Sentences with phrase «educational outcomes when»

Not exact matches

While father absence has been associated with a host of negative children's outcomes, including increased risk of dropping out of school and lower educational attainment, poorer physical and mental health, and behavioural problems,36 - 40 higher levels of involvement by nonresident fathers may assuage the negative effects of father absence on children's outcomes.41, 42 Quality of the parents» relationship before divorce, or of the pre-divorce father / child relationship, can also be an important factor: children fare worse following divorce when pre-divorce relationships were good and fare better when pre-divorce relationships were poor, 43,44 suggesting children are sometimes better off without a father if the father's relationship to the child or the mother was not good.

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.

One of Rochester Mayor Lovely Warren's priorities when she took office was to improve educational outcomes for children.

Site visits are also useful when developing the educational outcomes for the visit.

Just occasionally are they less equivocal, as when they observe that aggressive integration policies helped black children during the 1970s, that mounting socioeconomic inequality after the late 1980s contributed to the subsequent widening in the test - score gap, and that inequality in the preschool environment plays an important role in determining later educational outcomes.

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 students.

Unpack was revealed when I was sitting in A801 Comparative Education Policy and someone said, «Let's UNPACK the term «socioeconomically - linked educational outcomes.»»

But it's still worth pondering these questions when two similar countries see such dramatic differences in educational outcomes.

We estimate how labor market outcomes and educational attainment change across cohorts who were differentially exposed to DTB laws because of when and where they were born.

We tend to look for the silver bullet — whether it's the glories of the market or the techno - utopian aspirations of education technology — when in fact improving educational outcomes is a hard, messy, complicated process.

When we look at disparities in educational outcomes by income, for example, we know that some of that stems from what's happening outside of the classroom.

While it is normal to have some hesitation about embracing the new, most instructors agree that student engagement increases and learning outcomes are achieved better when classroom lessons include traditional teaching methods as well as modern educational technology.

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).

When I see professionals like Colin Hegarty, a teacher nominated for the international Varkey Foundation Award for his ground breaking approach to teaching maths; and Luke Sparkes, Principal at Dixons Trinity Academy in Bradford whose focus is on seeking out what pupils don't know rather than affirming what they do, I know that the teaching profession is fizzing with bright new ideas as well as passionate teachers and leaders who are committed to driving up educational outcomes.

Without clear, concise, and accessible data on learning outcomes, parents are often left to roll the dice when it comes to finding the best educational learning option for every child.

When deciding which approach to use in a given lesson, the goal always is to improve the educational outcomes of students through the selected co-teaching strategies.

«The State Board of Education was aware of the abysmal educational outcomes of virtual charter schools in other states when they approved the state's two virtual charters,» Ellinwood said.

Governor Pence has a proven record of accomplishment when it comes to advancing educational choice and innovation, which are critically important to improving educational outcomes for all students in America.»

A study of 2,300 middle school children found that victimized students had significantly lower grade point averages than nonvictimized students did; the researchers concluded that «peer victimization can not be ignored when trying to improve educational outcomes» (Juvonen, Wang, & Espinoza, 2010).

Such outcomes remind us that we need to keep the needs of all children in mind when we craft educational policy.

Sir Michael Wilshaw, said: «One of the greatest challenges this country faces is closing the unacceptable gap that remains between poorer children and their better - off classmates when it comes to educational outcomes.

Variance heterogeneity is a common feature of educational data when treatment differences expressed through means are present, and often reflects a treatment by subject interaction with respect to an outcome variable.

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.24

«When we started this 20 years ago, the prevailing notion backed up by all the research was socio - economic circumstances determine educational outcomes,» Kopp said in an interview with The Associated Press.

When educational outcomes become less connected to the Zip code you inhabit, some property values will decline.

We have chronically been at the bottom when it comes to economic and educational outcomes.

Way back when NCLB first reared its ugly head, there was a piece circulating that addressed the folly of holding teachers responsible for the educational outcomes of their students.

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.

To be sure, a variety of societal and individual factors — such as the income level of a student's family — also affect educational outcomes.30 But when controlling for these factors, teacher quality makes a significant difference for students» test scores and other educational outcomes.

State education agencies looking to improve long - term student outcomes, accelerate educational progress, and close achievement gaps can not afford to start their efforts at third grade, when most state tests begin.

Mothers most commonly reported that their children were in the care of relatives (65 %) with 11 % reporting that their child was in the child protection system.15 Disruption to a child's living arrangements, including separation from parents and siblings, can result in psychological and emotional distress.16 17 A recent systematic review and meta - analysis of 40 studies that investigated child outcomes when either parent was incarcerated found a significant association with antisocial behaviour (pooled OR = 1.6, 95 % CI 1.4 to 1.9) and poor educational performance (pooled OR = 1.4, 95 % CI 1.1 to 1.8).18 Other research indicates that children of incarcerated mothers are at risk of increased criminal involvement, mental health issues, physical health problems, behavioural problems, 19 child protection contact20 and poorer educational outcomes.21

Aos et al. (2004) monetized the benefits of home visiting, finding that evidence - based models of home visiting (i.e., NFP) have benefits that far outweigh the costs of implementation when measured against seven pre-defined outcomes, including reduced child abuse / neglect, educational achievement, and reduced crime.

Cannabis use can be a significant contributor to poor mental health, particularly when it begins at a young age.4, 5 The adverse mental health effects of cannabis use in the general population are increasingly recognised, including anxiety, depression, 6 — 8 psychotic disorders, 4, 9 — 12 dependence6, 7, 13 withdrawal14, 15 and cognitive impairment.16, 17 Starting to use cannabis before age 15 is associated with an increased likelihood of developing later psychotic disorders, increased risk of dependence, other drug use, and poor educational and psychosocial outcomes.5

«In addition, the father's educational attainment and wage rate were positively associated with higher outcomes for the children when they entered the labor market.

In addition, Trujillo - Arevalo will help attendees understand the general principles for designing a psycho - educational group and shine light on cultural issues and research outcomes to be considered when implementing such groups.

A study of 2,300 middle school children found that victimized students had significantly lower grade point averages than nonvictimized students did; the researchers concluded that «peer victimization can not be ignored when trying to improve educational outcomes» (Juvonen, Wang, & Espinoza, 2010).

When applied to a school's provision for pupils with special educational needs, the domains and statements of practice enable teachers and school leaders to review their practices, to identify what they are doing well, and to recognise aspects of the school's work that could be further developed to improve learning experiences and outcomes for these pupils (Appendix 6).

While father absence has been associated with a host of negative children's outcomes, including increased risk of dropping out of school and lower educational attainment, poorer physical and mental health, and behavioural problems,36 - 40 higher levels of involvement by nonresident fathers may assuage the negative effects of father absence on children's outcomes.41, 42 Quality of the parents» relationship before divorce, or of the pre-divorce father / child relationship, can also be an important factor: children fare worse following divorce when pre-divorce relationships were good and fare better when pre-divorce relationships were poor, 43,44 suggesting children are sometimes better off without a father if the father's relationship to the child or the mother was not good.