Sentences with phrase «schools affect achievement»

How New York City's Charter Schools Affect Achievement.

Mathematica's own defense of its research design was that it could do the study more cheaply if it relied upon readily available data, even though Caroline Hoxby, facing similar data collection problems, nonetheless found a way of tracking students from first grade on («How New York City's Charter Schools Affect Achievement»).

Not exact matches

It is important to understand how depression can affect learning and school achievement to find ways to tweak your approach specifically to your child.

At a time when the corporate education reformers like Governor Cuomo scapegoat teachers, underfund public schools, and push high - stakes testing linked to Common Core as way to justify the expansion of privately - managed charter schools, she has persistently brought forth real facts about how poverty, segregation, and inequitable school funding affect testing and achievement in public schools.

School pupils could be tested for drugs as part of a new government study to determine whether testing can affect youngsters» behaviour, attendance and academic achievements.

Short sleep and poor sleep quality can affect mental health, learning, memory, and school achievement in children.

They have a shorter attention span and less social acceptance — all problems that can affect academic achievement, health and well - being, not just during their school years, but also stretching into adulthood.

Charter schools may adopt policies for reasons that we do not observe and it may be that it is these unobserved reasons that actually affect achievement.

The volume — which includes contributions from a distinguished team of economists, sociologists, and experts in social and education policy — analyzes the ways in which a variety of social and economic conditions affect school performance and educational achievement.

But the media take - away from the Report, that school quality does not affect children's achievement, was disturbing, especially coming one year after passage of Lyndon Johnson's Great Society Programs, a cornerstone of which was that improving schooling for disadvantaged children would reduce economic inequality in the U.S.

The findings, which were released here last week during the annual meeting of the American Educational Research Association, are part of a larger research effort sponsored by the National Science Foundation to explore how the organization of schools and classrooms affects student achievement.

The evaluation report released on 12 April by Mission Australia and the University of Adelaide highlights that quality intensive casework support is critical to the program's success in addressing the multiple and complex barriers that can affect a young person's ability to stay in school, their social participation and achievement of positive learning and self - development outcomes.

Because the presence of charter schools in an area might affect both student achievement and the decisions of families to move to a district, we measured state demographics and student achievement during the 1989 — 90 school year, several years before the first charter laws took effect.

Instead, it is individual student absences, which increase on days when schools remain open despite the bad weather, that affect student achievement, especially in math.

Teaching quality is the strongest predictor of student achievement that schools can affect.

This lesson introduces Interactionism and the inside school factors that affect educational achievement.

It then moves on to look at the outside school factors that could affect educational achievement.

And though the authors of this report acknowledge the «countless intervening factors» that «no doubt affect a school board member's ability to influence district achievement» and which they haven't covered in this report, they nevertheless provide an invaluable guide to policymakers for making a few simple changes in board governance that could effect major improvements for student academic performance.

If the state had turned the MEAP into a high - stakes exam by making high - school graduation contingent on passing it, this would have affected only those students at the bottom of the achievement curve.

However, many education researchers speak and write as though they accept certain contingency - free causal connections — for example, that small schools are better than large ones; that time on task raises achievement; that summer school raises test scores; that school desegregation hardly affects achievement; and that assigning and grading homework improves achievement.

* The majority — 53 percent — said that parents have the greatest affect on student achievement in school; only 26 percent placed that responsibility on the teachers.

For example, the literature on school finance and control is currently absorbed with the question of whether students are affected by the achievement of their schoolmates.

There are many other factors, such as school safety, that affect both teacher absenteeism and student achievement.

Does requiring students to wear uniforms directly affect school environment and student achievement, or is it the equivalent of painting the walls of a crumbling building — merely cosmetic?

These findings also illustrate vividly the problem introduced by the Coleman analytical approach: finding that measured teacher differences have limited ability to explain variations in student achievement is very different from concluding that schools and teachers can not powerfully affect student outcomes.

The Chicago trial provided evidence that the program affected perceptions of school and academic climate and had a small effect on academic achievement over the period covered by the study.

New empirical work, using better data (e.g., that enable researchers to estimate the relative impact of factors affecting student achievement growth from year to year) and more - sophisticated statistical techniques has, in broad terms, reinforced the Coleman Report conclusion that teacher quality is the most important schooling variable.

Once value - added assessments are put in place, it will be possible to isolate the contributions made by the schools, teachers, and programs in raising achievement from external factors also affecting achievement and to act accordingly by following a model of continuous improvement.

Day one provided conference participants with insight into why we can and must narrow achievement gaps, and ways in which our home and institutional lifestyles, as well as our schooling and public policies, affect achievement gaps.

In a 2008 study, we examined whether the academic achievement of special education students was affected by the number of options they had to leave their public school with a voucher.

First, compelling new data confirmed that teacher quality was the most important in - school factor affecting growth in student achievement.

Topics discussed were Measuring Achievement, Calibrating Gaps and Monitoring Progress; How Identity and Culture Affect Achievement Gaps; What Raises Achievement and Narrows Gaps (or not) in Schools; and What Raises Achievement and Narrows Gaps (or not) in Non-School Hours.

Second, because many education policies change the composition of school and classroom peer groups, it is important to understand how such changes may affect student achievement.

Within schools, the incentives that teachers face and their ability to influence the process also affect student achievement.

Here the question is, What is the division of decision - making powers between schools and the government in a country, and how do these divisions affect student achievement?

As reform ideas expand from school choice to educational choice — not just where a child learns but how they learn — more research is needed on the accounts to determine how a menu of educational choices affects student achievement and parent satisfaction over a longer time horizon.

In work published in 1997, Susan Mayer, former dean of the University of Chicago's Harris School of Public Policy Studies, tried to answer this question by carrying out a variety of tests, each of them an attempt to see exactly how much changes in income directly affect student achievement.

«Attainment, achievement, family support, students» social cohesion — all of those fields that schools do that people almost take for granted could be affected.»

A key challenge in drawing lessons from foreign studies is that there are many economic and cultural factors that also affect student achievement, besides the design of the school system itself.

It will conduct intensive site visits in order to identify state and local factors affecting charter implementation and student achievement, and initiate the difficult task of collecting information on the possible consequences of charter schools for American education.

Although a variety of factors affect student achievement, the greatest factor was the reduction of anonymity — going to a school where someone knows you and your name.

Higher Achievement did not appear to affect youth's learning over the course of the summer; the types of peers youth spent time with; the amount of adult support they experienced; or youth's reported criteria for selecting a high school.

(Update: For a review of systemic effect research — how expanded competition affects achievement in traditional public schools — see here.)

There are many factors that may affect student achievement, including school resources, poverty rates, and family education level.

They found that Higher Achievement affected the types of academic and enrichment activities youth engaged in and the extent to which youth engaged in these activities with adults; youth's academic attitudes and behaviors; the high school - related activities youth engaged in; and the extent to which youth's parents participated in the high school application process.

The most striking finding was that charter — high school attendance may positively affect the chance that a student will graduate and go on to college — two critical outcomes that have not been examined in previous research — suggesting the need to look beyond achievement - test scores when measuring the effectiveness of charter schools.

Successful union - management collaboration in public school reform must focus on substantive areas affecting the quality of teaching or student achievement.

The strongest correlates of achievement gaps are local racial / ethnic differences in parental income, local average parental education levels, and patterns of racial / ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly though residential and school segregation patterns.

«It's surprising that the court, which used its bully pulpit when it came to criticizing teacher protections, did not spend one second discussing funding inequities, school segregation, high poverty or any other out - of - school or in - school factors that are proven to affect student achievement and our children.

High turnover also negatively affects the achievement of all students in a school.