coca vanessa (33 risultati)

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Condizione: Very Good. Very Good Condition. Five star seller - Buy with confidence!

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Cartoné. Condizione: Nuevo.

RUSTICA. Condizione: Nuevo. Condizione sovraccoperta: Nuevo. DISTRF.

RUSTICA. Condizione: Nuevo. Condizione sovraccoperta: Nuevo. DISTRF.

Condizione: New. Idioma/Language: Español. *** Nota: Los envíos a España peninsular, Baleares y Canarias se realizan a través de mensajería urgente. No aceptamos pedidos con destino a Ceuta y Melilla.

Rustica (tapa blanda). Condizione: New. Condizione sovraccoperta: Nuevo. 01. LIBRO.

Condizione: New.

Condizione: New. *** Nota: Los envíos a España peninsular, Baleares y Canarias se realizan a través de mensajería urgente. No aceptamos pedidos con destino a Ceuta y Melilla.

Rústica. Condizione: New. Condizione sovraccoperta: Nuevo. 01. LIBRO.

Condizione: New. &Uumlber den AutorJENNY NAGAOKA is the Deputy Director of UChicago Consortium. Her current work uses linked quantitative and qualitative methods to examine the relationship among high school preparation, college choice, and post-seconda.

Condizione: New.

Cartoné. Condizione: Nuevo.

Condizione: New. &Uumlber den AutorMELISSA RODERICK, PHD, is the Hermon Dunlap Smith Professor at SSA and a co-director at UChicago CCSR where she leads the organization s postsecondary research. Professor Roderick is also the co-director of the Network.

Condizione: New.

Taschenbuch. Condizione: Neu. Neuware - The University of Chicago Consortium on School Research and the To&Through Project's annual look at Chicago Public Schools students' likelihood of obtaining a college degree within 10 years of beginning high school finds that 18 percent of 2016 ninth-graders are projected to earn a bachelor's degree within six years of high school graduation, a number that has held steady since 2015. The report also finds high school graduation and two- and four-year college enrollment have increased over the last 10 years. Four-year college graduation has remained fairly flat since 2009 and persistence rates for CPS students at four-year colleges has been declining since 2011. Across race and gender, CPS students have had increases on important educational milestones, however, progress has been uneven. The gaps in CPS high school graduation rates by gender and race/ethnicity have narrowed since 2006, but remain large. Male and female graduates of all races/ethnicities enroll in two-year colleges at comparable rates, but the race/ethnicity and gender gap in four-year college enrollment has increased. Finally, for those students who enroll in a four-year college, Black and Latino students obtain bachelor's degrees at lower rates than White and Asian students. Eight percent of Black young men who were first-time freshmen in 2016 are projected to obtain a bachelor's degree, compared to 16 percent of Black young women. For the first time, this report looks at achievement on key milestones, including six-year high school graduation and college enrollment, for students with identified disabilities. It finds, overall, graduation rates vary by disability category. Twenty-nine percent of students with behavioral disabilities graduated high school in 2015, a much lower rate than students with other disabilities. Also in 2015, 68 percent of students with learning disabilities graduated high school in six years, a significant increase from 50 percent in 2006. Rates of six-year high school graduation for students with physical and cognitive disabilities remained relatively stable between 2006 and 2015. Across all disability categories, 2015 high school graduates were much more likely to enroll in college than 2006 high school graduates.

Taschenbuch. Condizione: Neu. Neuware - As a college degree is increasingly seen as an essential step in a student's path to a successful future, this new report from the University of Chicago Consortium on School Research and the To&Through Project provides a descriptive examination of two- and four-year college enrollment patterns among Chicago Public Schools (CPS) graduates over the last 10 years. The study finds CPS graduates' immediate college enrollment rates increased over the last decade, with 63 percent of 2015 graduates enrolling in either a two- or four-year college immediately after high school, compared to 50 percent of graduates in 2006. However, many students delay enrollment. Nineteen percent of 2009 CPS high school graduates delayed enrollment, with 40 percent of those who delayed eventually enrolling in two-year colleges and 12 percent of delayed enrollees eventually enrolling in a four-year college. Further, immediate enrollment only tells part of the story. The study finds that 26 percent of CPS graduates who first enrolled in a four-year college transferred to a two-year college within four years of high school graduation, suggesting a need to better understand the factors driving this trend. Sixteen percent of immediate two-year college enrollees transferred to a four-year college within four years. The majority of 2009 CPS graduates who immediately enrolled in college enrolled in four-year colleges. The rate of two-year enrollment increased by 3 percentage points between 2006 and 2015, but the trend in two-year enrollment has recently diverged from the four-year enrollment trend. While rates of four-year enrollment increased since 2013, the rates of two-year enrollment decreased slightly. This means two-year enrollment now accounts for a smaller share of overall college enrollment than it has in the past. The growth in two-year enrollment was mainly at the City Colleges of Chicago. CPS graduates enrolled directly in two-year colleges at lower rates than seen in urban districts and nationally. In 2015, CPS graduates' rate of enrollment in four-year colleges was equal to the national rate at 44 percent, and higher than some urban districts, including New York and Los Angeles, which were 38 percent and 24 percent respectively. Nineteen percent of CPS graduates enrolled in two-year colleges, compared to 25 percent of graduates nationally. In looking at enrollment rates by student subgroup, the report finds Latino graduates had the lowest rates of overall college enrollment and the highest share of two-year college enrollment. Four-year college enrollment rates differed more by poverty level than two-year college enrollment rates. In 2015, 55 percent of graduates from high median income families enrolled in a four-year college, while 39 percent of graduates from low median income families enrolled in a four-year college. Graduates with lower grades and lower ACT scores were less likely to enroll in college and more likely to enroll in a two-year college. The report found variability in the academic characteristics of students who enroll in both two- and four-year colleges. Half of two-year enrollees had at least a 2.5 GPA, and about 40 percent of two-year enrollees had at least an 18 on the ACT. Nationally, the vast majority of four-year enrollees (91 percent) had at least a 2.5 GPA. There was considerable variability in students' GPA by institution attended, and students enrolled in the same colleges had very different ACT scores. The differences in GPA and ACT profiles of CPS graduates are greater across four-year institutions than across two-year institutions. Taken together, these findings suggest a need to better understand the myriad factors that inform students' college choices, as many students in the sample did not enroll in college, despite being qualified, while others did enroll despite relatively low levels of academic preparation.

Condizione: New. &Uumlber den AutorMELISSA RODERICK, PHD, is the Hermon Dunlap Smith Professor at SSA and a co-director at UChicago CCSR where she leads the organization s postsecondary research. Professor Roderick is also the co-director of the Network.

Condizione: New.

Condizione: Nuevo. COLECCIÓN: INFANTIL INFANTIL - ALBUMES ILUSTRADOS | FICCION E HISTORIAS REALES INFANTILES Y JUVENILES.

Taschenbuch. Condizione: Neu. Neuware - 'From High School to the Future: The Challenge of Senior Year in Chicago Public Schools' finds there is much work to do to shift the focus of senior year in Chicago from finishing graduation requirements to preparing for college or employment. This report shows that the majority of CPS seniors have schedules dominated by makeup courses and electives and other non-core subject areas, and students themselves describe senior year as unchallenging and easier than previous years. Over the past several years, 'college and career readiness for all,' has become the mantra of education reform in the United States. The challenges of senior year described in this report, however, demonstrate the magnitude of the problems educators face in creating an educational experience that truly prepares students for life after graduation. This report is designed to inform a discussion of how best to reform senior year, as well as to spark a conversation about the important challenges that precede and follow this pivotal period. The study analyzes the coursetaking patterns of more than 50,000 CPS students in the graduating classes of 2003 to 2009. It looks at the impact of senior year coursetaking on college enrollment and persistence; describes the post-graduation outcomes of CPS graduates with extremely limited access to college; and draws on data from interviews with seniors in three CPS high schools to take an in-depth look at students' experiences during senior year. While the study finds that the highest-achieving students in CPS are generally participating in a rigorous senior year, 'there seems to be no organizing framework and common set of expectations for students who might be college bound but are not the most highly qualified,' said Thomas Kelley-Kemple, report author and senior quantitative analyst at UChicagoCCSR. CPS must also grapple with what senior year should look like for a particularly challenging group of students: the roughly 45 percent of CPS graduates who begin senior year off of the trajectory to attend a four-year college with some level of selectivity. In the fall after graduation, the most common outcome for these students was to be neither working nor in school, the report finds.

Condizione: Nuevo. Juan tenía solo tres años y ya sabía qué quería ser de mayor, bailaor de flamenco. No le gustaba jugar al fútbol ni ningún deporte, como a sus amiguitos de la clase.Decidido a emprender la aventura de aprender a bailar flamenco, y con el apoyo de sus padres, Juan debe enfrentarse a las burlas de sus compañeros y compañeras, ha de romper con los estereotipos sexistas sobre el baile y vencer todos los obstáculos para alcanzar su sueño: ponerse las botas o los zapatos, los pantalones o el vestido de faralaes y el mantón. y bailar. Permitir que los niños y las niñas expresen su creatividad libremente y sin prejuicios los vuelve más sensibles y felices, los familiariza con la diversidad y los capacita para transformar los valores de la sociedad.

Taschenbuch. Condizione: Neu. Neuware - The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. Since 2004, CCSR has tracked the postsecondary experiences of successive cohorts of Chicago Public Schools graduates and examined the relationship among high school preparation, support, college choice, and postsecondary outcomes. The goal of this research is to help policymakers and practitioners understand what it takes to improve the college outcomes for urban and other at-risk students who now overwhelmingly aspire to college. This second report in the 'From High School to the Future' series looks beyond qualifications to examine where students encounter potholes on the road to college. The findings reveal that Chicago students at all levels of qualifications do not successfully navigate the daunting process of enrolling in four-year colleges and too often default to colleges for which they are overqualified. The study relies on qualitative and quantitative data for CPS seniors in 2005: student and teacher surveys, transcripts, college enrollment data reported by the National Student Clearinghouse, and student interviews. Consortium researchers spent nearly two years interviewing and tracking the academic progress of 105 students in three Chicago high schools. The ten case studies included in the 'Potholes' study each highlight a student who struggled at a different point in the postsecondary planning process.

Condizione: Nuevo. COLECCIÓN: INFANTIL INFANTIL - FICCION E HISTORIAS REALES INFANTILES Y JUVENILES.

Condizione: Nuevo. En Joan només tenia tres anys i ja sabia què volia ser quan fos gran, ballarí de flamenc. No li agradava jugar a futbol ni cap altre esport, com als seus amiguets de la classe. Decidit a emprendre lÆaventura dÆaprendre a ballar flamenc, i amb el suport dels seus pares, en Joan ha dÆenfrontar-se a les burles dels seus companys i companyes, ha de trencar els estereotips sexistes sobre el ball i vèncer tots els obstacles per assolir el seu somni: posar-se les botes o les sabates, els pantalons o el vestit de farbalans i el mantó. i ballar. Permetre que els nens i les nenes expressin la seva creativitat lliurement i sense prejudicis els fa més sensibles i feliços, els familiaritza amb la diversitat i els capacita per transformar els valors de la societat.

Cartoné. Condizione: NUEVO. 12 pages/páginas.

Cartoné. Condizione: NUEVO. 12 pages/páginas.