Sentences with phrase «by education policy researchers»

But the notion of paying teachers on the basis of their ability to improve test scores, often termed «merit pay,» while earnestly debated by education policy researchers, is strongly opposed by teachers unions and is a political nonstarter in many parts of the country.

Not exact matches

Indeed, it is now possible to make a strong case that parent education programs can lead to better parenting all along the continuum of caretaking effectiveness, thereby achieving widespread gains in child development long sought by researchers and policy makers.

Those findings raise important policy questions in areas ranging from education and health to juvenile justice and social welfare, researchers said at a Capitol Hill briefing organized by AAAS.

Dynarski has served on the board of contributors of Evidence Speaks, a weekly series of reports by a standing panel of researchers under the editorship of Russ Whitehurst, with a commitment to elevating the role of methodologically rigorous research in the formation of education and social policy.

The fact that researchers like Salomone are talking about single - gender education represents a sea change in attitudes — and policies and practices, a change that was formalized by the historic rewriting of Title IX of the federal Education Amendmentseducation represents a sea change in attitudes — and policies and practices, a change that was formalized by the historic rewriting of Title IX of the federal Education AmendmentsEducation Amendments in 2006.

West has served on the board of contributors of Evidence Speaks, a weekly series of reports by a standing panel of researchers under the editorship of Russ Whitehurst, with a commitment to elevating the role of methodologically rigorous research in the formation of education and social policy.

For the analysis, released last week by the Center for Evaluation and Education Policy at Indiana University in Bloomington, researchers analyzed data stretching back as far as 1996 from 4th and 8th grade reading and math tests administered by the National Assessment of Educational Progress and from state assessments in those subjects.

By partnering with education and policy leaders to help address their most pressing challenges, the Center for Education Policy Research (CEPR) at Harvard University represents a new paradigm in education research and has become a focal point for education policy researchers across Harvard and around the Uniteeducation and policy leaders to help address their most pressing challenges, the Center for Education Policy Research (CEPR) at Harvard University represents a new paradigm in education research and has become a focal point for education policy researchers across Harvard and around the United Spolicy leaders to help address their most pressing challenges, the Center for Education Policy Research (CEPR) at Harvard University represents a new paradigm in education research and has become a focal point for education policy researchers across Harvard and around the UniteEducation Policy Research (CEPR) at Harvard University represents a new paradigm in education research and has become a focal point for education policy researchers across Harvard and around the United SPolicy Research (CEPR) at Harvard University represents a new paradigm in education research and has become a focal point for education policy researchers across Harvard and around the Uniteeducation research and has become a focal point for education policy researchers across Harvard and around the Uniteeducation policy researchers across Harvard and around the United Spolicy researchers across Harvard and around the United States.

By gathering a critical mass of leading researchers focused on education reform, the Department of Education Reform will be uniquely positioned to have a meaningful impact on education policy research and the quality ofeducation reform, the Department of Education Reform will be uniquely positioned to have a meaningful impact on education policy research and the quality ofEducation Reform will be uniquely positioned to have a meaningful impact on education policy research and the quality ofeducation policy research and the quality of schools.

Cambridge, MA (October 5, 2015)-- On October 5, researchers at the Center for Education Policy Research at Harvard University will release findings from the Best Foot Forward project, an initiative testing whether video technology can help address the challenges faced by teachers and school leaders in implementing classroom observations that are part of teacher evaluation systems.

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.

A look at a forthcoming study by researchers at Western Michigan University and the National Education Policy Center shows that only a third of K12's schools achieved adequate yearly progress, the measurement mandated by federal No Child Left Behind legislation.

That message was echoed by many of the advocates, researchers, and experts who took turns at the figurative bullhorn here last week for the release of «Measuring Up 2008,» the fifth in a biennial series of reports by the National Center for Public Policy and Higher Education.

In three new articles published in Education Next, researchers with the Education Research Alliance for New Orleans (ERA - New Orleans) at Tulane University, directed by professor of economics, Douglas Harris, investigate how schools and student performance have responded to the policy shifts.

On Tuesday, Education Next published a lengthy article by a group of four highly - respected researchers from Mathematica Policy Research Inc. seeking to examine the third hypothesis — that peer influences are an important explanation of KIPP's success.

A new project by a team of researchers associated with Stanford's Center for Education Policy Analysis has produced a database that includes school district test scores, poverty rates, and racial demographics (report on the database's creation here).

«Unless charter enthusiasts can escape deep - seated structural constraints, these independent schools may reproduce stratified layers of student performance, just like garden - variety public schools,» warns the report by researchers with Policy Analysis for California Education.

«Subtle» aspects of family involvement — parenting style and parental expectations, for example — may have a greater impact on student achievement than more «concrete» forms such as attendance at school conferences or enforcing rules at home regarding homework.144 Some researchers, policy makers, and practitioners argue that these subtle forms of family involvement are not easily influenced by schools.145 In contrast, we argue that the value of creating participatory structures in schools lies in its potential for increasing family and community members «sense of engagement in children «s education, and, as a consequence, augment and reinforce the subtle behaviors responsible for improved outcomes.146

The researchers found that six key policies had been implemented by all five states: adopting academic standards for teaching students about the history and culture of America's indigenous peoples, involving Native Americans on advisory boards, promoting Native American languages through teacher certification, allowing students to learn their native language as part of their education program, and providing tuition assistance for college - bound Native American students.

In the study, published as a working paper on the Teacher Policy Research website, researchers from the Curry School of Education at the University of Virginia and the Stanford University Graduate School of Education used data for New York City public schools to examine a reform initiated in 2009 that altered the process by which teachers are granted tenure following their third year of teaching.

Education finance policy researchers, Lawrence O. Picus, Allan Odden, and Michael Goetz, apply their evidence - based approach to estimate the national and state - by - state costs of PreK - 3rd approaches.

To give you a taste of what is coming in Part 2, the arguments can be summarized as: 1) Education does not lend itself to a single «best» approach, so the Gates effort to use science to discover best practices is unable to yield much productive fruit; 2) As a result, the Gates folks have mostly been falsely invoking science to advance practices and policies they prefer for which they have no scientific support; 3) Attempting to impose particular practices on the nation's education system is generating more political resistance than even the Gates Foundation can overcome, despite their focus on political influence and their devotion of significant resources to that effort; 4) The scale of the political effort required by the Gates strategy of imposing «best» practices is forcing Gates to expand its staffing to levels where it is being paralyzed by its own administrative bloat; and 5) The false invocation of science as a political tool to advance policies and practices not actually supported by scientific evidence is producing intellectual corruption among the staff and researchers associated with Gates, which will undermine their long - term credibility and iEducation does not lend itself to a single «best» approach, so the Gates effort to use science to discover best practices is unable to yield much productive fruit; 2) As a result, the Gates folks have mostly been falsely invoking science to advance practices and policies they prefer for which they have no scientific support; 3) Attempting to impose particular practices on the nation's education system is generating more political resistance than even the Gates Foundation can overcome, despite their focus on political influence and their devotion of significant resources to that effort; 4) The scale of the political effort required by the Gates strategy of imposing «best» practices is forcing Gates to expand its staffing to levels where it is being paralyzed by its own administrative bloat; and 5) The false invocation of science as a political tool to advance policies and practices not actually supported by scientific evidence is producing intellectual corruption among the staff and researchers associated with Gates, which will undermine their long - term credibility and ieducation system is generating more political resistance than even the Gates Foundation can overcome, despite their focus on political influence and their devotion of significant resources to that effort; 4) The scale of the political effort required by the Gates strategy of imposing «best» practices is forcing Gates to expand its staffing to levels where it is being paralyzed by its own administrative bloat; and 5) The false invocation of science as a political tool to advance policies and practices not actually supported by scientific evidence is producing intellectual corruption among the staff and researchers associated with Gates, which will undermine their long - term credibility and influence.

Partnering in Education Research Summit Fellows will participate in an annual conference hosted by the Center for Education Policy Research (CEPR), which brings together system leaders and leading researchers to brainstorm new research projects.

``, by Richard Rothstein of the Economic Policy Institute cautions researchers against using poverty or family income when crunching numbers to come up with education policies.

The four finalists were selected by a 17 - member review board composed of education researchers, policy researchers, practitioners and executives from leading universities, and education associations, think tanks, and nonprofits.

The study, conducted by researchers at New York University's Institute for Education and Social Policy, focused on elementary and middle school principals who attended the Aspiring Principals Program, the academy's hallmark institute.

The impact of NYCLA - trained principals on student achievement has been demonstrated through a rigorous, independent study conducted by researchers from the Institute for Education and Social Policy at New York University.

By involving students and educational researchers, evaluators, teachers, planners, policy makers and advocates, SoundOut provides a broad spectrum of activity for students and help them affect schools at all levels: personal through their classes, school activities, and the entire education system.

The eighth annual event, hosted by the Northwestern University Institute for Policy Research and supported by the National Center for Education Statistics, aims to «increase the national capacity of researchers to develop and conduct rigorous evaluations of the impact of education interEducation Statistics, aims to «increase the national capacity of researchers to develop and conduct rigorous evaluations of the impact of education intereducation interventions.

Last year, a landmark study of school improvement («School Improvement by Design,» link: http://bit.ly/70J539) released by the Consortium for Policy Research in Education reported that the America's Choice programs performed significantly better than their major competitors in the field, and the study's researchers stated, «Students in America's Choice schools grew at a significantly faster rate than students in comparison schools and faster than students in all other schools.»

Presenters Margaret Arthofer, Senior Director of Educational Services, Association of California School Administrators Karen DeMoss, Director, Sustainable Funding Project, Bank Street College Kristina LaGue, Professor and Department Chair, California State University, Bakersfield Kim McKenzie, Director of Administrator Services, Shasta County Office of Education Anne Podolsky, Researcher and Policy Analyst, Learning Policy Institute Brandon Ware, Coordinator of Curriculum, Bakersfield City School District Moderated by Tara Kini, Director of State Policy, Learning Policy Institute

Panelists include Jean Grossman, Senior Fellow, K - 12 Education Policy, MDRC; Stephanie Jones, Professor, Harvard Graduate School of Education; Charmaine Mercer, Director of DC Office & Senior Researcher, Learning Policy Institute; David Osher, Vice President and Institute Fellow, AIR; and Charles Smith, Executive Director, Weikart Center for Youth Program Quality; and to be moderated by Caitlin Emma, Education Reporter, Politico.

But it has also been disproportionately promoted by researchers with disciplinary backgrounds in economics (although this is not always the case), and disproportionately rejected so by those with disciplinary backgrounds in education, educational policy, educational measurement and statistics, and the like (although this is not always the case).

This year's finalists were selected from among 75 of the largest districts in the country by a review board of 13 prominent education researchers, policy leaders, practitioners and executives from leading universities, education associations, civil rights advocacy organizations, think - tanks and foundations.

The study out of Harvard's Center for Education Policy and Research by researchers Thomas Kane, Douglas Staiger, et al, entitled, «Assessing the Impact of Newark Education Reforms,» reveals that Newark's public schools are providing positive results for students and that reforms have empowered families to choose better schools for their children.

Our blog presents posts by C - SAIL researchers, Center partners, and guest colleagues to examine the impact of college - and career - readiness (CCR) standards on teaching and learning; interpret state and national policies affecting CCR standards implementation; and present resources for education practitioners, policymakers, and researchers.

Until 30 years ago, education policy was developed mostly by educators and researchers in the field of psychology.

Valencia and Wixson have gathered scholarship from three disparate sources to produce the first integrated review of policy - related research on literacy education: (a) policy analyses that examine policies about literacy in the framework of systemic reform; (b) measurement and evaluation studies, conducted by psychometricians, that examine the assessments mandated by policies; and (c) studies by literacy researchers that attend to policies and literacy - specific content.

The day consisted of a mix of presentations from teachers, researchers and policy professionals, including a keynote speech by Tony Foot, Director of the Education Funding group at DfE.

Our concerns are important, not just because statistics from the Census are quoted by everyone as if they were irreproachably accurate, but also because the statistics are used by governments and researchers to help them set policy on social security, taxation, education, and medical care, among other subjects.