Sentences with phrase «high school attainment»

High school attainment or equivalent among Indigenous and non-Indigenous 20 - to -24-year-olds, 2006 - 2016, by remoteness.

We already know what happened to high school attainment rates.

Not exact matches

After finding a suitable dataset (High School graduation rates), I wanted to understand how attainment changes not just by ethnicity but also across the country.

Chinese pupils had the highest attainment throughout school, made the most progress and were the most likely to stay in education and go to university.

The Government has also committed to investing # 150m a year until 2020 to improve the quality of sport provision in every state primary school in England in the form of the PE and sport premium, because high quality provision — resulting from approaches like HDHK — can lead to dramatic improvements in children's health, behaviour and attainment.

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.

Higher reading levels, fewer children skipping school, a narrower attainment gap - all because of the Welsh Liberal Democrats.

Both Nicola Sturgeon and the SNP, however, still have to satisfy high expectations when it comes to day - to - day government, the first minister's personal pledge to close the attainment gap in the state school sector, and the obvious desire among many of her members and supporters for another independence referendum.

Liberal Democrat science spokesman Evan Harris added: «Low attainment in schools, high graduate debt, poor post-doctoral career progression - our brightest and best are not going into scientific research and you can't blame them.»

As for educational attainment, 53.7 percent of the population had received a degree higher than a high school diploma, which was 12.1 percent higher than the state average of 41.6 percent.

This drive for academic achievement leads to high attainment in international academic assessments but has contributed to the curtailment of nocturnal sleep on school nights to well below the recommended eight to ten hours of sleep, putting students at risk of cognitive and psychological problems.

«Student characteristics and behaviors were rewarded in high school and led to higher educational attainment, which in turn was related to greater occupational prestige and income later in life,» she said.

An April 2013 report released by the U.K. Higher Education Academy reported lower rates of progression to Ph.D. studies for undergraduates coming from a state high school, or from a family with parents of low educational or professional attainment.

Participation in high - quality early childhood programs at ages 3 and 4 years is associated with greater school readiness and achievement, higher rates of educational attainment and socioeconomic status, and lower rates of crime.

Although children with these conditions are at higher risk for reduced school performance and academic attainment, there are other problems that they can encounter as a result.

An annual study by UNLV's School of Community Health Sciences and partners found that full - day kindergarten might be linked to higher levels of educational attainment and, in turn, healthier, longer lives.

In 2013, Deming was named a William T. Grant Scholar for his project, The Long - Run Influence of School Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparSchool Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparschool accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparschool can complement college preparation.

Bolder, Broader Action: Strategies for Closing the Poverty Gap Education Week, May 27, 2011 «We have set the nation's highest standards, been tough on accountability and invested billions in building school capacity, yet we still see a very strong correlation between socioeconomic background and educational achievement and attainment,» writes Senior Lecturer Paul Reville.

The difference between the 75 % and 56 % figure is largely immaterial because our «intention - to - treat» analysis exclusively measures the effect of starting high school in the voucher program on future levels of educational attainment regardless of how long you stayed in the program.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadschools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

In particular, I examine 1) whether a child was below grade for age while still of school age (a proxy for grade retention); 2) three indicators of adult educational attainment (high school dropout, high school degree only, and some college); 3) adult wage and salary earnings and indicators of employment and receipt of public assistance income; and 4) an indicator for residence in institutionalized group quarters, a widely used proxy for incarceration.

Additionally, the report advises that while grammar school pupils do score slightly higher at GCSE, much of this is explained by prior levels of attainment, meaning that bright pupils do just as well in the best comprehensives as they do in grammars.

Our key finding is that increased per - pupil spending, induced by court - ordered SFRs, increased high school graduation rates, educational attainment, earnings, and family incomes for children who attended school after these reforms were implemented in affected districts.

High - school graduation should be attached to reasonable attainment of those standards.»

Attaching high school graduation to the attainment of college readiness would mean denying diplomas to at least 60 percent of the nation's twelfth - graders.

Because test scores are not necessarily the best measure of learning or of likely economic success, we examine instead the relationships between SFR - induced spending increases and several long - term outcomes: educational attainment, high school completion, adult wages, adult family income, and the incidence of adult poverty.

Still, our educational attainment is high: 74 per cent of people aged 25 to 64 completed secondary school, just below the global average of 76 per cent.

«Those who attended an after - school club one day per week had, on average, a 1.7 point higher actual Key Stage 2 score than predicted based on their prior attainment and circumstances, while those who attended an after - school club two days per week had on average a three point higher actual total point score than predicted.»

The schools that have been created as free schools are extremely diverse, but they are all underpinned by a belief that the best way to raise attainment for all children is by delivering high quality education within the state sector.

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.

We are looking at the impact of raising high school students» test scores on their attainment and earnings, later in life.

The framework outlines the expectations for schools to provide accurate information about pupils» attainment and progress that they make, along with a requirement to identify pupils who are making less than expected progress and / or are unlikely on current performance to make expected or higher attainment.

Our study overcomes the limits of short - term analysis by asking: when schools face accountability pressure, do their efforts to raise test scores generate improvements in higher education attainment, earnings, and other long - term outcomes?

[xxiv] We pool data from the 2000 - 2014 ACS surveys, restrict the sample to 25 -45-year-old high school graduates, and then regress ln (earnings) on degree attainment indicators as well as their interactions with race, gender, race, potential experience and experience squared.

Gershenson and Papageorge examined data on educational attainment as well as survey results containing multiple teachers» predictions as to how far in school students were expected to go, such as to finish high school, start college, or earn a degree.

Booker, et al examine charter schools in Chicago and Florida and find significant benefits in educational attainment as well as higher earnings later in the workforce — at least for Florida charter students.

General educational attainment of these students rose: four - and five - year high - school graduation rates increased by 17 percent and college enrollment rates increased by 30 percent.

In Florida, grade configuration is not a primary driver of the estimated positive effects of charter high schools on attainment.

The analyses reported above can not explain how or why charter high schools appear to produce positive effects on their students» educational attainment.

The data required to analyze the impact of charter high schools on educational attainment are substantial.

The schools most likely to have low attainment, low gain, and low closing - the - gap scores were schools with high percentages of white working class males.

This result is similar to those found in some studies of Catholic high schools, which suggest larger benefits for attainment than for test scores.

As discussed above, there remains the possibility that unobserved changes occur between 8th and 9th grade that influence both high school choice and subsequent educational attainment.

Since these traits are not easily measured, the estimated impact of charter high schools on educational attainment could be biased.

Each school will be given grades in six areas: (i) pupil academic progress (gain scores); (ii) pupil attainment (of particular academic goals); (iii) the narrowing of gaps of high and low pupils in particular categories (low SES, minority, gender); (iv) parent opinions of the school's quality; (v) teacher and staff opinions of the school quality; and (vi) pupil opinions of the school quality.

This raises the possibility that the measured effects of attending a charter high school on educational attainment could simply reflect advantages of grouping middle and high school grades together, thereby creating greater continuity for students and eliminating the disruption often associated with changing schools.

The researchers point out that this raises the possibility that the positive effects of attending a charter high school on educational attainment could simply reflect advantages of grouping middle and high school grades together, thereby creating greater continuity for students and eliminating the disruption often associated with changing schools.

These patterns suggest that the positive effects of charter school attendance on educational attainment are not due solely to measured differences in the achievement of students in charter and traditional public high schools.

Given the impact of educational attainment on a variety of economic and social outcomes, a positive result could have significant implications for the value of school - choice programs that include charter high schools.

Our findings are consistent with some research on the efficacy of Catholic schools, which finds substantial positive effects of attending a Catholic high school on educational attainment.