Sentence examples for drive achievement from inspiring English sources

"I think that is something that is not a function only of dollars, but much more importantly, of policies and practices that drive achievement".

Aydagul thinks that the political struggle over education has neglected teachers, and believes that quality won't improve without policies that drive achievement.

Grounded in high-quality research about closing the opportunity gaps that drive achievement gaps, the project recognized schools in New York and Colorado that used the best research-based practices to create rich learning environments for their students.

However, these districts' stronger starting positions and unique capacity also emphasize the reality that, without the right foundation for change, union-management collaboration, and the recognition that opportunity gaps drive achievement gaps, RTTT is likely to do more harm than good.

In February 2013, the Equity and Excellence Commission, a bipartisan group appointed by Secretary Duncan to assess the state of US Education (a much-needed an update to the 1983 A Nation at Risk) pointed to substantial disparities in opportunity, starting at birth, that drive achievement gaps.

There is some evidence that standards can also drive achievement, although here the details of structure and implementation are more critical (Swanson, 2006).

UNICEF's work in Sri Lanka would not be possible without the support of partners and donors, whose funding has helped drive achievements in child survival and development, education, protection, nutrition, social cohesion and emergency response for every child.

A high expectation of oneself drives achievement in all aspects of life--doesn't it?

4) High Stakes Testing: Thinking that testing kids with single statewide high stakes tests will either punish or reward folks into success is just silly - yet we spend outrageous sums of money and time on pretending that testing drives achievement.

It also marked the emphatic establishment of an opposing camp, which rejected the proposition that poverty-related impediments drove achievement gaps, and that saw bad teaching and weak accountability as the root problem.

Driving achievements for children and young people in Sri Lanka.