Sentences with phrase «academic outcomes when»

And they accelerate student learning — research shows schools have better academic outcomes when leadership is shared.

Decades of research have shown that low - income students have better academic outcomes when they attend economically diverse schools.

Not exact matches

And while the academic debate over patient outcomes is a heated one, a rough consensus does emerge when it comes to more complicated surgeries — such as radical prostatectomy, where the prostate gland and some of its surrounding tissue is removed, usually to treat prostate cancer.

I dove deeply into this here, riffing off of an academic paper comparing economic outcomes between terms when D's or R's controlled the White House.

The authors did not find support for another possible outcome suggested in the academic literature: that black students are more likely to be recommended for gifted programs by both black and white teachers when those teachers are part of a racially diverse teaching force.

That the two films detail what are so clearly parallel situations (further underscored by the symmetrical run times) with dramatically different outcomes highlights this academic approach: these are films that are certainly thought out clearly but — especially when dealing with a figure that to this day incites passionate responses from both sides — not nearly felt enough.

Arne Duncan, the new U.S. secretary of education, got this right in Chicago when he made «student connection» one of four outcomes that need to be measured in his school improvement plan efforts alongside student outcomes, academic progress, and school characteristics.

Governments in other lands intervene when schools fail to produce acceptable academic outcomes, but the corrective measures are «sector agnostic,» Berner notes.

And when they mapped those students against their academic outcomes, they found that the disengaged students did not perform much better than the students who were described as uncooperative or challenging behaviours, and they never caught up academically.

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.

It is fruitless to talk about a different system of monitoring - about moving from procedural monitoring to academic - based outcomes - when neither the federal nor many state agencies are geared up to do that.

Below are three collaborative processes that will help students reset expectations and rethink outcomes when they face an academic, emotional, or social challenge.

There have been plenty of studies showing the connections between school culture and academic outcomes, staff recruitment and retention, parental engagement and community support; we all learn best when we are feeling safe, contained and able to thrive.

But these skills are not uniform, however, and unintentionally misnaming them can obscure the differences that research has identified — about when and how they develop, when it's most important to focus on them, and how they predict academic, social, and behavioral outcomes.

In the meta - analysis, grit accounts for about 3 percent of the variance in academic achievement outcomes when it is examined as a single predictor.

Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills,» writes Associate Professor Martin West.

When the conditions are right, a new school operator and new board can dramatically improve academic outcomes.

Evidence suggests that children's academic and social - emotional outcomes improve when adults collaborate across home and school environments to provide consistent, reliable, high - quality learning experiences, particularly during key developmental transitions.

The plan sets a target of 66 % of working - age New Mexicans earning a college degree or post-secondary credential by the year 2030 — a rigorous goal given the current attainment rate of 45 %.1 The plan also sets a vision for New Mexico to be the fastest growing state in the nation when it comes to student outcomes, with a goal to increase the percentage of students who demonstrate readiness to more than 60 % on the state English language arts (ELA) and math assessments.2 These efforts are significant considering New Mexico's historically lower student academic proficiency rates compared to other states and to national averages3, and demonstrate how leaders are driving a sense of urgency to improve.

When kids are happy and feel safe and connected to their school, you see better academic outcomes.

The question has a narrow answer when the respondent is a federal bureaucrat, charged with counting academic outcomes in the aggregate to assess student performance relative to some national metric.

A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills.

Jerlando Jackson, Ph.D. (University of Wisconsin) will work with participants on effectively leading diverse teams in the academy, especially when faculty are involved, to maximize institutional goals and outcomes; he will also discuss strategies for harnessing existing diversity among the academic workforce and cultivating new avenues to increase diversity.

When graphs are produced in collective efforts, the outcomes of the joint efforts and shared academic dialogue facilitate students» communication and understandings of science in authentic settings (Roth & McGinn, 1997).

It's also important to note that the justice system does not spell an end for a student; research cited in the presentation shows when juvenile detention centers are designed to look less like prisons, students have better outcomes in their return to academics.

It is especially important when it comes to charter schools, with the foundational premise of achieving academic outcomes in exchange for autonomy and independence.

Research tells us that when children are supported in being metacognitive (i.e., thinking about their own understandings), they are more likely to be engaged in their learning and that they have better academic outcomes.

A recent study of how parents rank their preferences when they apply to the District's common lottery found that parents care about academic outcomes, but they also generally prefer schools close to home and exhibit an «own - group» preference for race and ethnicity when ranking schools (Glazerman & Dotter, 2016).

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.

Parental engagement with children's learning — when understood this way — can have positive effects on behaviour, attendance, engagement with learning and ultimately with children's academic outcomes.

By moving breakfast to after the bell when students are in attendance, everyone has equal access to the meal and participation soars leading to better academic and health outcomes for kids.

I'm sure there are a number of reasons why this solution may not be feasible, but it sure would provide a disincentive to charters to NOT cull the cream of the crop from public schools then push the more challenging cases out of their schools and into neighborhood public schools, at least not midway through the academic year when the negative consequences of such outcomes are compounded because of the disruption this transience evidently brings to the student and her new schoolmates.

* 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?

You can consider working with professional writers when you feel your written content will have big effect on the outcome of your academic career.

One: Academic research has reached an overwhelming consensus that investors have better long - term outcomes when they diversify widely among asset classes, industries, company sizes, and orientation between value stocks and growth stocks.

A number of factors have been associated with poor school attendance, including low socioeconomic status and low levels of parental education.1 3 In Australia, Indigenous young people have been identified to have significantly worse attendance and school retention when compared with non-Indigenous children, and it has been suggested that this is a key driver of the gap in academic outcomes between non-Indigenous and Indigenous young people.6 — 8 In addition Moore and McArthur9 identified that maternal and family risks, such as family instability, mental illness and drug and alcohol issues, are associated with reduced child participation in school.

When families understand that «happiness», social and emotional wellbeing and positive mental health, all lead to better academic outcomes and lifelong satisfaction, they are more able to partner with educators in valuing play with their children.

When parents experience less conflict with each other, parent - child relationships are more supportive and nurturing, and children fare better on a range of social, emotional, behavioral, and academic outcomes.

In the meta - analysis, grit accounts for about 3 percent of the variance in academic achievement outcomes when it is examined as a single predictor.

When students have an outlet to reflect on personal experiences — from domestic violence to racism, when they hear «it's not your fault, here are some ways to help you manage,» when they learn how to express their emotions, the result is improved academic outcoWhen students have an outlet to reflect on personal experiences — from domestic violence to racism, when they hear «it's not your fault, here are some ways to help you manage,» when they learn how to express their emotions, the result is improved academic outcowhen they hear «it's not your fault, here are some ways to help you manage,» when they learn how to express their emotions, the result is improved academic outcowhen they learn how to express their emotions, the result is improved academic outcomes.