Sentences with phrase «weak student outcomes»

Weak student outcomes at many for - profit colleges have drawn the attention of policymakers concerned about the waste of taxpayer money and the impact on students who leave college with debt and no degree.

Not exact matches

Bridget Kudrle: «How is this study identifying «strong» and «weak» teachers, on the basis of which they draw their conclusions about future student outcomes?

Second, these increases occur alongside evidence of growing racial gaps in college graduates» labor market outcomes, suggesting graduate school may for some students be a response to the weak post-recession labor market.

A more fine - grained analysis might reveal more about the types of private schools that produce weaker or stronger outcomes for their students.

This analysis indicates that participation in the FTC program has shifted toward schools with weaker track records of improving student outcomes, according to one broad categorization (share of students on scholarships) but not another (religiosity and denomination of school).

In other words, focusing solely on outcomes lets the Harvards of the world breeze by on the strength of their students» natural abilities, while programs with weaker students are punished unfairly regardless of the value they are adding.

There are at least three plausible hypotheses about a closure's potential impact on outcomes for these students: that they would do better, because a closure eliminates their weakest educational option; that their outcomes would be the same, because they would likely transfer to a similarly low - performing school nearby; or that their outcomes would be the same or worse, because even if they transferred to higher - performing schools, the schools may not be well - suited to meet their needs.

Moreover, scholarly studies that seek to control for poverty find that collective bargaining is associated with somewhat stronger, not weaker, student outcomes.

A new study finds that participation in the state's tax credit scholarship program has not shifted toward schools with weaker track records of improving student outcomes.

Various studies in the 1970s and 80s described the limits of higher levels of authority in the governance structure for education, and the relatively weak impact of state policy on student outcomes.294 But loose coupling does not mean that no influence flows from superordinate entities.295 Even as schools are busy developing their own policies and initiatives, they pay attention to demands from «outside the system» when those demands are consistent with the directions in which their organizations are already moving.296

We at EdVisions attempt not only to change how and what students learn, how teachers teach, and how teachers organize, but also attempt to illustrate that different outcomes do not mean weaker outcomes — that transformational learning is a positive, productive path, and worthy of regard.

Students outcomes are a product of the education system as a whole, interacting with other factors, and therefore represent a weak metric of whether the piecemeal change is having a positive impact.

Baton Rouge's student outcomes actually got worse largely because students ended up in schools that were weaker than those they closed.

Critics, in turn, say that Success Academy's academic outcomes need to be regarded skeptically: The network's «high expectations» can prevent certain students from enrolling and can push out weaker students who have enrolled.