Lessons from Long - Run Outcomes
in School Choice Research.»
Not exact matches
, and by working to lower the occurrence of unwanted pregnancies
in the first place — which means better sexual health education
in schools, funding for birth control measures and education about using that birth control, promoting
research into methods of safe male birth control, and creating an environment where the women
in your life can come to you to discuss safe sexual
choices.
Parents who actively
research their
school choices tend to remain highly involved
in their children's educations.
Because our program is different from many other therapeutic boarding
schools in Hawaii, we encourage parents to really do their
research and see whether we are the right
choice for their teenage sons.
After a gap year spent as the assistant project director for a chimpanzee field site for ecological
research in western Uganda, I began graduate
school in my first -
choice neuroscience program.
Dr Walid Magdy, of the University of Edinburgh's
School of Informatics, who led the
research, said: «The introduction of skin tone
choices for emojis has been a success
in representing diversity and their extensive use shows that they meet a real demand from users.»
That's the finding of a new study published
in the Journal of Marketing
Research: «Healthy
Choice: The Effect of Simplified Point - of - Sale Nutritional Information on Consumer Food
Choice Behavior,» co-authored by Hristina Nikolova, the Coughlin Assistant Professor of Marketing at the Carroll
School of Management at Boston College and J. Jeffrey Inman, Associate Dean for
Research and Faculty and the Albert Wesley Frey Professor of Marketing at the University of Pittsburgh Joseph M. Katz Graduate
School of Business.
They hear the horror stories about promotion and tenure decisions, the fight to secure funding to keep
research going, and the drudgery of teaching introductory courses
in which students only want to get the «A» that will help them get into the medical or graduate
school of their
choice.
People are more likely to delegate decisions — or «pass the buck» — when faced with
choices that affect others than when those decisions affect only themselves, according to new
research from Mary Steffel, assistant professor of marketing
in the D'Amore - McKim
School of Business at Northeastern University.
Institute for
Research in Schools London Transport Museum — Inspiring Engineering Young Engineers — Making Knexions Design & Technology Association V&A — Engineering Season (Mind over Matter exhibition) Surrey Wildlife Trust — Nower Wood Education Centre Progressive Palaeontology Conference 2017 Arkwright Scholarships Trust — Liaison officers CaSE — Shaping the Future of Science British Science Association CREST Awards Smallpeice Trust — Electronics programme EDT First Edition EDT EES Applied — Further Development Tomorrow's Engineers — Impact
Research Study Kids Invent Stuff — Big Inventor Little Inventor Royal West of England Academy — My Future My
Choice Surrey SATRO — Mega Structures Challenge BBC World Service — The Engineers — Robots Natural History Museum Armourers & Brasiers Cambridge Forum
His
choices widened when he looked at the work of his graduate
school mentor, who had made important contributions to society by founding a Cord Blood Bank, and of a professor at a local 2 - year college, who advanced student training
in scientific
research by involving them
in the lab production of monoclonal antibodies.
Ballots don't come with lists of eligible
choices so it's up to each member to think up a list and since the category is «under 21» it takes a bit of
research for the teen / young adult performances; as is Hollywood tradition almost everyone playing high
schoolers in Lady Bird or Spider - Man Homecoming are
in their early - to - mid 20s.
In addition, districts in our sample needed to have a minimum of 6 percent of students in choice schools, the level Caroline Hoxby identified as a threshold above which districts could reasonably be expected to respond to competitive pressure (see «Rising Tide,» research, Winter 2001
In addition, districts
in our sample needed to have a minimum of 6 percent of students in choice schools, the level Caroline Hoxby identified as a threshold above which districts could reasonably be expected to respond to competitive pressure (see «Rising Tide,» research, Winter 2001
in our sample needed to have a minimum of 6 percent of students
in choice schools, the level Caroline Hoxby identified as a threshold above which districts could reasonably be expected to respond to competitive pressure (see «Rising Tide,» research, Winter 2001
in choice schools, the level Caroline Hoxby identified as a threshold above which districts could reasonably be expected to respond to competitive pressure (see «Rising Tide,»
research, Winter 2001).
In three new articles published in Education Next, researchers with the Education Research Alliance for New Orleans (ERA - New Orleans) at Tulane University, directed by professor of economics, Douglas Harris, show the impact of the reforms on student performance; consider to what degree the city's system of school choice provides a variety of distinct options for families; and take a careful look at the city's unique centralized enrollment syste
In three new articles published
in Education Next, researchers with the Education Research Alliance for New Orleans (ERA - New Orleans) at Tulane University, directed by professor of economics, Douglas Harris, show the impact of the reforms on student performance; consider to what degree the city's system of school choice provides a variety of distinct options for families; and take a careful look at the city's unique centralized enrollment syste
in Education Next, researchers with the Education
Research Alliance for New Orleans (ERA - New Orleans) at Tulane University, directed by professor of economics, Douglas Harris, show the impact of the reforms on student performance; consider to what degree the city's system of
school choice provides a variety of distinct options for families; and take a careful look at the city's unique centralized enrollment system.
The major substantive chapters of the book place Swedish expenditure and achievement
in comparative perspective (
in both, Sweden rates high); show that the decline
in education inputs during the 1990s worsened the teacher - student ratio and teacher quality; review the international
research on the effects of
school choice; and test for the effects of
school choice in Sweden on achievement.
[7] Since parents are critical players
in selecting elementary
schools, finding trusted community members to support and advise parents through that
choice process is a promising area of future
research.
A common shortcoming
in research and commentary on
school choice is the failure to recognize the extent to which
school choice already exists.
Drawing on an evaluation of the Montclair model and other
research, the report concludes that
school -
choice plans based on magnet
schools «appear most promising
in meeting the educational goals of achieving racial balance, providing quality education, and offering diverse educational programs.»
In considering the policy implications of this
research, it is important to recognize that our analysis reflects parent decisions conditional on
school choice.
At a recent conference on
school choice worldwide held at the Cato Institute
in Washington, Mr. Tooley called his
research results potentially explosive because...
Even though these studies are among the most compelling
in this area of
research, the complications introduced by the purposeful
choices and responses of families and
schools temper the strength of the findings.
Charters are important for stimulating improvement
in all public
schools — and providing even more quality
choices — as
research has clearly shown that they do.
A more recent summary, by Epple, Romano, and Urquiola, selectively included only 48 % of the empirical private
school choice studies available
in the
research literature.
They also believe — and the
research shows — that competition can drive improvement
in public
schools through the pressure generated by parental
choice.
Peterson also points to
research by Harvard University's Martin West and German economist Ludger Woessmann, who examined the impact of
school choice on the performance of 15 - year - old students
in 29 industrialized countries and «discovered that the greater the competition between the public and private sector, the better all students do
in math, science and reading.»
Equally startling was the study's source: the Wisconsin Policy
Research Institute, a conservative think tank funded
in large part by the Lynde and Harry Bradley Foundation, one of the nation's leading backers of
school choice.
The Commission, chaired by Dr. Paul Hill of the University of Washington, carefully reviewed the
research on the impact of
school choice on student achievement and included
in its report the following statement: «The most rigorous
school choice evaluations that used random assignment... found that academic gains from vouchers were largely limited to the African - American students
in their studies.»
The equal - opportunity, granddaddy longlegs of all curmudgeons, Myron Lieberman, manages
in one volume to savage teachers unions, education
schools, the Education Writers Association, the New York Times, the Washington Post, education
research, egalitarian
school -
choice proponents, and conservatives Diane Ravitch, Terry Moe, -LSB-...]
by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making
school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school choice and admissions work for all by Rebecca Allen, reader
in the economics of education at the Institute of Education, University of London;
School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within -
school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of
schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer
in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the
school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity
in Education, Kirstin Kerr, lecturer
in education at the University of Manchester and Chris Wellings, head of programme policy
in Save the Children's UK Programme; After
school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school: Promoting opportunities for all young people
in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE
Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14
Research and Innovation at the Institute of Education, University of London.
In my
research on
school choice, one cultural disparity came up repeatedly as a reason for why white parents leave the
schools they are trying to integrate.
The budget also called for a $ 1 billion increase
in Title I
in order to support
school choice, a $ 250 million increase for Education Innovation and
Research to build the evidence base around private
school choice, and a $ 167 million increase for charter
schools.
That said, for reasons I discussed last week
in terms of merit pay, I'm skeptical that
research can «settle» arguments regarding complex organizational reforms like
school choice.
A large 2007 corpus of
research [2]
in the United States and elsewhere shows that charter and private
schools, which are referred to here as
choice schools, excel
in achievement, parent satisfaction, and students» social engagement.
By comparing students who won the opportunity to attend a
school of
choice to applicants who missed out, scholars have provided experimental evidence roughly akin to that generated by the randomized clinical trials used
in medical
research.
They should continue to support funding for the replication and expansion of high - quality charter
schools, and they should make new investments
in research and support for parent information, equitable funding and facilities, and innovative, low - regulation approaches to equity and effectiveness
in schools of
choice.
Second, Rick thinks there is an inconsistency
in my suspicion that test - prep and manipulation are largely responsible for test score improvements by Milwaukee
choice schools after they were required to take high - stakes tests, while I interpret
research from Florida as showing
schools made exceptional test score gains when faced with the prospect of having vouchers offered to their students if scores did not improve.
The equal - opportunity, granddaddy longlegs of all curmudgeons, Myron Lieberman, manages
in one volume to savage teachers unions, education
schools, the Education Writers Association, the New York Times, the Washington Post, education
research, egalitarian
school -
choice proponents, and conservatives Diane Ravitch, Terry Moe, Frederick Hess, and Chester E. Finn Jr..
These families are more likely to engage
in online
school research and to use GreatSchools.org
in the absence of
school choice.
The two - year long
research project examined
choice programs
in Detroit, Milwaukee, St. Louis, San Antonio, and Montgomery County, Maryland; African American and Hispanic families» views of
choice plans; voucher initiatives
in higher education and preschool settings; and the public and private
school markets overseas.
The Editorial Projects
in Education
Research Center reported that Peterson's studies on
school choice and vouchers were among the country's most influential studies of education policy.
How Breakfast
Choices Affect Learning
Research shows that children who eat breakfast do better
in school.
While New Orleans
schools have improved considerably since pre-Katrina (see «Good News for New Orleans,» features, Fall 2015) and families seem to have a variety of
schooling options (see «Many Options
in New Orleans
Choice System,»
research, Fall 2015), only 22 of the 90
schools in the 2015 — 16 OneApp received a letter grade of A or B under the state's accountability system.
Paul DiPerna, the vice president of
research and innovation for EdChoice, joins Paul E. Peterson to discuss «The ABC's of
School Choice,» a comprehensive guide to school choice programs in th
School Choice,» a comprehensive guide to school choice programs in th
Choice,» a comprehensive guide to
school choice programs in th
school choice programs in th
choice programs
in the U.S.
Prior
research by William Howell and Paul Peterson suggested that the reason low - income inner - city African Americans benefit most from private -
school choice is that moving to the new
school represents a more dramatic improvement
in the
school environment for them than for less - disadvantaged white and Hispanic students.
I Was There When High
School Research Papers Came Alive Want an assignment that has students lining up at six
in the morning — by
choice?
Recent
research shows that an abundance of
school choice doesn't guarantee access, and many parents
in high -
choice cities struggle to find adequate information, transportation, and, ultimately, the right
school for their children.
Nevertheless, the near - consensus of high - quality
research indicates that these
choice programs improve student outcomes for both participating students and — through increased
choice and competition — for students who remain
in their assigned district
schools.
Her
research explores the relationship between education, policy, and equality of opportunity through three policy strands: 1) the racial politics of public education, 2) the politics of
school choice, marketization, and privatization, and, 3) the role of elite and community - based advocacy
in shaping public education policies and
research evidence utilization.
That is the consensus of the worldwide within - country
research, which I reviewed and tabulated for a 2009 paper
in the Journal of
School Choice.
Last week, several news outlets circulated a report by the U.S. Department of Education's
research division that found negative results for students who participated
in the District of Columbia's Opportunity Scholarship Program (OSP), the only private
school choice program for low - income children
in Washington, D.C. Predictably, opponents of
school choice descended on the report to tout it as evidence that
school choice does not work.