You can use State of Our Cities and review Pleasantville's city report to see
data on academic outcomes, district trends, school finance, college and career pathways, school characteristics and environment.
Collection of
data on academic outcomes among Indigenous students is a necessary step towards bridging the education gap between Indigenous and non-indigenous students, according to a new report...
Not exact matches
Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and
academic language in predicting deep comprehension
outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning,
academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot
data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot
data so as to produce well - justified learning sequences for perspective - taking, complex reasoning,
academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus
on science content (Fischer), social studies content (Selman), and
academic language skills (Snow & Uccelli).
Another research team at the University of Arkansas was simultaneously evaluating the same program and presenting early findings at
academic conferences, but elected to hold off
on publishing their results until they could include a second year of
outcome data.
Fourteen percent of Michigan's charters are both low - performing and do little to improve student achievement, according to Stanford University's Center for Research
on Educational
Outcomes; while just one of the 11 charters shut down in 2015 - 2016 were closed because of
academic failure, according to
data from the Wolverine State's Department of Education.]
Within the limitations of available
data and methods, the empirical evidence is very encouraging for private school choice
on ethnic segregation — just as it is
on academic outcomes, effects
on public schools, fiscal effects and effects
on civic values and practices.
Marisa Castellano and Kirsten Sundell, co-principal investigators of the Rigorous Tests of Student
Outcomes in CTE Programs of Study project, are wrapping up the fourth and final year of
data collection for their study of the effects of POS / career pathways
on student
academic and technical achievement.
The report recommends that «civil rights advocates keep a watchful eye
on ESSA performance
data to show if the new state accountability systems are translating to worse
academic outcomes for historically overlooked groups of students.»
The researcher relied
on verbal reports from the teachers regarding student
outcomes and did not directly collect
data on student testing or
academic improvement.
Indeed, in a 2011 report, the Government Accountability Office noted, «There are no national public
data on military dependent students»
academic progress, attendance, or long - term
outcomes, such as college attendance or workplace readiness.»
This project draws
on two
data sources — large - scale administrative
data from middle and high school students in five large California school districts and a new nationally representative experimental test of a mindset intervention among 9th grade students — to analyze heterogeneity in the effect of a growth mindset
on academic outcomes across different structural positions.
● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing
outcomes for students ● Ensure all schools meet their
academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one -
on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations,
data analysis, school culture, and family investment) ● Study and analyze
data on an ongoing basis ● Work with school principals to develop and implement action plans based
on academic results
Using
data from National Center for Education Statistics (NCES) restricted - use datasets, the NRCCTE also performs secondary
data analyses
on questions of vital import to the field of CTE, including exploring the impact of CTE credit - taking
on academic outcomes and dropout risk.
The first goal is defined as follows: As
data on academic achievement and other student
outcomes are disaggregated and analyzed, one sees high comparable performance for all identifiable groups of learners, and achievement and performance gaps are virtually non-existent.
Reach has as its core mission the improvement of student achievement
outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus
on a set of core habits (student engagement,
academic learning behaviors, differentiation, intentionality,
data analysis, and language and thinking development).
As
data on academic achievement and other student
outcomes are disaggregated and analyzed, one sees high comparable performance for all identifiable groups of learners, and achievement and performance gaps are virtually non-existent.
In a 2011 report, the Government Accountability Office noted, «There are no national public
data on military dependent students»
academic progress, attendance, or long - term
outcomes, such as college attendance or workplace readiness.»
In early October 2017, the Education Department's statistical arm released
data on repayment
outcomes within 12 years of entering higher education for students who started in the 2003 - 04
academic year.20 By combining student surveys and administrative
data from transcripts, financial aid databases, and other sources, these
data allow for the most robust analysis of loan default to date.
Despite decades of research describing the harmful effects of family poverty
on children's emotional and behavioral development, eg,12 - 17 experimental or quasi-experimental manipulations of family income that could go beyond description are rare18 and tend to examine the effect of such manipulations
on physical health or
academic attainment, rather than emotional or behavioral functioning.19, 20 Other analyses of the Great Smoky Mountains
data set have focused
on educational and criminal
outcomes.21 The few studies looking at emotional or behavioral
outcomes tend to have a short time frame.22, 23 Some studies of school - based interventions have followed up with children through to adulthood, 24,25 but we have found none that have looked at the long - term effects of family income supplementation
on adult psychological functioning.