Sentences with phrase «education outcomes found»

Furthermore, a study by the Center for Research on Education Outcomes found «a significant negative impact on student academic growth» for charters in states that allow multiple authorizers for charter schools.

Research by Stanford University's Center for Research on Education Outcomes found across 41 regions, urban charter schools on average achieve significantly greater student success in both math and reading.

And in a study of Texas charters, Stanford University's Center on Research on Education Outcomes found that in a school year students in poverty who attended charters had a 14 - day learning advantage in reading and a 22 - day learning advantage in math compared to the same group attending district schools.

The largest nationwide study of charter performance from Stanford University's Center for Research on Education Outcomes found particularly strong outcomes for low - income black and Hispanic students and that recent improvements in charter performance are «mainly driven by opening higher - performing schools and by closing those that underperform.»

A 2009 study from Stanford University's Center for Research on Education Outcomes found that nearly one in five charters performed better than public schools, but 37 percent performed worse.

Using rigorous non-experimental methods, a 2013 study of charters in 16 states by the Center for Research on Education Outcomes found that average charter school effectiveness increased overall, due in large part to closures of poorly performing schools.

Not exact matches

«That is not only unfair, but it's a policy mistake in that those [low - income] kids would be the ones who would benefit the most,» Marr said, adding that a large body of research has found that extra income for poor families improves their kids» health, education, and career outcomes.

(As I point out in the book, a recent study by the National Center for Education Research found that none of the many large - scale character - education programs in use in American schools produces any significant positive oEducation Research found that none of the many large - scale character - education programs in use in American schools produces any significant positive oeducation programs in use in American schools produces any significant positive outcomes.)

They have found that abstinence - only education does not have different long - term outcomes than more comprehensive sex ed and that comprehensive programs teaching safe sex and abstinence together are effective.

Pediatric Therapy Network (PTN) was founded in 1996 by a handful of therapists, parents and volunteers who envisioned an organization that would provide the community with high quality therapy, research and education as it relates to fostering the best possible outcomes for children with special needs.

Some of the many benefits a Postpartum Doula provides for you and your baby include: Better infant care skills Positive newborn characteristics Breastfeeding skills improve A healthy set of coping skills and strategies Relief from postpartum depression More restful sleep duration and quality Education and support services for a smooth transition home A more content baby Improved infant growth translates into increased confidence A content baby with an easier temperament Education for you to gain greater self - confidence Referrals to competent, appropriate professionals and support groups when necessary The benefits of skin to skin contact Breastfeeding success Lessen the severity and duration of postpartum depression Improved birth outcomes Decrease risk of abuse Families with disabilities can also benefit greatly by learning special skills specific to their situation Families experiencing loss often find relief through our Doula services Improved bonding between parent and child.

In a report released earlier this year, the commons education committee also found «no convincing evidence of the impact of academy status on attainment in primary schools», adding that while «some chains such as Harris have proved very effective at raising attainment... others achieve worse outcomes than comparable mainstream schools».

Although the largest effect sizes were observed for cognitive outcomes, a preschool education was also found to impact children's social skills and school progress.

Liberal - Arts Learning Outcomes of Professional Majors,» will present their findings Nov. 21 at the Association for the Study of Higher Education's annual meeting in Washington, D.C.

To paraphrase a spy, scientists often find education - focused conferences and meetings insipid, focused more on the manipulation of vague ideas and ill - defined symbols than on real and meaningful (and measurable) initiatives and outcomes — but these HHMI Professors presented a wide array of well - conceived and - executed (not to mention well - financed) projects that are likely to make a real difference in the education of tomorrow's scientists.

«We did not see statistically significant differences between hatha yoga and a control group (health education) at 10 weeks, however, when we examined outcomes over a period of time including the three and six months after yoga classes ended, we found yoga was superior to health education in alleviating depression symptoms.»

In contrast to our expectations, we found Mexican - American immigrants who spoke English at home had better functional limitations outcomes in comparison to those who did not speak English at home, even when accounting for income, education, sex and age.»

The findings from this study extend those of the Abecedarian Project and other research suggesting that starting a comprehensive early childhood education program early can improve the outcomes of infants and toddlers from low - income families.

They found that this belief was strongly related to the tendency to vote in favor of Brexit and to be happy with the referendum's outcome, regardless of age, gender or education.

Leaders of SMD - funded E / PO programs and Science Education and Public Outreach Forums work together to make individual program metrics, evaluation findings, and outcomes available to the public and NASA in order to communicate the unique capabilities and successes of SMD E / PO and to provide insight into federally funded E / PO efforts.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aoutcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

In a ten - year study by the Wisconsin Center for Education Research on high school interdisciplinary teaching teams, researchers found that team teaching produced positive outcomes for students, and professionalism and morale improved when teams developed collective authority and accountability.

While this could be seen as damning proof that technology does not have the capability to improve educational outcomes, and instead provides a platform for students to be become distracted from learning, Andreas Schleicher, OECD director for education and skills, concluded that schools systems «need to find more effective ways to integrate technology into teaching and learning».

They found that early social competence was a consistent, significant predictor of outcomes in education, employment, criminal justice, substance use, and mental health.

In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter school.

Each of the panelists remarked on the importance — in all areas of global education — of working together with stakeholders in order to tackle a problem, find a solution, and reach an objective outcome.

A 2015 study by Stanford University's Center for Research on Education Outcomes (CREDO) found Newark charter schools outperformed traditional district schools: 77 percent of Newark's charters were more effective at raising test scores in reading, and 69 percent were more effective at raising scores in math.

A 2013 report from the Center for Research on Education Outcomes (CREDO) at Stanford University found that Uncommon's schools «completely cancel out the negative effect associated with being a student in poverty,» concluding that «it IS possible to take innovation to scale and maintain a focus on quality.»

A 2015 report from the Center for Research on Education Outcomes at Stanford University found that students enrolled in online charter schools aren't performing as well as their peers, and many observers have argued that online - only charters should be put out of business.

He also made a plea for assessment in higher education and finding ways to properly measure outcomes.

Similarly, the Stanford University Center for Research on Education Outcomes [4] found in a 2013 study that after only a year, New York City charter school students gained substantially more in reading and math than their traditional school peers.

On Thursday, April 14 at 4 pm, Fordham hosts an event to discuss the findings of its new study on the impact of a well - designed Career and Technical Education program on student outcomes.

Stanford University's Center for Research on Education Outcomes (CREDO) found that NYC charter students gained an additional one month of learning per year in reading over their district - school peers; in math the advantage was five months of additional learning each year.

Until we find out, such visions should be scaled back to more modest proportions, for instance, a district that devotes a few high - school classrooms to innovation education and monitors the outcomes for different types of students.

In response to these findings, Impetus PEF claims that improving post-16 provision is vital to provide a «level playing field» for all young people to succeed and has launched a year long campaign to explore education and training provision for 16 - 19 year olds, with a specific focus on improving outcomes for disadvantaged young people.

Confidence in gross findings can be developed by replication, by averaging results over several time periods, and by using several measures of the development of human capital — not tests alone, but also attendance rates, dropout rates, and promotion rates (a very high - quality assessment will track indicators of human capital such as post-secondary school earnings and higher - education outcomes as well).

That finding corroborates the disappointing results from Stanford University's Center for Research on Education Outcomes (CREDO) 2015 analysis of virtual charter schools nationwide, which used a slightly different analytical approach.

While education represents a fraction of that spent on medical research, this is a massive waste if the findings do not translate into improving outcomes for learners.

School textbooks have been found to play a «critical role» in improving education outcomes in developing countries, but limited access to these learning materials is hampering student progress.

Their summary of the sector's academic outcomes, which draws heavily on a series of studies by the Center for Research on Education Outcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative foutcomes, which draws heavily on a series of studies by the Center for Research on Education Outcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative fOutcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative findings.

And, in 2013, a study by the Center for Research on Education Outcomes (CREDO) found that New Orleans charter schools deliver five months of extra learning per year when compared to similarly situated traditional schools.

She presented her findings and answered your questions on whether California's new education funding system can create better outcomes for Washington students.

Naeyaert cited a Center for Research on Education Outcomes (CREDO) study done by Stanford University that found Detroit school children are learning at a rate of an extra three months in school a year when in charter public schools compared to similar counterparts in conventional Detroit Public Schools.

For example, one study by the Center for Research on Education Outcomes at Stanford University found that charter schools do a better job teaching low income students, minority students, and students who are still learning English than traditional schools.

[9] These more market - like education systems outperformed more centralized ones by a ratio of 15 statistically significant findings to one across numerous different measures of educational outcomes, including:

«A single, amazing year later,» Helen says, «thanks to the mentors, opportunities, and connections I've found through HGSE, I'm in the process of launching an educational technology company that will, hopefully, empower more social entrepreneurs to transform education outcomes.»

Recent large - scale research at Stanford University's Center for Research on Education Outcomes (CREDO) also finds that KIPP teaching is highly effective, with individual students learning far more than their statistical «twins» at traditional public schools.

A study by Stanford's Center for Research on Education Outcomes (CREDO) finds that over the course of three years, Texas charter school students on average gained the equivalent of 17 more days of reading instruction per year than their district school peers.

A study by Kirabo Jackson published in the Fall 2008 issue of Ed Next found that a program that paid students and teachers for passing scores on Advanced Placement tests produced meaningful increases in participation in the AP program and improvements in other critical education outcomes.

The large body of positive findings should continue to give us confidence in the market approach to education reform, but the latest NBER study should serve as a sobering reminder of the limits of our ability to engineer outcomes from above.