Sentences with phrase «lower educational achievement»

There is evidence that maltreated children are at greater risk for lifelong health and social problems, including mental illnesses, criminality, chronic diseases, disability1 and poorer quality of life.2 A history of child maltreatment is also associated with lower adult levels of economic well - being across a wide range of metrics, including higher levels of economic inactivity, lower occupational status, lower earnings and lower expected earnings.3 Existing research suggests a ripple effect caused by lower educational achievement, higher levels of truancy and expulsion reducing peak earning capacity by US$ 5000 a year4 or an average lifetime cost of US$ 210012 per person1 when considering productivity losses and costs from healthcare, child welfare, criminal justice and special education.

Over the long term, the social and economic disadvantage of this early vulnerability is evident in lower educational achievement, social disadvantage, diminished economic returns and increased health, welfare and criminal justice costs.

Current research indicates a high college dropout rate for low - income students can not be fully explained by lower educational achievement in high school.

This isolation, in turn, is shown to increase the likelihood that low - income children will be in classroom settings with behavioral problems and high student turnover — both of which take away from instructional time and lead to lower educational achievement.

Low educational achievement.

Indeed, that the data show the increase in death by self - destruction is not limited to whites with low educational achievement suggests that something else is at work — or at least something more complicated than lower economic achievement or increasing inequality.

Strong correlation between low educational achievement, examination and school performance stress and between suicide has been investigated and confirmed.

But along with a similar initiative launched last year by the administration to expand educational opportunities for Native American kids (and slowly revamp the U.S. Bureau of Indian Education), the new effort does bring attention to the low educational achievement among young black children — especially young black men — and reinforces Obama's generally laudable record as School Reformer - in - Chief.

The fact that AYP doesn't focus on low educational achievement for young men of all backgrounds, the most - persistent symptom of the nation's education crisis, has allowed districts to continue practices such as overlabeling of young men as special ed cases that toss more futures into the abyss.

The waiver plan doesn't address the crisis of low educational achievement among young men of all backgrounds, one of the leading symptoms of the education crisis.

And the fact that AYP doesn't focus on the crisis of low educational achievement for young men of all backgrounds, the most - persistent symptom of the nation's education crisis, has allowed districts to continue practices such as overlabeling of young men as special ed cases that toss more futures into the abyss.

Not exact matches

The achievement gap between low - income and wealthy students has grown significantly, exacerbating socioeconomic and racial tensions and heightening the sense of inequality among various underserved communities, as large achievement gaps in educational outcomes based on race and ethnicity remain, or by some accounts, even worsen.

Women who started birth at home were on average older, of a lower socioeconomic status and higher educational achievement, and less likely to be African - American or Hispanic than women having full gestation, vertex, singleton hospital births in the United States in 2000.

Breastfeeding also supports healthy brain development, higher educational achievement, and lowers the risk of obesity and other chronic diseases.

Children from low - income families are likely to hear 30 million fewer words than their peers from higher - income families, a deficit that can have far - reaching implications on educational achievement, health and economic status, said Alan Mendelsohn, associate professor of pediatrics and population health at the New York University School of Medicine.

Participation in high - quality early childhood programs at ages 3 and 4 years is associated with greater school readiness and achievement, higher rates of educational attainment and socioeconomic status, and lower rates of crime.

Burris combines reviews of academic studies, as well as personal anecdotes from her own experience as an educator, to argue that ability tracking has a negative effect on the educational achievement of «low track» students while also undermining social cohesion.

However, lower peer achievement is a potentially important channel through which a high poverty rate could affect the educational environment, and from a policy perspective what matters is the total effect of a high poverty rate.

There are plenty of evidence - based recommendations for how to quickly optimize student achievement in low - performing schools, but an entry point for a broader, deeper systems change at RHS was to redesign its educational system and adopt blended learning.

President Barack Obama has often noted in speeches the enthusiasm of Korean parents for their children's education, the high quality of Korean teachers, the number of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international academic - achievement tests, and low rates of school dropouts and juvenile delinquency.

o To keep costs low, the system must rely primarily on existing data (such as student achievement, grade retention, attendance, graduation, college going and student log files from educational software providers).

One response to this observation has been to assume that the closing of achievement gaps requires group - based solutions — for example, special initiatives aimed at boys (or girls), educational solutions for Indigenous students, or government programs targeted on students from low socioeconomic backgrounds.

Murray points to the fact that national gains in educational achievement, particularly for those beginning on the lower end of the distribution, have been very hard to come by in the past few decades: «If we confine the discussion to children in the lower half of the intelligence distribution (education of the gifted is another story), the overall trend of the 20th century was one of slow, hard - won improvement.»

Based solely on their race, ethnicity, and socioeconomic status, there are students at high, middle, and low levels of achievement who are not receiving the educational challenges they need to succeed and excel.

Low academic achievement is particularly important to control for because children only receive special education services if their disabilities are adversely affecting their educational performance.

A review of 25 schools supported by the Achievement for All Achieving Schools programme between 2011 and 2015, indicated that pupils with special educational needs (SEN), those eligible for Pupil Premium funding and low attainers consistently made progress at a higher rate than expected for their year groups.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

More responsibility for purchasing educational resources at the national and local levels appears to correspond to lower student achievement, at least in mathematics.

New York City's progress in narrowing the achievement gap confirms that policymakers and advocates can no longer use demographic factors like race, ethnicity, income, or zip code to excuse differences in educational achievement between high - and low - needs students.

But there were other problems as well: NCLB did not itself provide sufficient incentives for students to work hard, as only teachers were held accountable for failure, and the legislation did not end the enduring inequalities of educational opportunity for low - income and minority students that underlie the achievement gap.

Because they're already above the «proficient bar» in academic achievement at a time when most federal and state policies are fixed on boosting low achievers over that bar, schools and teachers have little incentive to focus on their educational needs or to devote resources to their schooling.

What is clear, however, is that both Catholic schools and voucher programs for low - income families show stronger effects on students» educational attainment than on their achievement as measured by standardized tests.

Research shows that minorities accrue greater premiums from educational credentials that signal high achievement than whites, which means that watering down these signals through grade inflation, abolishing external exams, and lowering standards depletes a key resource for students from disadvantaged backgrounds.

During this same period, inequality in academic achievement and educational attainments between children from high - and low - income families has also increased substantially.

A thought - leader in higher education, she has spent more than two decades at prominent national educational institutions and at the highest levels of government, working to implement effective strategies to raise academic achievement and opportunity for low - income and minority students.

These neighborhood initiatives use «wraparound» programs that take a holistic approach to improving the educational achievement of low - income students.

For example, they might consider only Identified Students as being from low - income families for reporting on achievement gaps between economically disadvantaged and other students or selecting schools for performance consequences, while identifying all students as being from low - income families for determining eligibility for supplemental educational services.

The Bureau of Federal Educational Programs provides technical assistance, program support and monitoring to local educational agencies that will lead to improved academic achievement outcomes for students who are disadvantaged, migrant, neglected, delinquent, at - risk, or homeless; or in rural and low - income schools.

By combining teacher - student links with the ability to measure achievement gains using common assessments, we could be generating lower - cost, faster - turnaround evaluations of curricula and other educational interventions.

The principal intellectual and moral argument that advocates make — and for which I have considerable sympathy — is similar to that of No Child Left Behind (NCLB) backers: giving needy kids a boost up the ladder of educational and later - life success by narrowing the achievement gaps that now trap too many of them on the lower rungs.

Further, he notes, «the effects of private - school - choice programs on educational attainment — how far an individual goes in school — are both larger and more consistent than their achievement effects,» with programs narrowly targeted to low - income, urban students proving to be the most effective.

Moreover, the fact that relative achievement continues to decline after students» initial entry into middle schools suggests that average educational quality in Florida is lower in stand - alone middle schools than in schools serving grades K — 8.

This report finds that retention impedes the educational progress of children and leads primarily to lower achievement and higher dropout rates....

Using test score data from the National Assessment of Educational Progress, we also find that reforms cause gradual increases in the relative achievement of students in low - income school districts, consistent with the goal of improving educational opportunity for these students.

Research also shows that teachers hold differing and lower expectations for students of color and low - income students, as compared with more affluent students, which is a key link to our educational achievement gap.

CEI works with schools with persistently low achievement to help them transform into high - functioning educational institutions with vibrant and engaging learning environments capable of advancing learning for all students.

Inclusive special education within the classroom and instructional efforts to minimize low achievement are also typical of Nordic educational systems.

In the process, Obama and Duncan are retreating from the very commitment of federal education policy, articulated through No Child, to set clear goals for improving student achievement in reading and mathematics, to declare to urban, suburban, and rural districts that they could no longer continue to commit educational malpractice against poor and minority children, and to end policies that damn children to low expectations.

In the current program, Mr. Smith tracks America's search for schools and school districts that have been effectively raising student performance in high poverty areas and closing the achievement gap between minority and low - income students and the educational mainstream.

Long - term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15 - year follow - up of low - income children in public schools.