Academic Performance. The academic performance standards shall include at a minimum indicators, measures, and metrics that:
i. Set expectations for student academic achievement status or proficiency, including comparative proficiency and proficiency for all groups of pupils as identified in state-mandated assessments;
ii. Set expectations for student academic growth, including adequacy of growth toward state standards;
iii. Incorporate state and federal accountability systems, including the Tennessee Value-Added Assessment System;
iv. Set expectations for postsecondary readiness, including graduation rates (for high schools); and
v. Provide schools an option to incorporate mission-specific performance measures for which the school has presented valid, reliable, and rigorous means of assessment approved by the State Board.
Academic Performance. The SCHOLAR AWARDEE shall continuously maintain a good scholastic standing that shall be in accordance with the academic standards prescribed by existing PSHS Rules and Regulations.
Academic Performance. It is the intent of both the Employer and the Union, in recognition of the unique nature of this Bargaining Unit (i.e. to be an employee covered by this Collective Agreement a person must be a student of The University of Manitoba) that all employees maintain a level of academic performance that is in accordance with applicable University of Manitoba academic standards. Where a candidate/employee fails to maintain satisfactory academic performance, in accordance with applicable University standards as provided for in The University of Manitoba General Calendar, in courses that are demonstrably applicable to her/his position, such shall be sufficient cause to not offer an employment appointment in accordance with Clause 15.3, or a re-appointment/continuation of employment in accordance with Clause 15.9 or Clause 15.9.4.
Academic Performance. Key Questions used by the SPONSOR in gauging the Community School’s Academic Performance include:
1) Is the Community School rated, at a minimum, “C” and on a clear trajectory toward “B”, and “A” on the state’s academic rating system? See Section (A)(1) of this Exhibit.
2) Is the Community School outperforming comparable schools (e.g. local district schools, and similar community schools statewide)? See Section (A)(2) of this Exhibit.
3) Are the students enrolled in the Community School making substantial and adequate academic gains over time, as measured using the state’s value-added analysis? See Section (A)(3) of this Exhibit.
4) Has the Community School developed, and demonstrated that it has met, school- specific indicators of success that go beyond statutory minimum requirements for student outcomes? See Section (A)(4) of this Exhibit. INDICATORS OF ACADEMIC SUCCESS All grades 3-8 public school students must participate in the Ohio’s state assessments. Each school must administer all required state achievement assessments in reading, mathematics, social studies and science. These state assessments will serve as the primary indicators of academic performance for the Community School.
Academic Performance. Do you think that staying in this school has helped name of student (parent)/you (student) learn more or get better grades? Neither students nor parents attributed improving academic performance to staying in their school of origin. The benefits of the program were seen much more as the psychological benefits of maintaining a social network and community where you are known and supported. Even this benefit was more applicable to elementary than high school students. One high school student said that her “grades were no better from staying at school but she liked seeing her friends”. Another student said that it “isn’t transportation problems, but the family problems that keep her away from school”.
Academic Performance. Because Resident Assistants serve as positive role models, it is important to remain in good academic standing with the College. To remain in good standing, Resident Assistants must be full-time students (enrolled in a minimum of 12 credits per semester), and making progress toward degree completion. Resident Assistants must maintain a minimum 2.25 cumulative GPA each semester of employment. If the cumulative GPA falls below 2.25, the Resident Assistant will be placed on academic employment probation for one semester. Resident Assistants must improve the GPA and academic performance during the semester of academic employment probation. Review of employment will occur if academic performance is not improved during the period of academic employment probation.
Academic Performance. The School meets state assessment targets, including targets for all significant subgroups, and performs at least as well as other comparable schools in the district. The School can demonstrate, where applicable, that it is closing the achievement gap between subgroups.
Academic Performance. Upon graduation, students who meet the requirements of the School of Business and Public Administration for the First Nations University of Canada Co-operative Education Program will receive an appropriate designation on their diploma and transcript.
Academic Performance. LSP Cohort 1 students continue to demonstrate very good academic performance. This is indicated in students’ Fall 2016 semester GPAs (which reflect midterms and final exams grades, class work and/or projects, and attendance). It is worth noting that 72% of the students got “A” (3.6 – 4) in their first academic semester. Two BUE media students submitted appeals for grades reevaluation. Appeals are currently under review and depending on appeal results, students’ grades may change. In addition, University Coordinators’ reports are positive on the majority of the students. University Coordinators also reported that the majority of students have also been very active in a wide range of extra- curricular activities on and off campus. Activities include but are not limited to community service, students clubs, sports, performances, and competitions. Moreover, during the individual meetings with the students, the majority commented that they found the style of teaching at BUE and AASTMT to be informative and enlightening, and that they are able to cope with the load of work and assignments. Few students faced academic challenges during their first academic semester, LSP team met the students to discuss their issues and put together plans to support them.
Academic Performance. Academic performance: Cannabis use during adolescence can impact educational achievement, potentially hindering opportunities for Native American youth.
