Sentences with phrase «improving later life outcomes»

-LSB-...] especially so given that the No Excuses charter model that has become the darling of ed reformers often comes up short at improving later life outcomes, while private school choice programs seem to fare better at improving high school graduation, -LSB-...]

Frequent, continuous and progressive learning outside the classroom is one of the most effective ways of improving later life outcomes for all pupils, especially disadvantaged pupils who may otherwise have very limited horizons.

So, I think almost every credible researcher would agree that the vast majority of ways in which test scores are used by policymakers, regulators, portfolio managers, foundation officials, and other policy elites can not be reliable indicators of the ability of schools or programs to improve later life outcomes.

We already know from rigorous research that the program improves later life outcomes, so I don't think we should be particularly troubled by these test results.

And they may expand or replicate schools that have high test performance but do little to improve these later life outcomes.

Not exact matches

Many epidemiologic studies consistently show that breastfeeding not only provides optimal bio-avaiable nutrients, but also protects against diarrhoeal, respiratory and other diseases [11][12][13][14], including the non-communicable disease of obesity in later life [15][16][17] and leads to improved cognitive and psychosocial outcomes [18][19][20].

In addition, we have a growing body of rigorous research showing a disconnect between improving test scores and improving later - life outcomes.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

Also, there is a logic to using tests to devise a solution, because test scores do predict later - life outcomes such as college - going and earnings; and important recent evidence from Stanford researcher Raj Chetty and colleagues shows that having a «high value - added» teacher — one who improves student test scores — also positively predicts these outcomes.

Test - based accountability proponents can point to research by Raj Chetty and colleagues that shows a connection between improvements in test scores and improved outcomes in adulthood, but their work examines testing from the 1980s, prior to the high - stakes era, and therefore does not capture how the threat of consequences might distort the relationship between test - score changes and later life outcomes.

To sum up, our evidence confirms that the students of high - VA teachers benefit not just by scoring higher on math and reading tests at the end of the school year, but also through improved outcomes later in life.

-LSB-...] A recent evaluation of the the SEED School in DC again shows schools that raise test scores don't always improve students» later - in - life outcomes.

Conversely other types of charter and private schools in choice programs fail to improve test scores but yield large gains in later life outcomes.

«I think the thing for me the thing is the other issue that comes to this is we don't have enough evidence that charter schools are doing enough to improving students later life outcomes.»

-LSB-...] improving later - life outcomes.

Compounding this problem, children from low - income families, on average, begin kindergarten approximately a year behind their peers in preliteracy and language skills.106 This fluency gap widens as students continue in school and has a significant impact on economic success later in life.107 As a result, gains from high - quality preschool programs — including improved health, better social - emotional skills, and better cognitive outcomes — are particularly beneficial for children from low - income families.108

Many of them beneficially affect later - life outcomes without improving cognition.

Building on prior demonstrations of improved outcomes from quality improvement interventions for adult and late - life depression, 52,63 our results indicate that this approach can be adapted successfully for younger populations with similar outcomes.

Early years present a window of opportunity to improving learning outcomes and in addressing inequalities later in life.

A robust body of research finds that while children in Head Start and other high - quality early education programs may lose immediate gains, they still experience improved outcomes later in life.