Sentences with phrase «evidence on academic outcomes»

Scafidi writes, «the objective evidence on academic outcomes is clear.

Not exact matches

Or a similar integrity, for, as Anderson writes, «the largest and most rigorous academic study on the results of hormonal and surgical transitioning... found strong evidence of poor psychological outcomes.»

However, more evidence is needed to draw causal inferences about the long - term impact of school breakfast on academic outcomes, according to the study background.

The precise impact of instructional time on student outcomes is notoriously tricky to pin down, but the weight of the evidence (and common sense) indicates that it is an important contributor to academic success.

Despite the challenges of isolating the impact of school desegregation on student achievement, a small but growing body of research provides valuable evidence on the relationship between segregation policies and students» academic and social outcomes.

Taken as a whole, the evidence on racial composition, desegregation, and resegregation effects suggests that desegregation had a positive but likely uneven effect on academic and social outcomes.

Hanushek and Hoxby seem to stand alone in their findings that class size reduction has little or no impact on student academic outcomes — yet they are disproportionately referred to for evidence here in Australia.

Convincing evidence on the longer - term impacts of scaled - up pre-k programs on academic outcomes and school progress is sparse, precluding broad conclusions.

Dr Lauren Sherar, Senior Lecturer in Physical Activity and Public Health at Loughborough University, who is an academic advisor for Super Movers said: «There is growing evidence supporting beneficial effects of active learning on education - related outcomes.

«Learning by Doing», a 2015 report by DEMOS, comments that evidence suggests that character attributes not only reinforce academic learning but also have a significantly positive influence on later life outcomes, including those relating to health, well - being and careers.

The Liberal Party relies on conservative researchers» evidence denying any causal link between socioeconomic status and student academic outcomes.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be expensive.

Working with a partner organization known as Transforming Education, they selected the specific social - emotional skills on which to focus based on a review of evidence on the extent to which those skills are measurable, meaningfully predictive of important academic and life outcomes, and likely to be malleable through school - based interventions.

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.

Principal - evaluation systems must be «based in significant part on evidence of improved student academic achievement and growth and student outcomes, including the English language proficiency of English language learner students, and evidence of providing strong instructional leadership and support to teachers and other staff.»

«The Effects of School Spending on Educational and Academic Outcomes: Evidence from School Finance Reforms,» The Quarterly Journal of Economics, 157 - 218 (Oxford University Press).

Jackson, C.K., Johnson, R., Persico, C., The Effects of School Spending on Educational and Academic Outcomes: Evidence from School Finance Reforms, The Quarterly Journal of Economics 157 - 218 (Oxford University Press 2016).

As such, it is critical that we continuously work to improve efficiency, implement evidence - based practices, and provide greater accountability on key performance indicators that support successful academic and post-school outcomes for students with disabilities.

There is robust evidence that the EITC has quite large effects on children's academic achievement and attainment, with potentially important consequences for later - life outcomes.

The reason is that even if evidence showed the impact of such policies on observable outcomes, such as student test scores, we know that good teachers produce learning gains in areas that go beyond tested academic subjects.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

Investing in Our Future: The Evidence Base on Preschool Education This policy brief summarizes the most recent rigorous research for inclusion in the important role preschool education contributes to student academic growth as well as social and emotional outcomes.

In A Win - Win Solution: The Empirical Evidence on School Choice, Friedman Foundation senior fellow Greg Forster looked at 12 empirical studies that «examined academic outcomes for school choice participants using random assignment, the «gold standard» of social science.

The National Center on Intensive Intervention defines Intensive Instructional Intervention as additional or alternative intervention programs to the core curriculum conducted in small groups or individually with evidence of efficacy for improving academic outcomes for students whose performance is unsatisfactory in the core program.

We also find consistently strong evidence that students with disabilities who spend more time in general education classrooms experience better outcomes — fewer absences, higher academic performance, higher rates of grade progression and on - time graduation, and higher rates of college attendance and employment — than students with disabilities who are similar in other observable ways but spend less time in general education classrooms.

This paper provides new evidence on the effects of new school facilities on student academic outcomes and attendance rates, linking $ 9 billion in facilities spending to 5 million student - year records in Los Angeles Unified School District (LAUSD) from 2002 - 2012.

And although some of the measured academic differences to peers without preschool do shrink over time, there is strong evidence of meaningful, long - term positive impacts of preschool on important indicators including high school graduation, health, employment, crime, and other outcomes.

There is wide international evidence of the contribution that wellbeing can have on academic attainment, long - term life outcomes and economic skills.

Whether or not parent - focused interventions exert effects on child outcomes via EF remains to be seen but such evidence would provide support for any causal claims about the relations between parental behavior, children's EF and early academic ability.