Sentences with phrase «with high academic score»

As a student who wants to graduate with high academic score, your only and best solution is to ask a legit essay writing service for help.

Not exact matches

With our culture and our nation's emphasis on high academic achievement, the perception that in order to get into college kids need straight As and perfect test scores, increased course work and more complex curricula, teachers are feeling the pressure to cover more material, and to prepare kids for the next grade.

But even with my brave attitude I feel neglectful, leaving them to fend for themselves in the competitive academic jungle of high achievers and perfect scores.

And that eating breakfast in the classroom is associated with higher attendance, improved academic performance, and better test scores?

However children whose mothers were employed when the child was 1 or 2 years old had higher academic scores than kids with full - time moms.

But are high schools — most of which have had to lay off teachers and staff because of budget cutbacks and are struggling to boost academic scores to keep up with new legislation — the best place to teach kids about marriage?

(1) Similarly, ART singletons and ART twins also had comparable test scores, suggesting, say the investigators, that «the higher obstetric risk» identified in ART pregnancies — and particularly in twins — «is not associated with poorer academic performance in adolescence.»

By contrast, in the historiometric approach, a person's IQ is quantitatively estimated based on variables having known correlations with IQ, such as highest level of education, academic honors, scores on college admissions exams, occupation, and preferences.

Before classes even started, my academic advisor suggested that I might want to choose something easier than physics and astronomy, despite coming in with an A + average in high school and scoring in the top 5 percent on the math assessment.

And of the students who score well on the PSAT / NMSQT, indicating a 70 percent likelihood of thriving in an AP course, of those students, six out of ten Asians will take an AP course, [compared with] four out of ten white students and two out of ten African American students... In other words there is a racial break among kids who could achieve at a high level and are being propelled into more challenging academic experiences; that data needs to be understood.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

The Common Core State Standards did a good job of cumulating to college and (they said) career readiness by the end of high school, but that's only helpful if states use those or equally rigorous academic standards and if the assessments based on such standards are truly aligned with them, have rigorous scoring standards, and set their «cut scores» at levels that denote readiness for college - level work.

Those with the highest «grit» scores, as she calls them — with the most persistence — turned out to be the best teachers, based on the academic gains of their students.

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).

The winner at each academic level will be the student who achieves the highest score in any individual game, so it's how the student performs that counts, not how many times they play, (although with practice, scores will obviously improve)!

A 2017 study in Germany has shown academic tracking school students with «considerably higher intelligence score gains» than their non-tracking and comprehensive school compatriots.

This has been looked at in - depth in America and it has been shown that pupils who performed vigorous physical activity at a level that met or exceeded the US Healthy People 2010 guidelines achieved higher academic scores compared with the other pupils.

«College and career ready» means these scores strongly predict that students will be able to succeed doing college - level academics, or with on - the - job training in a position requiring only a high school diploma.

HGSE seeks applicants with scores of 7.5 or higher on the IELTS for Academic Purposes exam, with individual section scores (e.g., reading, writing, listening, and speaking) of at least 7.5 as well.

In a district like mine, with high poverty and minority representation in the schools and terrible academic outcomes, it is an unfortunate given among those middle class people who have succeeded in school (or think they have) that the only reason that the district has such lousy test scores and graduation rates is «the parents.»

The bill would also have required that pupils who transfer into the district be enrolled in a school with an Academic Performance Index score that is higher than the school in which the pupil was previously enrolled.

Naturally, schools with high test scores show the smallest academic gains, while schools with low test scores show the largest academic gains.

But our schools, with their high academic standards, high - stakes tests, and performance bonuses for improved achievement scores — surely our schools are bastions of intellectualism?

It is possible that children in arts - rich schools scored higher on creativity and academic self - concept as a direct consequence of their experiences with the arts.

In middle and high schools, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

Walnut Valley, with 20 percent low - income families and about 10 percent English learners, had among the state's highest Academic Performance Index scores — a system for rating schools based on test scores — before the index was suspended three years ago, with an average of more than 900.

Others include high school graduation rates, and test scores — along with multi-year growth on those scores — of all students and subgroups, including English learners, on the state's academic standards.

To evaluate the academic performance of students in LAUSD Alliance charter schools compared to LAUSD traditional high schools located in the same neighborhoods with similar student demographics, we focus on four variables, each school's rate of attendance, their API (Academic Performance Index) score, the average SAT score per school, and the graduation rate peracademic performance of students in LAUSD Alliance charter schools compared to LAUSD traditional high schools located in the same neighborhoods with similar student demographics, we focus on four variables, each school's rate of attendance, their API (Academic Performance Index) score, the average SAT score per school, and the graduation rate perAcademic Performance Index) score, the average SAT score per school, and the graduation rate per school.

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.

For example, high - scoring countries tend to recruit and retain talented teachers and help them continually improve their classroom skills; they also combine clear, ambitious academic standards for all students with a strong degree of autonomy at the local school level, argues Schleicher, of the OECD.

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.

Work on the Jasper project with students has been successful in «measures of mathematical self - efficacy, academic interest in, and value for mathematical content and problem solving,» including higher standardized achievement scores (Nicaise, 1997, p. 453).

The academic results in the recovery district charters have been remarkably uneven, with some closing because of dismal performance, and other upstarts posting higher scores in some grades than the longtime academic leaders.

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.

And with these students less distracted and more engaged in school, they do better on their academics; they average 11 percentile points higher on standardized test scores than do students without SEL training.

Overall, charter schools in the district scored 29 points higher on California's Academic Performance Index, with low - income students, Latinos, English language learners and blacks all outperforming their peers

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.

At Cameron College Prep, Ms. Tey and her team were able to make significant academic gains with their students, achieving the highest mathematics growth scores in the state of TN during the 2013 -2014 school year.

Millburn High School, long considered one of New Jersey's leading schools, scored a more modest ranking for academic achievement — in the 68th percentile — when compared with the 30 similar schools in its «peer group ranking,» according to the reports.

Louisiana, another state praised by charter - school advocates following the remaking of New Orleans schools after Hurricane Katrina, scored particularly well because of its high growth rate, the number of poor students its charter schools serve and academic growth compared with other public schools in the state.

The new streamlined process comes in addition to the board's existing streamline wavier process for high - performing district with scores of 800 or higher on the Academic Performance Index.

Schools with higher percents of students that are socioeconomically disadvantaged perform more poorly on the Core Index Score, a measurement which combines academic and cultural aspects of schools across California.

Examining test scores in all 50 states, David Madland and Nick Bunker find that a stronger American middle class is associated with higher levels of academic achievement.

Control - treatment outcome comparisons reveal that students at schools with an arts focus combined with arts integration programming scored higher than other types of student cohorts (non arts schools, conventional arts, and academic magnet schools) on both state academic achievement scores and arts integration learning measures.

First, the state will look at a school's relative performance with all students and in closing gaps for «high needs» students based on a number of factors including average scale scores, academic growth, chronic absenteeism, and success in grade 9 courses.

Teachers are the most important in - school factor for student achievement.97 Indeed, research estimates that teachers have two to three times the effect of any other school factor, such as school services and leadership, on student academic performance.98 An oft - cited study underscores the scope of this effect, finding that students with three consecutive high - performing teachers scored approximately 50 percentile points higher than students placed with three consecutive low - performing teachers.99

High progress with high test scores means students have strong academic skills and the school is a doing an excellent job at supporting academic growth compared to most other schoHigh progress with high test scores means students have strong academic skills and the school is a doing an excellent job at supporting academic growth compared to most other schohigh test scores means students have strong academic skills and the school is a doing an excellent job at supporting academic growth compared to most other schools.

The experience of KIPP charter schools indicates students with a stronger academic profile (including higher SAT scores), but lacking in specific character traits, were more likely to drop out

The Graduate School has access to a large number of research centers, academic networks, and grant research projects, and as such ranks extremely high in the H - Index Score, meaning scholars in the field view the School as being both productive and impactful with its research.

In CORE's new system, a school with high test scores won't necessarily be ranked the highest, like it was with California's Academic Performance Index (API), which was discontinued in 2013 to give the state time to transfer over new Common Core - aligned standardized tests and develop a new accountability system.