Sentences with phrase «influence education outcomes»

Not exact matches

On an individual level, if you are well - educated, middle - class parents (the children who make the biggest gains from early childhood education are those from deprived backgrounds) and use quality daycare (if you use it), you are probably not going to influence your child's outcomes all that much whatever you do.

«Greater access to higher education could have reversed EU referendum result: New research suggests that greater access to higher education can influence political outcomes.»

For example, I take into account whether the student shares the teacher's race and ethnicity, because some of my own prior research suggests that the race of a teacher may influence student outcomes (see «The Race Connection,» Education Next, Spring 2004).

In education, any number of factors can influence the outcome of a randomized trial.

«I chose higher education administration because it's where I still feel I can influence student experiences and outcomes.»

«Mathematics education outcomes are influenced by the way teaching teams interact.

For example, IES provides the foundations of factual information and research with the collection of clear, consistent, high - quality data through the National Center for Education Statistics (NCES).1 It is through the efforts of IES, which conducts its work free from political influence, that we are able to understand trends in our student populations, schools and universities, and an array of inputs and outcomes that span early childhood to adult eEducation Statistics (NCES).1 It is through the efforts of IES, which conducts its work free from political influence, that we are able to understand trends in our student populations, schools and universities, and an array of inputs and outcomes that span early childhood to adult educationeducation.

Because teacher retention and quality are not the only factors that influence student outcomes, Han also looked at the effects of unionism on an important education attainment benchmark: high school dropout rates.

[ii] The OECD reports that «Proficiency in mathematics is a strong predictor of positive outcomes for young adults, influencing their ability to participate in post-secondary education and their expected future earnings.»

reports that «Proficiency in mathematics is a strong predictor of positive outcomes for young adults, influencing their ability to participate in post-secondary education and their expected future earnings.»

One thing that's not being discussed enough, however, is the influence of quality public education on health outcomes.

And in the years following its passage, the field of education policy stagnated, largely because of the influence of social scientists and education leaders convinced that schools could only minimally alter educational outcomes.

Various studies in the 1970s and 80s described the limits of higher levels of authority in the governance structure for education, and the relatively weak impact of state policy on student outcomes.294 But loose coupling does not mean that no influence flows from superordinate entities.295 Even as schools are busy developing their own policies and initiatives, they pay attention to demands from «outside the system» when those demands are consistent with the directions in which their organizations are already moving.296

«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

These symposia aim to elicit varied viewpoints and recommend actions that each of us, regardless of our areas of influence, can take to improve education systems, processes, and outcomes.

That's why the Martin Family Initiative (MFI) is committed to improving not only K - 12 education for Indigenous children, but also the wider determinants that influence their educational outcomes, including health and well being.

These different parts of preparing students, adults, schools and systems for Meaningful Student Involvement can deeply influence the meaningfulness, outcomes and sustainability of Student / Adult Partnerships throughout learning, teaching and leadership across the entirety of the education system.

Based on my research, I suggest that districts consider more systematically tracking information regarding principals and linking this principal data to student information systems so that district or external researchers can examine how principal education and professional experience seem to influence student outcomes and principal retention in their districts.

«Performance Matters, an operating company of Weld North Holdings LLC, was created with a clear focus on understanding and positively influencing the critical relationship between professional development and student outcomes, which perfectly aligns us with TalentEd's commitment to empower talent and elevate education,» said Adam Klaber, CEO of Performance Matters.

Attitudes determine the outlook a person has on the world around them, and as such they influence the course and outcomes of all teaching, learning and leadership throughout the education system.

Outside Spending Pours Into L.A. School Board Race Outside groups are mounting campaigns to influence the outcome of three races for seats on the Los Angeles Board of Education.

While poverty and language barriers continue to be the greatest factors influencing educational outcomes, the education reformers from the Governor's Office and the Commissioner's Office, on down, continue to tell us that if we just close schools, dump the administrators and teachers and open them back up under new names and new management, all will be well.

This activity engages and influences current Texas ASCD partners as well as other educational leadership organizations and political leaders in Texas to consider how a Whole Child approach to education in Texas enables Texas students to achieve better education outcomes statewide.

Measuring Child Outcomes in the Early Years provides information to inform decision - making regarding the assessment of young children's learning, development, and wellbeing (LDWB) for state and national assessments designed to influence early childhood education (ECE) policy and practice.

This analysis by Marguerite Roza published by Education Next in summer 2009 examines ways in which per - pupil spending in high schools varies by subject and course level, and demonstrates how isolating spending on discrete services can 1) identify the relationships between priorities, current spending, and outcomes; 2) clarify both relative spending on discrete services and the organizational practices that influence how resources are deployed; and 3) establish the current cost of providing high school services as a necessary precursor to identifying whether there are better ways to provide some services.

The legislation recognizes that achieving excellence in American education depends on providing access to opportunity for all children, and that increasing inequality within external social, economic, health and community factors — traditionally viewed as outside of the domain of schools — have a significant influence on academic outcomes and a persistent achievement gap.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Current UK government policies recognise the need for universal parenting support to complement targeted and indicated approaches29 — 33 and the English Department for Education is currently piloting the offer of free vouchers for parenting classes (the CANParent initiative) to all parents in three areas of the country.34 Such recommendations derive from observations relating to the prevalence of suboptimal parenting, 35 the inefficiency of targeting on the basis of identifiable risk factors36, 37 and the potential for realising change in high risk as well as whole population groups by reducing the stigma which may be attached to targeted parenting support.36 — 38 Given the range and prevalence of health and social outcomes on which parent — child relationships have an influence, 2, 3, 5 — 16 universal approaches are appealing.

In order to understand the influence of early care and education on children's outcomes, an ecological model needs to be applied that will consider key aspects of the family environment that have also been found to influence children's competencies.

This study will employ The Early Childhood Longitudinal Study - Birth Cohort (ECLS - B) database to conduct rigorous scientific analyses regarding influence of early care and education arrangements on young children's outcomes and the aspects of home environments that moderate the impact of these early education settings.

Aboriginal Australians experience multiple social and health disadvantages from the prenatal period onwards.1 Infant2 and child3 mortality rates are higher among Aboriginal children, as are well - established influences on poor health, cognitive and education outcomes, 4 — 6 including premature birth and low birth weight, 7 — 9 being born to teenage mothers7 and socioeconomic disadvantage.1, 8 Addressing Aboriginal early life disadvantage is of particular importance because of the high birth rate among Aboriginal people10 and subsequent young age structure of the Aboriginal population.11 Recent population estimates suggest that children under 10 years of age account for almost a quarter of the Aboriginal population compared with only 12 % of the non-Aboriginal population of Australia.11

Parents influence secondary school outcomes in numerous ways, including providing or arranging for help, encouraging the child, valuing effort and education, and creating a home environment conducive to study.

The above document focuses specifically on children, youth and families and describes a variety of health and education topics, as well as social and economic factors, that influence long term health and educational outcomes.

Parent support programs seek to influence children's outcomes by motivating changes in parents through a variety of social and practical supports, including case management that links families with services, education on child development and parenting practices, and social support through relationships with service staff and with other parents.

More specifically, he has explored outcome research and process - based research; he has influenced the field through prevention, education, and intervention with low - income families and youth, particularly with African - American young adults, youth, and toddlers around problem behaviors and conduct disorders.