the issuance of full standard certification.

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.

The types of academic and developmental gains observed in children in the EPPSE study are very similar to those observed in U.S. studies on the effects of preschool, although the gains seem to carry through as children continue to later grades with less fade - out than has been observed in the U.S., a finding Melhuish attributes to better primary schools.