Sentences with phrase «later outcome measures»

There are also later outcome measures for that classroom.

Not exact matches

Strengths of this study, Dr. Li noted, included that researchers used an objective measuring device and studied a short - term outcome (miscarriage) rather than one that will occur years or decades later, such as cancer or autoimmune diseases.

While late - term gestation was associated with an increase in the rate of abnormal conditions at birth and with worse physical outcomes during childhood, it was also associated with better performance on all three measures of school - based cognitive functioning measures during childhood,» the study concludes.

They specifically measured the infants» ability to understand language at 7 months, and later the children's vocabulary outcomes at age 2.

The primary outcome measure was the Alcohol Urge Questionnaire that was taken at pre-test and 20 minutes later at post-test.

They focused on four outcome measures: each patient's latest systolic and diastolic blood pressure levels, whether their blood pressure was under control, and dose escalation for patients whose pressures were not adequately controlled.

• 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:

Outcomes were measured immediately at the end of the PD programs and one year later.

That is, the true test of the predictive power of «noncog» measures is not whether they are correlated with cognitive measures (like achievement scores), but whether they are correlated with later life outcomes.

And even in the imaginary world in which VAM is used, learning growth on math and reading tests only captures a narrow portion of school quality, which is why those measures are not consistent predictors of later life outcomes, like graduation, college attendance, and earnings.

Tests are but one measure of student learning, and evidence demonstrates an inconsistent relationship between standardized tests results and later life outcomes — calling into question the practice of devoting additional time to a single state standardized test.

My student, Collin Hitt, and colleague, Julie Trivitt, have an amazing paper on how we can efficiently measure an important non-cognitive skill that is strongly predictive of 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.

Yet again, we see that what we think is «good» performance on a a near - term educational measure is highly dependent on context and is not connected to later outcomes in a straightforward way.

The disconnect between educational measures and later life outcomes is at least as severe in non-cognitive measures as it is in test scores.

Our latest report — Back to the Staffing Surge — measures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education.

The latest study of which I'm aware on use of ORF for progress monitoring as a General Outcome Measure (GOM) is January, S.A. (2018).

The probability is reported as a percentage of students with similar profiles who later performed poorly on an outcome measure.

A significant problem of practice in more selective admissions is assessing and measuring individual characteristics most likely to be associated with later school leader success, including achievement of strong student learning outcomes.

There is little evidence about what predicts students» curricular dispersion, whether it affects later college or labor force outcomes, or, in fact, how to measure curricular dispersion.

Screening measures, by definition, are typically brief assessments of a particular skill or ability that is highly predictive of a later outcome.

And ensuring this requires us to measure learning outcomes --- particularly those that are predictive of children's later life success.

We study how exposure to extreme temperatures in early periods of child development is related to adult economic outcomes measured 30 y later.

Bennett KJ, Lipman EL, Racine Y, et al.Annotation: Do measures of externalising behaviour in normal populations predict later outcome?

RESULTS: Experiencing parent encouragement to diet as an adolescent was significantly associated with a higher risk of overweight or obesity, dieting, binge eating, engaging in unhealthy weight control behaviors, and lower body satisfaction 15 years later as a parent, after adjusting for sociodemographics and baseline measures of the outcomes (P <.05).

Typically researchers have tried to puzzle out this question by measuring some aspect of a relationship at one moment in time and then seeing how that measurement coincides with relationship outcomes months or years later.

The size of the CfC impacts on most outcomes was small, but can be considered positive relative to what was observed in the early phase of the UK Sure Start evaluation.3 The current results are also comparable in size to those found in the later impact evaluation of the Sure Start programme, in which 3 - year - old children were exposed to mature SSLP throughout their entire lives.4 Reviews of the effectiveness of early childhood interventions have found that most studies reported effect sizes on parenting and child outcomes that were small to moderate.14 15 When comparing CfC and SSLP with other interventions, it is important to remember that the evaluations of these interventions measured effects on an entire population, rather than on programme participants, as is the case in the evaluation of many other interventions.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study compares outcomes for women and children across three treatment (Arkansas CARES) groups: clients who stayed in treatment less than 30 days (early drop - out), those who stayed in more than 30 days but did not complete treatment (late drop - out), and those who completed the program (graduates).

The resulting study focused on rural students in middle or junior high school and measured outcomes before the course started and then one year later.

These factors are measured at the start of our observation period (2005 - 06) and used along with poverty durations to «predict» child outcomes measured later in this period.

Summary: (To include comparison groups, outcomes, measures, notable limitations) The study examined the impact of a 26 - week intervention program targeted at teachers and designed to encourage and facilitate father / male involvement (Father / Male Involvement Preschool Teacher Education Program) in two state - funded prekindergarten programs for children identified as being at - risk for later school failure.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Children with early onset conduct problems whose parents received The Incredible Years parent treatment program when they were 3 - 8 years were contacted and reassessed regarding their social and emotional adjustment 8 - 12 years later.

He is developing measures based in dynamic systems theory for dyadic infant - mother (adult) interactions and their predictive relations to later outcome.

In addition, measuring childhood adversities during childhood, rather than later, may offer other improvements to the ACE Study's early life predictors of health outcomes.21 It allows the possibility of obtaining a more accurate and comprehensive assessment of childhood events than one would be able to obtain after many years.

The findings for emotional symptoms are in line with studies from New Zealand showing that the number of depressive episodes in adolescence was associated with later self - reported welfare dependence after adjustment for confounding factors and comorbidity.17 In a study with an outcome measure similar to that of our study, Pape et al16 reported that anxiety and depression symptoms in adolescence increased the susceptibility of receiving medical benefits in early adulthood in a Norwegian sample.

Finally, we used criterion outcome measures at age 5, which included parent - reported diagnoses of ADHD and ASD / AS and teacher - reported measures of personal, social, and emotional (PSE) development to assess the utility of the preschool SDQ to predict clinical outcomes 2 years later.

For example, in the MTA sample, correlations between measures reflecting the actual reports of peers about one another were correlated only 0.01 to 0.27 in magnitude with ratings of peer functioning obtained from parents and teachers, suggesting that reports by adults are not useful proxies for the perspectives of one's peers.27 Given that views of one's peers provide better prediction to later psychiatric problems, 3 the use of adult report to index intervention outcomes in studies targeting the peer relationship problems of children is likely to prove a limited measurement approach.

In examining the relative effectiveness of prospective and retrospective measures to predict later life outcomes, we find that retrospective reports of the family environment most validly capture influences on the child in domains of strong emotional content but are less successful in cognitive domains.

Given the limited improvement typically obtained in treatment studies that use peer report measures as outcomes with ADHD samples and the well - documented predictive validity of peer reports for later adjustment, the need for more intensive interventions and novel approaches to address the peer problems of children with ADHD is emphasized.