Sentences with phrase «later life outcomes for»

A new study led by Nicholas W. Papageorge at Johns Hopkins University and IZA examines the connection in Great Britain between teacher reports about behavior when students are 11 and later life outcomes for those students.

A new study examines the connection between teacher reports about behavior when students are 11 and later life outcomes for those students.

Frequent, continuous and progressive learning outside the classroom is one of the most effective ways of improving later life outcomes for all pupils, especially disadvantaged pupils who may otherwise have very limited horizons.

Well, I've been making the argument for a while now that there is remarkably little evidence linking near - term changes in test scores to changes in later life outcomes for students, like graduating high school, enrolling in college, completing college, and earnings.

They find that non-response is predictive in six different national longitudinal data sets of later life outcomes for students, including attainment, employment, and earnings, even after controlling for other relevant factors including cognitive ability.

Not exact matches

What they wanted was somebody to show them what to do and to help them, and not having that help is costing the Government and the devolved Administrations through the outcomes for those babies, as they are more likely to cost the NHS more in later life; through the outcomes for the mothers; and through the outcomes for some mothers who really struggle with having to give up breastfeeding, and end up in the mental health system as a result.

Although the observational studies that underlie our models all adjusted for multiple confounders, including known risk factors for the disease outcomes of interest, risk factors for early breastfeeding cessation such as preterm birth, preeclampsia, and obesity are also risk factors for metabolic disease in later life.

Additionally, by sticking to a routine of frequent and regular follow - up visits for the purpose of an outcome study, you can be confident that any possible problem your premature baby may encounter later on in life will be spotted immediately, and proper therapy can begin right away.

We have long known that interactions with parents, caregivers, and other adults are important in a child's life, but new evidence shows that these relationships actually shape brain circuits and lay the foundation for later developmental outcomes, from academic performance to mental health and interpersonal skills.»

The researchers» findings led to important insights into the links between young children's willpower and later life outcomes, and into methods for enhancing self - control.

As a trained Social worker, there was a lot of emphasis on childhood attachment and how that impacted outcomes for children later in their lives.

The problem, as I've pointed out in several pieces now, is that in using tests for these purposes we are assuming that if we can change test scores, we will change later outcomes in life.

This concern is similar to issues that have arisen in other fields about the reliability of near - term indicators as proxies for later life outcomes.

We don't really care about test scores per se, we care about them because we think they are near - term proxies for later life outcomes that we really do care about — like graduating from high school, going to college, getting a job, earning a good living, staying out of jail, etc...

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

• Outcome measures that are more related to serious skill development and later life success than were the multiple - choice tests of the NCLB era, for example:

Essentially, this paper validates that item non-response is a useful proxy for character skills (probably conscientiousness) and is predictive of later life outcomes.

As this brief review of research demonstrates, it is quite common for test score results not to be predictive of later - life outcomes.

And the near - term test scores appear not to be very good proxies for later life outcomes.

The evidence suggests that private school choice programs may have stronger later - life outcomes for students than charters.

Given these results, and given that there have yet to be long - term studies on impacts on later - life outcomes for our state's urban charter schools, caution is warranted.

Their conclusion: «at least for school choice programs, there is a weak relationship between impacts on test scores and later - life outcomes.»

Even if only for research purposes, there does not appear to be a straightforward and consistent connection between non-cognitive measures and later life outcomes.

There is robust evidence that the EITC has quite large effects on children's academic achievement and attainment, with potentially important consequences for later - life outcomes.

I base that claim on the evidence from other research that the main tool for portfolio management — test scores — are simply not strong enough predictors of later life outcomes to allow even benevolent managers to accurately identify bad schools for closure and good schools for expansion.

«I think the thing for me the thing is the other issue that comes to this is we don't have enough evidence that charter schools are doing enough to improving students later life outcomes.»

Compounding this problem, children from low - income families, on average, begin kindergarten approximately a year behind their peers in preliteracy and language skills.106 This fluency gap widens as students continue in school and has a significant impact on economic success later in life.107 As a result, gains from high - quality preschool programs — including improved health, better social - emotional skills, and better cognitive outcomes — are particularly beneficial for children from low - income families.108

Healthy child development is the foundation for human capital and the basis for future community and economic development.1 A significant body of convergent research emphasises the importance of the prenatal and early years for health and developmental outcomes throughout the life course.2 For a growing number of children, suboptimal developmental trajectories are well established by the time they start school, and become increasingly difficult and costly to modify with the passage of time.3 Thus, investing in young children is important for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4for human capital and the basis for future community and economic development.1 A significant body of convergent research emphasises the importance of the prenatal and early years for health and developmental outcomes throughout the life course.2 For a growing number of children, suboptimal developmental trajectories are well established by the time they start school, and become increasingly difficult and costly to modify with the passage of time.3 Thus, investing in young children is important for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4for future community and economic development.1 A significant body of convergent research emphasises the importance of the prenatal and early years for health and developmental outcomes throughout the life course.2 For a growing number of children, suboptimal developmental trajectories are well established by the time they start school, and become increasingly difficult and costly to modify with the passage of time.3 Thus, investing in young children is important for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4for health and developmental outcomes throughout the life course.2 For a growing number of children, suboptimal developmental trajectories are well established by the time they start school, and become increasingly difficult and costly to modify with the passage of time.3 Thus, investing in young children is important for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4For a growing number of children, suboptimal developmental trajectories are well established by the time they start school, and become increasingly difficult and costly to modify with the passage of time.3 Thus, investing in young children is important for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4for the prevention of disease later in life and contributes to their full participation in society as healthy and productive adults.4, 5

Building on prior demonstrations of improved outcomes from quality improvement interventions for adult and late - life depression, 52,63 our results indicate that this approach can be adapted successfully for younger populations with similar outcomes.

In Australia there are robust administrative data linkage methodologies, some longstanding and well established, that are currently being assessed for their potential to use AEDI data to prospectively estimate the human development benefits of early childhood opportunities, environments and services on later life course outcomes.

Five self - report questionnaires will be used at baseline and, except for the sociodemographic variables, after the intervention is completed (12, 18 and 24 months later) to evaluate the short - term and long - term effects of the intervention on primary (health) and secondary (social participation, life satisfaction and healthcare services utilisation) outcomes and to describe the participants (table 1).

Parenting skills and a variety of family risk factors are influenced by the effects of disadvantage, meaning that Indigenous children are more likely to miss out on the crucial early childhood development opportunities that are required for positive social, educational, health and employment outcomes later in life.

We need more research like this to investigate exactly why sexual maturity is correlated with these relationship outcomes later in life, but for the time being, it appears that waiting longer than average to have sex does result in fewer but happier romantic experiences.

It's possible that those who seek love online differ from those who find their partners offline in terms of their personalities, chronic levels of stress, or communication styles — none of which were assessed in the current study, and all of which are linked to later marital quality.2, 3,4 It is also conceivable that those who look for their life partners online are simply more motivated to find that special someone, 5 and this motivation may translate into more positive marital outcomes down the line (or at least the motivation to report more positive outcomes).

The first 5 years of life are critical for the development of language and cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively poorer outcomes for children in families of lower social class, are already apparent.2 — 4 Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.9, 10

A recent study of the Chicago Child - Parent Centers, for instance, showed that children who enrolled at age three and stayed for two years were less likely to need special education services and less likely to commit crimes later in life compared with children who started preschool at age four.Irma Arteaga et al., «One Year of Preschool or Two: Is It Important for Adult Outcomes?»

More specifically, plenty of studies demonstrated that negative family functioning and unhealthy parenting are often linked to worse emotional and behavioral outcomes for a child, including more opportunities for conduct problems, peer problems, eating disorders, substance abuse, internalized problems (i.e., anxiety and depression), and less positive outcomes such as diminished social competence and self - esteem later in life (Scaramella et al., 1999; Smetana et al., 2002; Barnes et al., 2006; Dishion et al., 2008; Abu - Rayya and Yang, 2012; Letourneau et al., 2013; Ferro and Boyle, 2014; Angley et al., 2015).