Sentences with phrase «in school choice research»

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 2001In 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 2001in 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 2001in 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 systeIn 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 systein 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 Lschool 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 LSchool 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 Lschool 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 Lschool 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 Lschool: 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 thSchool Choice,» a comprehensive guide to school choice programs in thChoice,» a comprehensive guide to school choice programs in thschool choice programs in thchoice 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.