Sentences with phrase «graduation outcomes for»

She observed that if the No Child Left Behind Act (NCLB) 4 year graduation accountability indicator was applied to the schools participants had visited, they would be designated as failing schools; whereas, these schools have strong graduation outcomes for their students who, however, come to these schools after already being in high school for more than one or two years and failing or disconnecting in their first high school.

Reports highlight state and national graduation outcomes for the class of 2013.

Not exact matches

She required campuses to provide uniform data for comparisons of campuses, focused on outcomes such as graduation rates and expanded online offerings.

The survey was designed to capture initial hiring outcomes of PSM graduates and follow them for up to five years after graduation.

While these excluded studies are not really appropriate for studying achievement, they tend to show little impact of exit exams on dropout behavior or graduation outcomes.

CAMBRIDGE, MA — A new study of the Chicago Public Schools» (CPS) double - dose algebra policy for struggling 9th grade students — the first such study to examine long - term impacts of this intervention — has found substantial improved outcomes for intensive math instruction on college entrance exam scores, high school graduation rates, and college enrollment rates.

«Graduation is a celebration of the promising analytic work our SDP Fellows have led to improve outcomes for students,» said Patty Diaz - Andrade, director of education and outreach at SDP.

Looking beyond graduation rates, we also found that the phase - out process did not have a clear impact — positive or negative — on other academic outcomes for the phase - out cohort, such as credits earned or Regents exams passed, or on attendance.

I share your enthusiasm for character education, non-cognitive skills, high school graduation rates, and long - term outcomes such as college completion and labor market earnings.

It is time for the evaluation debate over school choice to begin shifting its focus to real world outcomes, like high school graduation and college attendance rates.

For example, the Gates Foundation's small school reforms were widely panned as a flop in early reviews relying on student test scores, but a number of later rigorous studies showed (sometimes substantial) positive effects on outcomes such as graduation and college enrollment.

The program seeks to address the many disparities in outcomes for black men, including large gaps with white men regarding high - school graduation rates, college enrollment and completion rates, lifetime earnings, longevity, and the likelihood of incarceration.

To the contrary, rural students consistently do less well in college on a variety of outcomes (readiness for credit - bearing courses, grades, rate of progress, graduation) than urban students from similar income groups.

Riley says his group, Deans for Impact, is all for giving teachers a raise — if it's tied to better training that leads to higher graduation rates and other improved student outcomes.

However, educational outcomes in reading and math, as well as graduation rates, for students with disabilities continue to lag.

The authors demonstrate that the effects of high - stakes testing pro- grams on outcomes, such as retention and graduation, are different from the results of using grades alone, and that some groups of students who are already faring poorly, such as African Americans and Latinos / Latinas, will do even worse if high - stakes testing programs are used as criteria for promotion and graduation.

Yet «these gains became ambiguous as time went on» and «did not lead to many improved outcomes in adulthood... with, for example, no statistically significant differences in high school graduation rates, employment, or criminal activity.»

Creating a Formula for Success: Why English Language Learner Students Are Dropping Out of School, and How to Increase Graduation Rates This report analyzes the educational outcomes of English Language Learners (ELLs) since the implementation of new graduation standards in New York State and assesses the implementation of promised improvements in the education provideGraduation Rates This report analyzes the educational outcomes of English Language Learners (ELLs) since the implementation of new graduation standards in New York State and assesses the implementation of promised improvements in the education providegraduation standards in New York State and assesses the implementation of promised improvements in the education provided to ELLs.

These findings are the result of a very specific, inexpensive, and simple intervention that can be a potent strategy for improving outcomes for students at risk of delayed graduation or drop - out.

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 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 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 - 2004....

What to know: The Mississippi Department of Education's (MDE) plan stands out for aligning its teacher recruitment and retention efforts with its ambitious goals for increasing student academic achievement by 2025 and clearly stating its role in supporting districts to address equity concerns.10 The MDE recognizes that in order to reach its stated goals — which include a proposed graduation rate of 90 percent for all students by 2025 — they must also support districts in recruiting and retaining teachers of color who are prepared to improve student outcomes.

Schools need to demonstrate that students are learning their respective state learning standards / outcomes required for graduation.

Local educators, in partnership with other stakeholders, can then use an ongoing data based decision - making model utilizing secondary transition data related to graduation (Indicator 1), dropout (Indicator 2), transition compliance of the IEP (Indicator 13), and post-school outcomes (Indicator 14) to improve in - school transition programs for youth with disabilities.

The National Technical Assistance Center on Transition (NTACT) has assumed responsibility for new content on the Graduation, Dropout, Secondary Transition, and Post-school Outcomes Indicators (SPP Indicators B - 1, B - 2, B - 13 and B - 14).

Racial inequality in discipline fuels racial disparities in long - term outcomes for young people, including low graduation rates and disproportionate contact with the criminal justice system.

As part of an overall restructure of the state's school accountability report card, Ohio created a CTE - specific school report card, reporting on achievement, preparation for success, graduation rates and post-program outcomes.

Research on child development and outcomes in out - of - school time highlights the many benefits these programs have for students including achievement in the areas of literacy, STEM, school day attendance, career and college readiness, and graduation rates.

«ESSA shifts much of the responsibility for student outcomes to states, which must develop robust accountability systems that target large graduation rate gaps that continue to exist between different groups of students, as well as high schools that fail to graduate one - third or more of their students,» said Gov. Bob Wise, president of the Alliance for Excellent Education.

Across four statewide indicators, (Suspension Rate, Graduation Rate, English Language Arts, and Mathematics) Pittsburg maintains equal or better outcomes for each of those five student groups compared to WCCUSD.

Students in career pathways that were not certified in the Linked Learning approach did not experience the positive graduation and college eligibility outcomes observed for certified pathway students.

, (Suspension Rate, Graduation Rate, English Language Arts, and Mathematics) Pittsburg maintains equal or better outcomes for each of those five student groups compared to WCCUSD.

Research shows the importance of nonacademic factors for predicting outcomes such as retention, persistence, and engagement in college as well as graduation from college.

done well, efforts to reduce suspensions should also improve graduation rates, achievement scores, and life outcomes, while also decreasing the rate of incarceration for juveniles and adults.

He is also an expert on charter schools, having participated in several studies of the effects of charter schools on student performance, including a study for the Gates Foundation examining impacts of charter schools in 7 states on graduation and college attendance outcomes.

They'll have to compete with data showing outcomes, such as attendance and graduation rates and readiness for the next stage at a community college.

Educators, policymakers and others interested in improving our nation's high schools can use North Grand and this conversation guide to discuss what's necessary to train and support high school leaders so they can close achievement gaps, enhance graduation rates and boost outcomes for all students.

And with the majority of states now implementing more rigorous academic standards aiming to help more students graduate better prepared for life after high school, and with the nation watching to see if this shift indeed leads to improved outcomes, interest in the graduation rate is unlikely to subside any time soon.

For example, states should include indicators that have a strong correlation with particular outcomes — including proficiency or graduation rates — but including too many of these can be redundant.

For example, comparisons of outcomes before and after the CAHSEE requirement took effect have refuted the concern that the exit examination alone would greatly reduce graduation rates.

Surely the outcome will be similar to the unfolding debacle in D.C., but for now most are willing to turn a blind eye so long as they can tout rising graduation rates across the Sunshine State.

Graduation Outcomes - Cohorts of 2001 through 2006 (Classes of 2005 through 2010) ¶ ¶ • The New York State calculation method was first adopted for the Cohort of 2001 (Class of 2005).

When states reduce funding for institutions with lower outcomes, such as graduation rates, without taking student race / ethnicity or income into account, this often means they are defunding institutions with more low - income students and students of color, making matters worse.

The Moriah Group, an international consulting firm focused on enhancing outcomes for children and youth through improved education, and the National Dropout Prevention Center / Network, the foremost resource for educators and policymakers who work to improve graduation rates, worked together to produce the paper, with the sponsorship of the Robert Wood Johnson Foundation.

We also looked at end - of - high - school outcomes, such as credits earned and graduation rates, for each student group.

Those improved outcomes include graduation rates which have gone up in Connecticut for the seventh year in a row, aided along the way by strong charter schools.

Under the Carl D. Perkins Career and Technical Education Act of 2006, states are provided with funding to develop the technical skills of secondary and postsecondary students who elect to enroll in CTE programs.46 Currently, 12.5 million high school and college students are enrolled in CTE programs.47 These programs help keep students in school; the graduation rate of CTE students is about 90 percent, 15 percentage points higher than the national average.48 However, research on their effectiveness is still in the preliminary stages.49 The best and most effective CTE programs are linked to and supported by local business or industry; provide real - world experiences or work opportunities; give students tangible outcomes such as an industry credential or college credit; and create pathways for pursuing college or career after graduation.50

Diploma Options, Graduation Requirements, and Exit Exams for Youth with Disabilities: 2011 National Study from the National Center on Educational Outcomes.

The federal graduation rate only reports outcomes for students seeking bachelor's degrees who start and finish at the same institution: 49 % shown in dark purple in SAM

In addition to these four state - based studies of voucher program impacts on test scores, some recent studies do show positive effects on graduation rates, parent satisfaction, community college enrollment, and other nonachievement - based outcomes, but it is unclear if these outcomes are lasting and valid.23 For example, research shows that nationally, graduation rates for students in public schools and peers participating in voucher programs equalize after adjusting for extended graduation rates.24 Some critics suggest that private schools may graduate students who have not successfully completed the full program.25 Also, in regard to parent satisfaction, while some studies do show greater satisfaction among parents whose children participate in voucher programs, the most recent evaluation of the D.C. voucher program shows that any increase in parent or student school satisfaction is not statistically significantFor example, research shows that nationally, graduation rates for students in public schools and peers participating in voucher programs equalize after adjusting for extended graduation rates.24 Some critics suggest that private schools may graduate students who have not successfully completed the full program.25 Also, in regard to parent satisfaction, while some studies do show greater satisfaction among parents whose children participate in voucher programs, the most recent evaluation of the D.C. voucher program shows that any increase in parent or student school satisfaction is not statistically significantfor students in public schools and peers participating in voucher programs equalize after adjusting for extended graduation rates.24 Some critics suggest that private schools may graduate students who have not successfully completed the full program.25 Also, in regard to parent satisfaction, while some studies do show greater satisfaction among parents whose children participate in voucher programs, the most recent evaluation of the D.C. voucher program shows that any increase in parent or student school satisfaction is not statistically significantfor extended graduation rates.24 Some critics suggest that private schools may graduate students who have not successfully completed the full program.25 Also, in regard to parent satisfaction, while some studies do show greater satisfaction among parents whose children participate in voucher programs, the most recent evaluation of the D.C. voucher program shows that any increase in parent or student school satisfaction is not statistically significant.26

The federal graduation rate only reports outcomes only for students seeking associates degrees who start and finish at the same institution within 3 years.