Sentences with phrase «education policy analysis finds»

This article by researchers at Stanford's Center for Education Policy Analysis finds that principal turnover in one large urban school district is detrimental to student performance and teacher retention.

Not exact matches

RESULTS Dr Suzanne Rice, Senior Lecturer in Education Policy and Leadership at the University of Melbourne found in her analysis of the national 2016 report that overall Australian achievement had stagnated.

CAMBRIDGE, MA — A new analysis of data from the Education Commission of the States (ECS) finds that almost every state has some type of dual - enrollment policy, which allows high school students who are ready for college work to enroll in college courses while completing their high school programs.

CAMBRIDGE, MA — A new analysis of two recent reports, one by a committee of the National Academy of Science's National Research Council (NRC), the other by Alan Ginsburg, a former director of Policy and Program Studies in the U. S. Department of Education, finds that both reports made factual and analytical errors in their examination of the record of Michelle Rhee as Chancellor of Schools for the District of Columbia from 2007 - 2010.

In its analysis of the eleven waiver applications, the Center on Education Policy found that nine state applicants will base almost all accountability decisions on the achievement of only two students groups; i.e., all students and a «disadvantaged» student group or «super subgroup.»

While I don't have access to a detailed Bay Area analysis, a report from the Learning Policy Institute found that the number of emergency and temporary teaching permits in California tripled, concentrated in difficult - to - staff fields such as special education.

She also founded and co-directs the Stanford Center for Opportunity Policy in Education, which conducts research and policy analysis on issues affecting educational equity and opportPolicy in Education, which conducts research and policy analysis on issues affecting educational equity and opportpolicy analysis on issues affecting educational equity and opportunity.

Rural schools are not getting the policy attention they deserve, the Center for Public Education finds in a new analysis.

Patrick J. Wolf, education policy professor at the University of Arkansas, reports on a meta - analysis of 16 experimental studies of private - school - choice programs, which found achievement gains in reading.

The four authors are distinguished academics, and their careful analysis of the goals and values and, to a lesser extent, the current research in education policy, speaks to another era, one in which those trained in analytic thinking at premier universities found themselves entrusted with the opportunity and the time to draw upon that thinking while being somewhat protected from the slings and arrows of political fortune.

A 2011 meta - analysis study of more than 30 studies (including the oft - cited 2011 Friedman Foundation Report) by the Center for Education Policy found that «the empirical evidence on vouchers is inconclusive and further found that any gains in student achievement are modest if they exist at all» (amicus brief, Schwartz v. López, 2016).

Analysis by independent think tank the Education Policy Institute (EPI) found the proportion of local authority secondaries in deficit rose from 8.8 % in 2013 - 14 to 26.1 % in 2016 - 2017.

Although the DfE does not keep track of CPD, research by the Education Policy Institute found that teachers in England spent on average only four days a year on CPD in 2013 compared with an average of 10.5 days across the 36 countries covered by the analysis.

That's a really dramatic finding because we think the discussion forums are important settings where student engagement and learning motivation gets supported and catalyzed,» Thomas Dee, co-author of the report and director of the Center for Education Policy Analysis at Stanford University, said.

He pointed to a 2009 study by Education Evaluation and Policy Analysis that looked at 22 studies on grade retention and found that well - designed research suggests that holding students back has no effect on student achievement.

Her work has been published in the American Educational Research Journal, Community College Review, Educational Evaluation and Policy Analysis, Educational Researcher, Economics of Education Review, Journal of Higher Education, Journal of Human Resources, Journal of Research on Educational Effectiveness, and the invitation - only journal New Directions for Community Colleges, among others; the findings form her studies have also been widely cited in various news outlets including the New York Times, The Atlantic, the Chronicle of Higher Education, Inside Higher Ed, Diverse Issues in Higher Education, and other outlets.

In its analysis of more than 15,000 high school transcripts from nine diverse school districts in California, 1 the Education Trust - West, a small nonprofit education policy and advocacy organization dedicated to closing opportunity and achievement gaps, found a pattern of schooling that should disturEducation Trust - West, a small nonprofit education policy and advocacy organization dedicated to closing opportunity and achievement gaps, found a pattern of schooling that should distureducation policy and advocacy organization dedicated to closing opportunity and achievement gaps, found a pattern of schooling that should disturb us all.

Eric Taylor, a PhD student who studies the economics of education at Stanford's Center for Education Policy Analysis, found that increasing the amount of time struggling students spend in math class improved math test scores, but the gains did not last in the education at Stanford's Center for Education Policy Analysis, found that increasing the amount of time struggling students spend in math class improved math test scores, but the gains did not last in the Education Policy Analysis, found that increasing the amount of time struggling students spend in math class improved math test scores, but the gains did not last in the long run.

An analysis by the Learning Policy Institute of National Center for Education Statistics data from the School and Staffing Survey found that full - time, alternatively certified teachers are 25 percent more likely to leave the classroom than similar teachers with standard certifications at similar schools.76

A new analysis from the Brown Center on Education Policy at the Brookings Institution found that when it comes to financial incentives, only certain ones make a difference in recruiting more diverse teachers to the profession.

Founded in 2018, Just Equations is a project of The Opportunity Institute, in partnership with LearningWorks, Policy Analysis for California Education (PACE), The Education Trust West, and The Campaign for College Opportunity.

New VAM research was recently published in the peer - reviewed Education Policy Analysis Archives journal, titled «Houston, We Have a Problem: Teachers Find No Value in the SAS Education Value - Added Assessment System (EVAAS ®).»

A report by Policy Analysis for California Education found that the measurements of social and emotional skills in the CORE collaborative were a valid way to track student progress in those areas.