Sentences with phrase «academic outcomes resulting»

Academic outcomes resulting from social and emotional learning include greater motivation to learn and commitment to school, increased time devoted to schoolwork and mastery of subject matter, improved attendance, graduation rates, grades, and test scores.

Not exact matches

Or a similar integrity, for, as Anderson writes, «the largest and most rigorous academic study on the results of hormonal and surgical transitioning... found strong evidence of poor psychological outcomes.»

Academic journals are increasingly asking authors to use transparent reporting practices to «trust, but verify» that outcomes are not being reported in a biased way and to enable other researchers to reproduce the results.

This results in a glut of postdoctoral trainees who, even though they are aware that only 14.3 % of PhDs in the life sciences end up in tenure track position 5 years after receiving their PhDs, still strive to become academic researchers themselves (44 % of postdocs in the life sciences name faculty - research as their preferred career outcome - see below).

In theory, retained students were supposed to participate in an enriched, accelerated academic program that would, through additional help and tailor - made interventions, result in a better outcome at the end of the repeated grade or even help the student catch up to his or her classmates.

Too often, teachers tend to blame «undesirable» outcomes or academic results on student absence, attitude to learning, or social / behavioural factors.

The effects of high - stakes testing programs on outcomes such as retention, graduation, and admission into academic programs are different from the results of using grades alone.

Our results confirm that the surveys we administered capture differences in non-cognitive skills that are related to important behavioral and academic outcomes.

The CFSI's current approach mixes inputs such as demographics with outcomes like academic results to arrive at a single score.

Special education can and should result in greater academic achievement, so even teachers added in that category should be contributing to better aggregate outcomes.

Another research team at the University of Arkansas was simultaneously evaluating the same program and presenting early findings at academic conferences, but elected to hold off on publishing their results until they could include a second year of outcome data.

Indeed, at a time when parents are being admonished to develop their children's emotional and social intelligences as much as their academic ones, it may well undermine parents» confidence in a results - based accountability system if all that system does is measure academic outcomes.

The oft - praised community school model in Cincinnati, which is considered a national template, has not resulted in significantly improved academic outcomes for many schools, according to the New York Times.

The results — in terms of academic and other outcomes — speak for themselves.

Experiments, which provide the most credible results, are rare in education, and relatively few studies that address students» outcomes observe the professional norm of having detailed controls for students» background characteristics (including previous academic achievement).

There have been 15 gold standard empirical studies of private school choice and academic outcomes: 10 are positive, 3 are neutral, and 2 are negative — only based upon on results in early years of those two studies.

The first was a quantitative analysis of student academic outcomes, comparing results for schools that received federal School Improvement Grant (SIG) funding to similar schools in the same districts that did not.

The national report compiles results from rigorous empirical studies that examine the academic outcomes of school choice students, the academic effect of competition on public schools, the fiscal impact of school choice on taxpayers and government, racial segregation in schools and the effect of school choice on civic values and practices.

Using Kickboard, educators can quickly establish consistent practices for effective classroom management, resulting in fewer disruptions and disciplinary incidents, and improved academic outcomes.

More importantly, charter schools have been successful educating these at - risk students, resulting in positive academic outcomes.

The potential benefit, say proponents of the law, will be better academic outcomes that result from smaller classrooms.

Parent Interviews, Introduction, Themes, Effective overall, Supportive teachers, Positive student outcomes, Positive family relationships, Improvements, A Day in the Life, STAR Results, Adequate Yearly Progress and Academic Performance Index, School Personnel / Instructional Designer Interviews, Instructional Designer, CAVA Board Members Head of School, Administrative Staff, and Teaching Staff, Leadership Characteristics and Dynamics, Parental Relationships and Contributions, Benefits Associated With This Educational Partnership, Challenges / Areas of Improvement, Teacher Perspectives, Review of Documents

Though the researcher did not directly collect student outcome data, teachers reported that their implementation of IDEA strategies resulted in positive outcomes for students in areas of academic achievement, engagement / motivation, and collaboration skills.

Evaluations have shown that academic results have remained consistent but the outcomes of social - emotional learning and skills based learning have improved.

Educational excellence, Educational Leadership, Instructional Strategies, Learning, Student Engagement, Student Motivation, Teaching Strategies academic outcomes, academic results, IQ, low - income families, low - income households, student engagement, teaching strategies, teenagers

He said the practice, which in some cases has resulted in serious injuries to students, has been linked to negative health and academic outcomes for students and is opposed by a range of groups, including parent organizations, teachers unions, medical and mental health organizations and civil rights advocates.

Assist the district to redefine needs as a result of the FEA activity and establish a new level of change, including new changes in academic and other outcomes for the student population.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Because of NAZA's commitment to effective data use, students receive targeted supports that result in improved academic outcomes.»

Faced with these anemic results, policymakers have continued to search for ways to improve academic outcomes and life chances for low - income students.

The report includes a results framework that defines the desired short term and long term outcomes of community schools, including consistent attendance, family involvement, academic success, healthy students, and safe communities.

Experts believe participation in gifted education services results in positive outcomes such as improvements in academic performance, motivation and engagement with learning.

When states create statewide academic standards, collect information about whether students are meeting those standards, and use that information to improve outcomes, they can get better results for underserved students.

This report collects the results of all available empirical studies using the best available scientific methods to measure how school vouchers affect academic outcomes for participants, and all available studies on how vouchers affect outcomes in public schools.

While policymakers stubbornly pursue this dead end, they ignore evidence from science and educational practice pointing to methods that result in long - lasting improvements in both academic and life outcomes, especially for at - risk children.

As a result, students get better at learning, build a growth mindset, and achieve stronger academic outcomes.

The theory of action behind standards - based reform is to create a coherent policy structure linking academic standards, student assessments, and accountability for results to drive positive student outcomes.

While the anticipated results on student and teacher learning outcomes will be enhanced after a full academic year, many teachers have already begun using an inquiry approach to curriculum design and lesson implementation on a more frequent basis.

Cultural mismatches between the culture of the child and that of its teacher have been empirically shown to result in a range of negative outcomes for the child, including behavioural infractions, low academic outcomes and dropping out of school.

As such, charter schools operate under a much less stringent regulatory environment in which results matter but inputs do not — charter school leaders and teachers have the freedom to run their schools and classrooms as they see fit, and are held accountable only for their students» academic outcomes.

In a recent study, we calculated the consequences for economic growth, lifetime earnings, and tax revenue of improving educational outcomes and narrowing educational achievement gaps in the United States.1 Among other results, we found that if the United States were able to raise the math and science PISA test scores of the bottom three quarters of U.S. students so that they matched the test scores of the top quarter of U.S. kids (and thereby raised the overall U.S. academic ranking to third best among the OECD countries), U.S. GDP would be 10 percent larger in 35 years.

And yet the push for higher academic standards, more rigorous evaluation methods (of both teachers and students) and mandated reforms have not resulted in higher student outcomes.

Alefiya Bhatia believes that involved communities result in higher academic and social outcomes, stronger values, and increased future success for students.

Our outcome - driven Formula for Impact produces incredible results: Fun with a Purpose, Academic Success, Be Great, Do Good, and Healthy Choices!

* How does the pooling of these 13 disabilities mask, convolute, or confuse the academic results of different students with different disabilities in a school or district... and how does this pooling negatively impact a school's analysis of the outcomes — especially when they are unsatisfactory — and the resulting interventions?

Safe and affirming environments have been shown to affect educational outcomes: LGBT students show lower academic achievement than their counterparts as a result of missing school to avoid harassment, being less likely to pursue higher education, and reporting higher levels of depression (Nieto 1992; GLSEN 2013).

As a result of this situation, I developed a three - pronged action plan for the school that called for (1) establishing a calmer, safer learning environment to enable teachers to spend more time on teaching and less time on discipline; (2) cleaning and repairing facilities; and (3) improving student academic outcomes.

Greg Forster of the Friedman Foundation for Educational Choice collected the results of all available empirical studies using the best available scientific methods to measure how school vouchers affect academic outcomes for participants, and all available studies on how vouchers affect outcomes in public schools.

Working to complete dual Bachelor's Degrees in Economics and Bioengineering with a track record of managing escalating responsibilities with exceptional success and working across multi-disciplinary teams to deliver results in engineering, staff leadership and academic advisement outcomes.

To conclude, research results show beneficial outcomes of positive self - esteem, which is seen to be associated with mental well - being, happiness, adjustment, success, academic achievements and satisfaction.