Today we know much more about
inputs than outcomes.
Not exact matches
Coleman's analysis, while flawed, positively transformed education policy discussions so that today they focus on school
outcomes rather
than school
inputs.
In this respect, RttT is old - fashioned federal funding, with money doled out for proper
inputs rather
than sure
outcomes.
1) A focus on improving
outcomes rather
than on increasing
inputs.
These differences also correlate with important long - run economic
outcomes as documented in a new work by Chetty and co-authors, where they find suggestive evidence that «quality of schools — as judged by outputs rather
than inputs — plays a role in upward mobility.»
In my research I have identified 34 different examples of charter school innovation, including small size; untenured teachers; contracts with parents; real parent and teacher involvement in school governance;
outcome -(rather
than input --RRB- based accreditation; service learning fully integrated into the curricula; unusual grade configurations; split sessions and extended school days and years to accommodate working students; and computer - assisted instruction for at - risk and other frequently absent students.
Under competitive pressures from private schools, the productivity of the school system measured as the ratio between output and
input increases by even more
than is suggested by looking at educational
outcomes alone.
Rather
than being fixed, then, the credit hour becomes a more accurate metric of the quality of instructional hours and of the time - based
inputs different students need in order to reach particular
outcomes.
These include focusing regulatory oversight on
outcomes rather
than inputs, collecting different and smarter types of data, and creating unambiguous standards for student eligibility and services.
In contrast with other policies, the federal regulations were noteworthy for their emphasis on
outcomes rather
than inputs.
Although measuring
outcomes rather
than inputs has been the expressed intention of standards - based reforms for at least two decades, policy changes that make that shift real have been slow to come to fruition.
The larger effect when lots of Teach For India alumni create an education reform movement that is focused on school quality — the
outcomes (what kids learn), rather
than the
inputs (what is spent, or what philosophy is used).
Bart's example is similar, but his interpretation is different: He says: The ACO2
input flux A (k) is much smaller
than the NACO2
input flux C (k), but the
outcome is less
than the total accumulation of A (k).
Using tax incentives for landlords to upgrade energy efficiency, with a focus on
outcomes rather
than inputs or a combination (with an energy audit and / or proof of declining utility usage as the rewarded metric) could move many who have no personal financial incentive, other
than the slim possibility of getting a higher rent, for making efficiency upgrades.
Exactly what
inputs they use, and with what
outcomes, is something they can address better
than I. Let me give two presumed examples, however.
It allows both parties to have
input and greater influence over the
outcome than they otherwise would.
I prefer this term to «search» as it focuses on
outcomes (how easy it is to find something), rather
than inputs (what someone may or may not put into a search box).
In all cases, the conclusions are wholly consistent with those in the CBA Futures Report, «[i] f the goal of CPD is to improve competence, then more valid measures of the process would be
outcomes rather
than inputs (hours of study).»
Again Government remain focussed on
inputs and monitoring administrative functions of service providers rather
than focussing on health
outcomes delivered.
A more wide - ranging definition of equality, which focuses on
outcomes (such as in terms of equality of protection of culture) rather
than on
inputs (such as by purely guaranteeing equality of opportunities, as if there were a level playing field) is needed.