Sentences with phrase «great outcomes for students»

The panel successfully discussed how collaboration between traditional public schools and charter schools can achieve great outcomes for students.

The strong accountability at the heart of the public charter school movement has helped to make charters successful at achieving great outcomes for students.

Throughout our organization, from our teachers to me, we are responsible for partnering with parents to produce great outcomes for students.

Not exact matches

«Students who completed more hours of homework per night were at greater risk for these negative outcomes; they were also more likely to drop activities or hobbies they enjoyed in order to focus on their academic work.»

«We also need to embed employability in education, with a greater focus from schools on employability outcomes for their pupils, and with management modules becoming mandatory in higher education, to give students in different disciplines more opportunities to learn to lead.»

Of the approximately 4,000 who were identified as at risk for mental health problems and offered the ten - session group intervention during second grade, those who participated in a greater number of sessions showed significantly greater improvements in third - grade outcomes than did the at - risk students who participated in fewer sessions.

This tool will help you manage the ECDL qualification with more ease, allowing you to work out what grade students are working at and percentages required for a greater outcome.

There are a lot of great ways to ask for your students» attention, but many succeed or fail based on how demanding you are of the final outcome.

As education is a public good and requires public funding, proposed structures should be measured by the incentives they will create for schools, districts, and teachers to produce great student outcomes at reasonable expense.

States like California and districts like Boston, Denver and Houston, among others, have been transitioning to a finance model that gives principals greater authority over their schools» budgets in exchange for being held accountable for student outcomes.

Higher test scores in high school do not necessarily translate into greater postsecondary attainment and increased earnings in adulthood, yet our study demonstrates that, for many students, accountability pressure does seem to positively influence these long - range outcomes.

U.S. Schoolchildren Tumble in International Reading Exam Rankings, Worrying Educators (The Washington Post) Marty West discusses the impact the Great Recession may have had on school systems and what that means for improving educational outcomes for the most challenged students.

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

We also know that engagement leads to successful academic outcomes and a greater sense of well - being for both the student and educator.

On one side: the informal network of advocates, philanthropists, educators, and nonprofit organizations that all back higher academic standards, greater accountability, and improved teaching, and who saw the city as a potential proof point for their theories of how to improve student outcomes.

For student outcomes, greater emphasis on the selection and retention of high - quality principals would appear to have a very high payoff.

In my opinion, NCLB's greatest value is creating accountability for the allocation and use of federal funds with at least some connection to school performance and student outcomes.

She acknowledges in the introduction that her last effort, The Death and Life of the Great American School System, failed to offer a positive plan for improving student outcomes.

First, the benefits of attending a private school are greatest for outcomes other than test scores — in particular, the likelihood that a student will graduate from high school and enroll in college.

Student accountability enables a kind of «loose - tight» management of students, by which they are afforded greater flexibility over how to acquire a set of knowledge and skills (loose) and held strictly accountable for their outcomes (tight).

«Australia is investing record funding in education that will continue to grow, all targeted based on need, and the Turnbull Government is focused on improving student outcomes through measures we know are effective — teacher quality, a better curriculum, greater parental engagement and support for principals to make local decisions about their local school,» he said.

«We will be the greatest recipient per student of funding via Gonski 2.0 [which] is a significant positive outcome for our state,» he said.

«This infusion of talent into the field is leading to greater opportunity and outcomes for students.

For example, evidence from the Teacher Development Trust's Developing Great Teaching report suggests that a one ‑ day course as a stand - alone activity without a specific focus is unlikely to have a lasting impact on student outcomes.

There are several factors that could possibly be contributing to this pattern in results, such as teachers adopting new strategies in response to the removal of the January series; a slight shift towards Facilitating Subjects affecting outcomes at grade A; and as the A * continues to bed in it becomes more important for highly selective universities and as such provides a greater incentive for students.

For instance, because there was greater between - school variance in outcomes for African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differencFor instance, because there was greater between - school variance in outcomes for African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differencfor African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differencfor white students (especially in the South), Coleman concluded that black students would be more responsive to school differences.

«Rick DuFour issues a clarion call that both celebrates the greatest generation of teachers and appeals to that distinguished group to push for more — all with the desired outcome of ensuring our students have an opportunity to successfully transition to the next stages of their lives beyond the public school.

Boston Plan for Excellence drives exceptional outcomes for all students by developing great teachers and great schools.

We then examine if there is any relationship between greater representation in the educational bureaucracy, and more favorable educational outcomes for Latino students.

To what extent does the Career Academy approach change educational, employment, and youth development outcomes for students at greater or lesser risk of school failure?

In fact, SEED may be doing a great job in a variety of ways, but when we look at longer term outcomes for students on a variety of measures the evidence demonstrating SEED's success disappears or even turns negative.

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).

«For student outcomes, greater attention to the selection and retention of high - quality principals would have a very high payoff,» note the authors, Gregory F. Branch, Eric A. Hanushek and Steven G. Rivkin.

A new study led by Nicholas W. Papageorge at Johns Hopkins University and IZA examines the connection in Great Britain between teacher reports about behavior when students are 11 and later life outcomes for those students.

Hill and Jochim indicate that students must be protected from discrimination and that the system must work toward equitable outcomes for all students, but provide the faulty argument that school choice leads to greater equity.

«Subtle» aspects of family involvement — parenting style and parental expectations, for example — may have a greater impact on student achievement than more «concrete» forms such as attendance at school conferences or enforcing rules at home regarding homework.144 Some researchers, policy makers, and practitioners argue that these subtle forms of family involvement are not easily influenced by schools.145 In contrast, we argue that the value of creating participatory structures in schools lies in its potential for increasing family and community members «sense of engagement in children «s education, and, as a consequence, augment and reinforce the subtle behaviors responsible for improved outcomes.146

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.

With both the Teacher EPI and the recently released Principal EPI, candidates complete the assessment, then the scores are instantly available, sorted and rank - ordered with other applicants so it's easy for district leaders to quickly identify who is most likely to have the greatest impact on student outcomes.

While a handful of teachers in a school might be using differentiation to great success, it takes a collaborative, schoolwide approach to maximize differentiation's effectiveness and improve outcomes for all students.

A greater federal investment in research - based programs will help states and districts better respond to rapidly increasing needs and lead to improved outcomes for students and schools.

Blog # 11 — Early Childhood Special Education and ESSA: A Great Opportunity for All by Donna Spiker, Kathleen Hebbeler, Debbie Cate, and Sharon Walsh The Center on Enhancing Early Learning Outcomes (CEELO) is proud to partner with New America on this blog series highlighting early learning opportunities and challenges under the Every Student Succeeds Act (ESSA).

But with the right tools and a team effort you can achieve something that all educators want: great learning outcomes for all students.

By reforming compensation policies in a way that accounts for the abilities of great teachers to improve student outcomes, we will ensure excellent teachers are richly compensated, and mediocre teachers have a strong incentive to improve.»

Ask any great leader — I asked a number of them for my forthcoming book, Leading Together: Teachers and Administrators Improving Student Outcomes — and they will tell you that it is more about the leadership work than the leader.

In a world in which poverty, language barriers and the need for special education services are the three greatest factors limiting educational outcomes, charter schools have a lower percentage of poor students, fail to accept and keep their fair share of students who aren't fluent in English and take far fewer students who need special education services.

Some studies have found that outcomes for all students are better in areas with a greater number of free schools, while other research suggests that the presence of free schools has no positive long - term effects for students.

A independent national study released this year by the Center for Research on Education Outcomes shows charter school students have greater learning gains in reading than their peers in traditional public schools.

Community activism can be a great way to channel student concerns toward positive outcomes not only for the school, but the larger community.

The recent election showed there is strong public support for improving district accountability, creating better educational outcomes, supporting students beyond the classroom, and making sure every child in every neighborhood has access to a great school.

One of the greatest challenges for policymakers and state education agencies is how to address quality and how to hold schools accountable for student outcomes.