Improving Academic Performance and Achievement of children and youth in foster care Joanna Bermudez Mercy College Summer 2013 Introduction and Problem Statement Approximately fifty percent of adolescents in this country’s foster care system are graduating from high school each year. In NYS, less than forty-four percent of adolescent’s in the foster care system graduate from high school yearly. The outcomes of youth who leave the foster care system between the ages of 18 and 21 are statistically
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“RALATIONSHIP BETWEEN STUDY HABIT AND ACADEMIC PERFORMANCE OF THIRD YEAR ENGLISH STUDENTS IN LINAO NATIONAL HIGH SCHOOL SCHOOL YEAR 2010 - 2011”: AN ENHANCEMENT PLAN A Thesis Proposal Presented to: The Faculty of Graduate School of University of Southern Philippines Foundation Cebu City In Partial Fulfilment of the Requirements for the Degree Master of Arts in Education Major in Educational Management by Erna Sanchez October , 2011
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Effects on City School Districts Abstract The No Child Left Behind Act of 2001 (NCLB) is a federal law that mandates a number of programs aimed at improving U.S. education in elementary, middle, and high school by increasing accountability standards. The aproach of NCLB is based on theories in education that high expectations and goal setting will result in greater educational achievement for most students. High standards for all students as well as educators
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each student is increasingly important for the students’ welfare as well as the society’s hope for success. Yet, it is crucial that teachers should recognize certain basic elements in learning to help students to gear up for greater advancement. One of these basic elements is study habits. In the global setting, Igun (2007) of the Nigerian Universities and Delta State University library stated that the study habits of students in some universities is a common problem because of some factors such
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demands, needs and aspirations of her citizens as well as the nation as a whole since independence in 1957. The first initiative in education taken by Dr. Kwame Nkrumah was the Associated Development Plan that aimed at ensuring that every child of school going age (i.e. 6 years) receives fee free basic education. Education was therefore seen as a process of helping an individual to develop his abilities, interests potentialities and talents to the optimum so as to be useful to himself or herself
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be one of the most valuable skills that they will ever learn. (http://www.mannmuseum.com n.d) William and Johnson conducted an experiment to test a hypothesis or theory as to whether perceptual skills training will enhance reading performance of adolescence in school age children. As a basis for their study these adolescence where placed into three experimental groups of different categories. They are as follows: 1st. Remedial reading instructions, 2nd Reading instructions with spatial skills
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in the life of students. Performance in the school can be measured not only through awards received during graduation or through grades obtained, rather through works where he maybe after graduation. One of the concerns that a teacher, particularly in the college, ought to have is about his former students’ whereabouts after graduation. How are they employed now? It is not a simple case of deriving psychological satisfaction, through, from knowing for instance that a former student has hurdled a
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charter school that serves students grades Pre K through 12TH. In the fall of 2007, College Academy first class to attend was a small class of sixth grade students. Over the years College Academy has seen tremendous growth in both student population and campus expansion. There are 4 campuses, one high school 8TH – 12TH and three elementary schools Pre K – 7TH. The student population is largely comprised of African American students who come from impoverished communities. Because of these factors, all
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Peers Affect Student Achievement? by Eric A. Hanushek, John F. Kain, Jacob M. Markman, and Steven G. Rivkin* December 1999 Abstract Empirical analysis of peer effects on student achievement has been limited, and what exists has been open to question because of the difficulties of identifying peer effects per se. Our strategy to identify peer group effects involves the elimination of problems introduced by unmeasured or mismeasured influences on achievement
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GOFF, ANNE-MARIE, Ph.D. Stressors, Academic Performance, and Learned Resourcefulness in Baccalaureate Nursing Students. (2009) Directed by Dr. David F. Ayers. 135 pp. Despite extensive research establishing that stress affects problem-solving ability and coping, and leads to decreased learning, academic performance, and retention in nursing students, a paucity of research explores specific factors that could enhance these learning processes and outcomes. This explanatory correlational study examines
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