Sentences with phrase «education outcome data»

That is not to say that all international education outcome data are meaningless.

Overview of Central Texas education outcomes data by income, gender, and ethnicity given by E3 Alliance President Susan Dawson for -LSB-...]

Not exact matches

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...

They measured educational outcomes using standardized tests and looked at demographic data, including attendance and suspension; race and ethnicity; free and reduced price lunch status; and participation in gifted education, special education, or programs for English learners.

Diabetes education significantly improves outcomes among people with the condition, leading to reduced blood sugar, blood pressure and cholesterol levels, according to data presented by the Diabetes Self - Management Education Program from New York - Presbyterian Hospital today at AADE14, the American Association of Diabetes Educators Annual Meeting & Exeducation significantly improves outcomes among people with the condition, leading to reduced blood sugar, blood pressure and cholesterol levels, according to data presented by the Diabetes Self - Management Education Program from New York - Presbyterian Hospital today at AADE14, the American Association of Diabetes Educators Annual Meeting & ExEducation Program from New York - Presbyterian Hospital today at AADE14, the American Association of Diabetes Educators Annual Meeting & Exhibition.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aoutcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

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).

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

In a case study for The 74, Matt Barnum tries to unpack why the Louisiana Department of Education ended its data - sharing agreement with researchers from MIT and Duke after they released a study of the Louisiana voucher program that relied on just one year of outcome data.

Monitoring and reporting: Monitoring progress and having the data to do this helps education leaders and stakeholders to see whether the package of initiatives in place has sufficient breadth and reach to shift overall student outcomes.

«EvaluPac» provides ROI data and education program outcomes reporting.

AEI's Rick Hess and Results for America's Bethany Little recently released a set of recommendations for a bipartisan «moneyball» approach to education, one that would help state and local school systems use data and evidence to improve student outcomes.

States therefore have greater need for trustworthy data on education outcomes.

Federal and state officials collect data about the characteristics of students with disabilities and certain outcomes for those students, but little is known about the quality of education they receive, according to a report from the Editorial Projects in Education Researceducation they receive, according to a report from the Editorial Projects in Education ResearcEducation Research Center.

The Education Department has been slowly gathering itself together over the past decade to review states» mandatory annual IDEA «performance plans» on the basis of student outcomes, in addition to bureaucratic compliance with sundry procedural and data - reporting requirements.

Using data from the Texas Education Agency, I evaluated how the APIP affected education outcomes in participating schools in the years following implemEducation Agency, I evaluated how the APIP affected education outcomes in participating schools in the years following implemeducation outcomes in participating schools in the years following implementation.

In their work at the Project for Policy Innovation in Education, Kane and his colleagues have been working with school districts around the country, using data to evaluate hiring and certification policies for teachers, public school choice systems, and the effect of charter and pilot schools on student outcomes.

To shed light on these debates, I examined national data on a variety of outcomes for students to assess the impact of the first wave of education reforms.

For example, IES provides the foundations of factual information and research with the collection of clear, consistent, high - quality data through the National Center for Education Statistics (NCES).1 It is through the efforts of IES, which conducts its work free from political influence, that we are able to understand trends in our student populations, schools and universities, and an array of inputs and outcomes that span early childhood to adult eEducation Statistics (NCES).1 It is through the efforts of IES, which conducts its work free from political influence, that we are able to understand trends in our student populations, schools and universities, and an array of inputs and outcomes that span early childhood to adult educationeducation.

Gabrielle Doyle, Director of Teaching and Learning at Catholic Education Western Australia, says that by using data walls, several schools are experiencing improved student outcomes.

The draft report, which was commissioned by the Federal Government in March, says that better education outcomes will result from the ability to identify and evaluate better policies, programs and teaching practices based on available data.

Working with the George W. Bush Institute to serve up searchable and comparable city - level reports on education data from over 100 cities in the U.S. to help empower policymakers to improve student outcomes

Identify specific ways in which PISA data can be used to identify strengths and weaknesses of the U.S. education system and support policy actions designed to improve student outcomes.

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.]

Education research and the data that enables it are incredibly powerful tools that help educators and policymakers understand and personalize learning; make good policy, practice, and funding decisions; and improve academic, life, and work outcomes.

The Higher Education Act (HEA) can support state efforts to prepare their educators to use data in support of student learning, to provide meaningful information about teacher outcomes back to the program that trained them, and to enable data systems that provide educators, families, and policymakers the information they deserve while reducing burden on states.

blended learning California charter Colorado Common Core consortium course choice data Disrupting Class distance learning district EMO Florida full - time funding Georgia higher education Idaho implementation Indiana Iowa Keeping Pace law Louisiana Massachusetts Michigan military mobile learning OER Ohio online learning online learning requirement policy quality research outcomes Rhode Island snow day sponsors state virtual schools teacher's role Teaching across state lines Utah virtual schools VSS 2010 Wisconsin

Funded by: U.S. Department of Education - IES Amount: $ 1,000,000 Dates: 7/1/14 — 12/31/18 Summary: The Massachusetts Institute for College and Career Readiness (MICCR) will promote working alliances between researchers and policymakers in the use and interpretation of data and evidence to guide decision - making and improve student outcomes through meetings with MA Gateway City school and government leaders, as well as collaboration between researchers and teachers in the target communities.

The Center for Education Policy Research is a unique partnership among districts, states, foundations, and university - based researchers designed to leverage the overwhelming amount of data to address education policy questions and improve outcomes for all Education Policy Research is a unique partnership among districts, states, foundations, and university - based researchers designed to leverage the overwhelming amount of data to address education policy questions and improve outcomes for all education policy questions and improve outcomes for all students.

Robert Pianta, dean of the University of Virginia's Curry School of Education, explained that Relay is creating a «feedback loop,» using child - level data to measure the outcomes of its teacher - training program, and using those measures to make decisions about program design.

Outcomes for the full sample of 3,000 children were only available with respect to data routinely collected by schools and part of state administrative records, such as days of school attendance and special education status.

We merge information on schools» curriculum adoptions from their SARCs with a longitudinal database containing school and district characteristics and achievement outcomes covering the school years 2003 to 2013, constructed based on publicly available data from the California Department of Education (CDE).

(Clearly, education spending can not go to zero and still produce outcomes, but international data make it clear that beyond a certain expenditure level, putting more funds into a deeply dysfunctional system yields rapidly diminishing returns).

However, no other data set combines measures of early exposure to bilingual education programs with measures of students» outcomes 10 years after high school.

[5] Their data do not enable them to study education outcomes while students are in school, but the findings hint at positive ones.

Subbotina has worked in higher education institutions and nonprofits improving student outcomes through data and evaluation work.

However, three data points cause concern: in combination, they indicate that many of the responding authorizers do not 1) require special education outcomes as part of charter performance contracts; 2) see persistent failure to serve students with disabilities as a behavior that merits serious consequence; or 3) identify themselves as responsible for enforcing special education enrollment proportionality.

Leaving School Empty Handed: A Report on Graduation and Dropout Rates for Students who Receive Special Education Services In New York City This report examines the graduation outcomes of the more than 170,000 children currently classified as having disabilities and in need of special education services in New York City, based on Federal, New York State and New York City data from the school years between 1996 - 1997 and 2003 -Education Services In New York City This report examines the graduation outcomes of the more than 170,000 children currently classified as having disabilities and in need of special education services in New York City, based on Federal, New York State and New York City data from the school years between 1996 - 1997 and 2003 -education services in New York City, based on Federal, New York State and New York City data from the school years between 1996 - 1997 and 2003 - 2004....

The article discusses the use of data - driven decision making in education and school improvement programs, focusing on how its effective implementation can improve student outcomes.

By Shawn Thomas The effective translation of data and information into a cohesive and efficient guide to improved education outcomes -LSB-...]

This tool, the data collected, and related efforts supporting environmental education in the region are in direct support of the Environmental Literacy Goal and Outcomes of the 2014 Chesapeake Bay Watershed Agreement.

Galileo ® K - 12 Online assessments by ATI enable you to harness the power of data to provide a more personalized education and drive improved academic outcomes.

All of this additional data will give schools and local education authorities important information to make more specific changes to improve student outcomes.

His passion is to use data to improve educational outcomes, so he jumped at an opportunity to work in the Louisiana Department of Education, serving as a project manager for the new teacher evaluation platform.

Galileo K - 12 Online assessments enable you to harness the power of data to provide a more personalized education and drive improved academic outcomes.

She is the founding executive director of the Rozhar Education Collaborative, an organization committed to strategically using data to improve learner outcomes.

Michigan was ranked 41st of 50 states in a state - to - state comparison of education outcomes, and 32nd in overall child wellbeing nationwide in the 2017 Kids Count Data Book.

Such timely and comprehensive data are important for educators and policymakers interested in outcomes of secondary education and access to postsecondary education, particularly for students from low income and minority populations traditionally not well served by higher education.

National Assessment of Career and Technical Education: Final Report (2014) summarizes data on the implementation of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV), as well as student participation and outcomes for CTE more generally.

With support from Lumina Foundation for Education and the Bill & Melinda Gates Foundation, the Evaluation Toolkit was developed for two purposes: (1) To develop a freely accessible, research - based resource that will enable outreach programs to more readily and systematically use data and outcome measures to improve service delivery, and (2) promote research that will identify effective program models across outreach programs and document the collective impact of programs by using the evaluation data generated through a common assessment framework.