Sentences with phrase «education outcomes for all children»

I look forward to continuing to work with her towards greater education outcomes for children not only in The Bronx, but across this city and this state,» said Bronx Borough President Ruben Diaz Jr..

«I look forward to continuing to work with her towards greater education outcomes for children not only in The Bronx, but across this city and this state,» added Díaz.

Inspectors wrote: Strategies to improve the education outcomes for children and young people in Peterborough are having positive results.»

Avni Gupta - Kagan serves as an independent consultant, working to improve education outcomes for children in South Carolina and nationally on a range of issues including human capital management, leadership development, and K - 12 curriculum.

Build school funding pillars that improve education outcomes for all children.

As Atlantic concludes grantmaking, we will focus on supporting our grantees in their efforts to mainstream their evidence - informed work that delivers better health and education outcomes for children and young people.

Not exact matches

Three Perth - based specialist education providers are achieving commercial success addressing literacy concerns as parents seek to drive better outcomes for their children.

According to its website, the foundation focuses on improving education and life outcomes for children.

Features: New and improved designs A3 Size, 170 gsm Gloss Good quality with striking pictures of real people Attractive and eye catching design Developed in partnership with Health, Education and Early Years professionals as well as Sure Start Projects Strong current and relevant theme — Every Child Matters Gives important messages to men and fathers visiting your environment Highlights activities that provide better outcomes for children and young people

• For these and other reasons, although children in mother - stepfather families tend to experience better financial support than children in lone mother households, and their stepfathers tend to be of higher «quality» than their biological fathers in terms of education, employment, psychopathology etc. (McLanahan et al, 2006) their outcomes and adjustment are not superior to children in lone mother households, although there may be cultural variations.

Specifically, for fathers, higher expectations about their children's educational level, and greater level / frequency of interest and direct involvement in children's learning, education and schools, are associated strongly with better educational outcomes for their children, including: • better exam / test / class results • higher level of educational qualification • greater progress at school • better attitudes towards school (e.g. enjoyment) • higher educational expectations • better behaviour at school (e.g. reduced risk of suspension or expulsion)(for discussion / review of all this research, see Goldman, 2005).

Dona Matthews and Joanne Foster's conceptualization of «Mastery» versus «Mystery» approaches for gifted education and gifted child studies unveils the source of conflicting outcomes we see in the gifted education literature.

We also estimated relative indices of inequality (RII) and slope indices of inequality (SII) as summary measures of relative and absolute inequalities of breastfeeding outcomes, respectively, across the entire distribution of maternal education.24 For child IQ, linear regression analyses using GEEs were performed to estimate mean IQ differences in lower maternal education from the reference category in each intervention group and compared between the groups.

Pediatric Therapy Network (PTN) was founded in 1996 by a handful of therapists, parents and volunteers who envisioned an organization that would provide the community with high quality therapy, research and education as it relates to fostering the best possible outcomes for children with special needs.

Participating children had higher rates of high - school completion, lower rates of grade retention and special education placement, and a lower rate of juvenile arrests.32 Another example showing more intensive programming has larger impacts is the Healthy Steps evaluation showing significantly better child language outcomes when the program was initiated prenatally through 24 months.33 These studies suggest that a more intensive intervention involving the child directly may be required for larger effects to be seen.

As we learn more about the mechanisms for these impacts, both direct and indirect, research will demonstrate the most effective approach to link home visiting services and early childhood education and child care programs to more fully realize positive outcomes.

Some of the many benefits a Postpartum Doula provides for you and your baby include: Better infant care skills Positive newborn characteristics Breastfeeding skills improve A healthy set of coping skills and strategies Relief from postpartum depression More restful sleep duration and quality Education and support services for a smooth transition home A more content baby Improved infant growth translates into increased confidence A content baby with an easier temperament Education for you to gain greater self - confidence Referrals to competent, appropriate professionals and support groups when necessary The benefits of skin to skin contact Breastfeeding success Lessen the severity and duration of postpartum depression Improved birth outcomes Decrease risk of abuse Families with disabilities can also benefit greatly by learning special skills specific to their situation Families experiencing loss often find relief through our Doula services Improved bonding between parent and child.

Although the largest effect sizes were observed for cognitive outcomes, a preschool education was also found to impact children's social skills and school progress.

This collaboration will leverage the strengths of both the child welfare and education systems, resulting in better outcomes for children,» said Department of Social Services Commissioner Al Dirschberger.

Rather, we felt our charge was to recommend a set of tangible actions the Governor and Legislature could undertake to improve the current system of public education in New York so as to produce better outcomes for our children.»

A lifelong change agent and advocate for high quality education for all children, Dr. Cash comes to Buffalo, NY, with over 20 years of executive leadership experience in education, and successful outcomes for children as past superintendent in Memphis, Tennessee; and Martha's Vineyard, Massachusetts.

Chris Keates, General Secretary of the NASUWT, said: «Our public education system is a promise we make to the nation's children and young people that they will have opportunity, high quality, good outcomes and an expectation of success for all.

Furthermore at a time when both major parties have adopted very similar education policies, the quality of public debate would be diminished if no one in the House of Commons were able to bring forward evidence that may lead to better educational outcomes for the nation's children,» Mr Brady argued.

After accounting for children's age, parental education levels, household income, family structure and family health outcomes such as maternal mental health, and type of health insurance used, the differences remained.

As a not - for - profit organization, the University of Michigan C.S. Mott Children's Hospital depends on generous gifts from our supporters to infuse strength into our patient care, research and education, ultimately yielding new knowledge and better outcomes for our Little Victors.

Through a series of graduate - level courses, the Equity and Excellence in Education (EEE) program is helping school staff discover how educators can unconsciously contribute to uneven outcomes for children.

Key Measures Special educational needs key measures include a single assessment process (0 - 25) which is more streamlined, better involves children, young people and families and is completed quickly; An Education Health and Care Plan (replacing the statement) which brings services together and is focused on improving outcomes; An offer of a personal budget for families with an Education, Health and Care Plan; A requirement for local authorities and health services to jointly plan and commission services that children, young people and their families need; A requirement on local authorities to publish a local offer indicating the support available to those with special educational needs and disabilities and their families, and; The introduction of mediation opportunities for disputes and a trial giving children the right to appeal if they are unhappy with their support.

The National Center of Education and the Economy, through its Center on International Education Benchmarking, is working to build a community of researchers interested in investigating how a small set of countries and states have managed to build and sustain educational systems that manage routinely to produce higher and more equitable outcomes for children and youth.

The No Child Left Behind law — the 2002 update of the Elementary and Secondary Education Act — effectively scaled up the federal role in holding schools accountable for student outcomes.

We need to ensure that this process is not about reducing numbers, cutting funding, changing terminology and doing the same things, it is about improving the outcomes of all children and young people by offering a high quality education system that meets their individual needs and prepares them for adulthood in the 21st century.

If play and education are to interact to ensure optimal outcomes for school children, it is vital that the growing diversity of new play equipment is fully accommodated in schools across the UK

Luckily, policymakers have plenty of proven levers: expand income support for families as the EITC, [27] reduce food insecurity while improving maternal health and birth outcomes through a robust SNAP, [28] maintain children's access to Medicaid, [29] and continue to work towards improving the equity and quality of general education.

A handful of experimental studies have documented that early - education programs promote school achievement, especially for children at risk for poor school outcomes.

The Brookings Institution, the Center for American Progress and the Thomas B. Fordham Institute have joined together to publish Education Governance for the Twenty - First Century, a new book that looks at how America's fragmented and decentralized system of education governance impedes school reform and how governing arrangements might be further altered to produce better educational outcomes for Education Governance for the Twenty - First Century, a new book that looks at how America's fragmented and decentralized system of education governance impedes school reform and how governing arrangements might be further altered to produce better educational outcomes for education governance impedes school reform and how governing arrangements might be further altered to produce better educational outcomes for children.

«If we think we can cut education and it will lead to better outcomes for children, we are kidding ourselves,» he says.

It is well known, for instance, that preschool classrooms in which teachers have bachelor's or higher degrees produce better outcomes for children than classrooms in which teachers have less education.

«For his tireless efforts to strengthen families and to improve outcomes for thousands of children as President and CEO of the Harlem Children's Zone, we are thrilled to award the second Harvard Graduate School of Education Medal for Education Impact to Geoffrey Canada,» Dean Kathleen McCartney saFor his tireless efforts to strengthen families and to improve outcomes for thousands of children as President and CEO of the Harlem Children's Zone, we are thrilled to award the second Harvard Graduate School of Education Medal for Education Impact to Geoffrey Canada,» Dean Kathleen McCartney safor thousands of children as President and CEO of the Harlem Children's Zone, we are thrilled to award the second Harvard Graduate School of Education Medal for Education Impact to Geoffrey Canada,» Dean Kathleen McCartnchildren as President and CEO of the Harlem Children's Zone, we are thrilled to award the second Harvard Graduate School of Education Medal for Education Impact to Geoffrey Canada,» Dean Kathleen McCartnChildren's Zone, we are thrilled to award the second Harvard Graduate School of Education Medal for Education Impact to Geoffrey Canada,» Dean Kathleen McCartney safor Education Impact to Geoffrey Canada,» Dean Kathleen McCartney said.

The online petition states that «there is no evidence that becoming an academy improves the outcomes of our children and young people» and demands that the Department for Education allows local authorities to «take back democratic control of the academies in their area».

Within the new Children and Families Act 2014 are changes to statutory assessment and a replacement of SEN statements with new education, health and care (EHC) plans, introducing a more person - centred approach to assessing need and planning for better outcomes for children and young people aged 0 — 2Children and Families Act 2014 are changes to statutory assessment and a replacement of SEN statements with new education, health and care (EHC) plans, introducing a more person - centred approach to assessing need and planning for better outcomes for children and young people aged 0 — 2children and young people aged 0 — 25 years.

For those association members working in the education market, the year ahead will be focused on providing the best possible advice to schools and settings keen to combine improving their playgrounds, outdoor classrooms and outside spaces with delivering positive learning and physical activity outcomes for childrFor those association members working in the education market, the year ahead will be focused on providing the best possible advice to schools and settings keen to combine improving their playgrounds, outdoor classrooms and outside spaces with delivering positive learning and physical activity outcomes for childrfor children.

The pupil premium research carried out by the Education Endowment Foundation (EEF) has shown how, as part of a whole ‑ school approach, low - cost, high - impact strategies can impacting positively on outcomes for children and young people with SEN and help in narrowing the gap in attainment for our most vulnerable students (http://educationendowmentfoundation.org.uk).

It said: «The Department for Education (DfE) has not sought to track outcomes for cohorts of children who attended different types of early years provider, which would be one way to try to understand the relative effectiveness of different approaches.»

This is the basis for improving children's overall writing outcomes as they progress through our education system.

«The Achievement for All Education Trust will transform lives through improved educational opportunities and outcomes for all children and young people.

«Across the nation, we see first - hand the thoughtful and thorough policy improvements states are implementing to increase student outcomes and prepare our children for the next workforce of America,» stated Jeremy Anderson, president of Education Commission of the States.

The U.S. Department of Education has invited each State education agency (SEA) to request flexibility regarding specific requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of insEducation has invited each State education agency (SEA) to request flexibility regarding specific requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of inseducation agency (SEA) to request flexibility regarding specific requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of insEducation Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive State - developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction.

For example, Head Start has been and continues to be a leader in its focus on family engagement and comprehensive services, on children with disabilities, and on children from diverse cultural and linguistic backgrounds; in its commitments to accountability for program quality; in its investments in the professional development of the early childhood education workforce that led to the development of the Child Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievement gFor example, Head Start has been and continues to be a leader in its focus on family engagement and comprehensive services, on children with disabilities, and on children from diverse cultural and linguistic backgrounds; in its commitments to accountability for program quality; in its investments in the professional development of the early childhood education workforce that led to the development of the Child Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievement gfor program quality; in its investments in the professional development of the early childhood education workforce that led to the development of the Child Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievementChild Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievementchild outcomes, and reduce the achievement gap.

But how can we convince policymakers to increase investment in early care and education and improve life outcomes for at - risk children?

Naeyaert cited a Center for Research on Education Outcomes (CREDO) study done by Stanford University that found Detroit school children are learning at a rate of an extra three months in school a year when in charter public schools compared to similar counterparts in conventional Detroit Public Schools.

Madison Parish Early Reading First Grant Evaluation: Funded by the U.S. Department of Education, this 3 - year project evaluated the implementation and impact of the Bright Futures Early Reading First project on outcomes for children, teachers, classrooms, and families in Madison Parish, Louisiana.