On the contrary, requirements for the reporting of extensive
information on academic outcomes and basic characteristics of schools, including their demographic composition, have been embedded in federal and state laws.
Not exact matches
We have shown that, despite their limitations, aggregate measures of non-cognitive skills based
on student self - reports provide useful
information about students» development, as both levels and year - to - year changes in students» self - ratings are associated with changes in related
academic and behavioral
outcomes.
• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning
outcomes; • Public reporting
on school progress in
academic and non-
academic areas, using a variety of
information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.
Oakland School Finder tool includes
information on each public school's student demographics, student learning
outcomes, and
academic and support programs.
Several
academics have proposed algorithms for predicting case
outcomes based
on information such as the composition of an appellate panel and the ideology, gender and background of the judges, and these algorithms have generally performed better than law professors» predictions based
on the legal issues involved.
Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused
on physical health, 9 our findings provide
information about links between ACEs and early childhood
outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and
academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse
outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every
outcome examined.