Sentences with phrase «educational outcomes of students by»

Improve the health and educational outcomes of students by strengthening the practices of the professional school nurse.

Not exact matches

The achievement gap between low - income and wealthy students has grown significantly, exacerbating socioeconomic and racial tensions and heightening the sense of inequality among various underserved communities, as large achievement gaps in educational outcomes based on race and ethnicity remain, or by some accounts, even worsen.

What we mean by that is that our food system and our educational system are set up in ways that produce different and worse outcomes for students of color and low - income students.

More recent research has examined non-test score outcomes, uncovering differences by race / ethnicity in teacher expectations for students» educational attainment and subjective evaluations of students» academic ability.

I infer the priorities of administrators and teachers from educational outcomes, as measured by student performance on the state's math test.

This practice is supported by the available research; there is little evidence that either streaming by ability or having students repeat years of school is effective in improving educational outcomes.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studestudents with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studeStudents and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studestudents spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

When Jill Biden convened a gathering of researchers and university faculty to mark the five - year anniversary of Operation Educate the Educators last spring, they also celebrated significant policy gains, like the enactment of the Interstate Compact on Educational Opportunity for Military Children, which smooths transitions by eliminating conflicting state educational requirements, and the «military - student identifier» provision in the Every Student Succeeds Act, which requires states — for the first time — to track outcomes for these ststudent identifier» provision in the Every Student Succeeds Act, which requires states — for the first time — to track outcomes for these stStudent Succeeds Act, which requires states — for the first time — to track outcomes for these students.

ESSA wisely eliminates cost - by - cost testing for SNS, a practice which discouraged schools from spending Title I funds on comprehensive services and perversely encouraged spending on add - ons (like pulling students out of academic classes to work with paraprofessionals) that met compliance standards but were not necessarily helpful in improving educational outcomes for low - income students.

By comparing the educational outcomes of students who scored just above the admissions threshold (and thus were very likely to attend) and just below the admissions threshold (who mostly did not attend), Dougherty is able to account for the selection bias that has plagued prior CTE research.

Outcomes Based Education (OBE), as promoted by Spady (1994), is focused on specifying what students should be able to do at the end of a given period of instruction — for example, an educational course or a traditional year - level curriculum.

The Commission will examine factors that impact spending in education, including: school funding and distribution of State Aid; efficiency and utilization of education spending at the district level; the percentage of per - pupil funding that goes to the classroom as compared to administrative overhead and benefits; approaches to improving special education programs and outcomes while also reducing costs; identifying ways to reduce transportation costs; identifying strategies to create significant savings and long - term efficiencies; and analysis of district - by - district returns on educational investment and educational productivity to identify districts that have higher student outcomes per dollar spent, and those that do not.

Implement professional dialogue within the school or professional learning network (s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.

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 instruction.

We create schools of excellence by developing highly effective teachers and transforming educational outcomes for students in the lowest performing schools.

This important book, featuring a chapter by NCTL's Jennifer Davis and David Farbman, explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities and outcomes of disadvantaged students.

Reporting performance on indicators separately underscores the broader understanding of what contributes to a positive educational experience for students by focusing on a variety of outcomes and ensuring that disparities among student groups within individual measures are not overlooked.

By identifying what works, what doesn't, and why, we aim to improve educational outcomes for all students, particularly those at risk of failure.

His plea for greater integration as the road to improving educational outcomes for poor and black students closely echoes that recently made by Gerald Grant in his Hope and Despair in the American City: Why there are no bad schools in Raleigh (see «Tale of Two Cities,» book review, Spring 2010).

By contrast, researchers have devoted considerable attention to studying racial disparities in educational opportunities and outcomes — and there is compelling evidence that when students have a teacher of the same race, they tend to learn more at school (see «The Race Connection,» research, Spring 2004).

The educational program of the school is guided by the school's mission, the student profile, student outcomes, and the school's assumptions about how students learn.

These studies showing the direct positive effects of raising household income — even by small amounts — on student achievement make it plain that reducing poverty through stable, living wage jobs for all working families would also help improve educational outcomes.

The mission of the Office of K - 12 School Choice is to support quality public and private educational choice programs by providing information and assistance to promote successful outcomes for students, families, institutions and communities.

She specifically seeks to understand how the structure of opportunity within metropolitan areas relates to schooling conditions and outcomes for students, and to examine how educational policies interact with, or are influenced by, these larger metropolitan opportunity structures.

We look forward to a robust and collaborative relationship with Governor - elect Murphy and Commissioner Repollet as we work together to support social justice in New Jersey by enhancing access to high - quality educational opportunity for all and improving the outcomes of education for all New Jersey's students.

While the CCSS were intended to bring coherence and consistency across states with regard to expected educational outcomes to be achieved by grade for students in U.S. public schools, the expected adoption of a common set of state standards by all states ultimately was not realized.

School choice has grown by leaps and bounds over the past two decades, with literally millions of students benefiting from the choice movement, precisely because most studies have shown that school choice programs help improve educational outcomes — for students who receive private school scholarships, those who attend public charter schools, and those who remain in traditional public schools.

That isn't necessarily bad for the students: A review by the State University of New York Charter Institute, which sponsored the UFT's charter application, found that the school had «poor» educational outcomes in the middle school grades.

Longitudinal evaluations of the effects of the Milwaukee Parental Choice Program (MPCP), the voucher program initiated by Governor Thompson, indicate that student achievement outcomes were not consistently affected by vouchers but other vital student outcomes, including educational attainment, civic values, criminal proclivities as well as parent and student satisfaction were positively influenced by participation in private school choice.

Our innovative approach is made successful by partnering with educators and school leaders in Battle Creek who support our goal of assisting African - American, Latino and English Learner students out of the educational inequality poverty trap by improving student achievement outcomes.

Somewhat overshadowed by the growing controversy over Mayor - elect Rahm's schools pick, this Tribune story shows the intention of the privatizers not to listen to the research about charters or to the reasonable concerns of interim CPS CEO Terry Mazany, who said about his decision to postpone consideration of new charter contracts at his first board meeting last January: «We simply do not have any budget flexibility to allocate dollars that will not lead directly to improved educational outcomes for all of our students.»

Personal experiences faced by students — homelessness, trauma, health or mental health issues, lack of caring adults, needing to contribute financially to the home, involvement in the criminal justice system, racism and other forms of discrimination — significantly impact school performance and educational outcomes.

Thankfully, research on which policies work in other states show us that educational choice programs supported by ALEC members have a record of success across different measures, from test score increases, to parental satisfaction, to better life outcomes for students.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

With an increasing call to address disparities of outcomes among student groups and to eliminate predictable achievement and success gaps, educational leaders will benefit by using the LEAD Tool to reflect on their practice, assess their skills, and develop their strategies for equity.

Based on the premise that positive relationships between middle and high school students and their teachers can lead to better educational outcomes, «Creating birds of similar feathers: Leveraging similarity to improve teacher - student relationships and academic achievement,» by Hunter Gehlbach, Maureen E. Brinkworth, Aaron King, Laura Hsu, Joe McIntyre, and Todd Rogers, focuses on a simple intervention...

While many factors — including student demographics, parental involvement, teacher quality, and government policy — influence educational outcomes, research generally finds that students perform better when taught by more experienced teachers and that increased teacher turnover can harm student performance.8 High levels of turnover can also disrupt schools.

The NM State Plan has been widely recognized as one of the best in the country by independent groups and commissions on both sides of the aisle, and I would like to extend our state's appreciation to the Collaborative for Student Success & Bellwether Education Partners, the Alliance for Excellent Education, Results For America and other leading educational organizations that have weighed in with both praise and critique in the spirit of advancing student ouStudent Success & Bellwether Education Partners, the Alliance for Excellent Education, Results For America and other leading educational organizations that have weighed in with both praise and critique in the spirit of advancing student oustudent outcomes.

The review ends by supporting Craven, Bodkin - Andrews and Yeung's (2007) assertion that «there is astoundingly little known about what Aboriginal students see as the qualities of effective teachers and the impact this has on educational outcomes.»

MarGrady Research study «Moving Up: Progress in Newark's Schools from 2010 to 2017,» by educational researcher Jesse Margolis of MarGrady Research and NYU, analyzed the district's progress since 2010 — including both NPS and charter schools — looking specifically at the effectiveness of educational reforms pertaining to student outcomes and achievement.

The critical part principals play in developing successful schools has been well established by researchers over the last two decades: committed leaders who understand instruction and can develop the capacities of teachers and of schools are key to improving educational outcomes for all students.