Sentences with phrase «many evaluations find»

In the 1960s, experts designed special education and training programs intended to enhance the skills of the poor, but evaluations found that they had only limited impact.

Examples of focal areas include: developing and implementing a rigorous evaluation of home visiting; selecting, adapting, and developing culturally appropriate data collection tools and measures; tracking and measuring benchmarks; developing and modifying existing data systems; continuous quality improvement; data protection and privacy; and ethical dissemination and translation of evaluation findings derived from research with AIAN to external audiences.

The majority of the funding is used by states to implement program models that have demonstrated their effectiveness based on rigorous evaluation findings.

Some of the evaluation findings include:

When debating the introduction of criminal sanctions, James Brokenshire, the then immigration minister, insisted that the Home Office evaluation found no hard evidence of discrimination.

In February, the Times Union reported that a mental health evaluation found Rizvi claimed to have been tormented by «psychotic - like symptoms» and nightly visits from a «dark and foreboding figure» who «doesn't want me to have friends.»

Compared to attending scheduled in - person lectures, 57 percent of respondents to the end - of - course evaluation found watching video lectures at home to have a positive impact on their time management.

The NSPCC is reviewing the Letting the Future In model based on the evaluation findings, particularly around providing additional support for both older and younger children to sustain the intervention's effect.

Evaluation findings help inform NIMBioS program content and format as well as overall operations.

Their real - time PCR evaluation found about one - fourth of the library was capable of producing diterpenoids.

Leaders of SMD - funded E / PO programs and Science Education and Public Outreach Forums work together to make individual program metrics, evaluation findings, and outcomes available to the public and NASA in order to communicate the unique capabilities and successes of SMD E / PO and to provide insight into federally funded E / PO efforts.

Effectiveness and Impact: Evaluation findings and impact statements: Full evaluation reports are posted at: http://kepler.nasa.gov/education/resources/eval/

All six evaluations found that teaching assistants leading small group or individual sessions resulted in an additional two to four months progress for pupils.

«Kids are most likely to confide in their peers first when they're in trouble, but in our evaluations we found, to our surprise, that most referrals for help came from teachers.

The evaluation found teachers were anxious about providing sources of evidence and in focus group interviews they said they opted for face - to - face activities because they could get a certificate of attendance and they knew this was a valid source of evidence.

A Summary of External Program Evaluation Findings for the eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) Program from 1999 — 2009 (PDF).

: Evaluation Findings from Programs in 14 States (PDF).

Wolf points out that the evaluation findings also reinforce previous research that shows that parents who have been given the chance to select their child's school have reported much higher levels of satisfaction.

Although the evaluation found no impact on student math performance, the estimated reading impact of using a scholarship to attend a private school for any length of time during the three - year evaluation period was a statistically significant gain of more than 5 scale points.

First, our evaluation found that families reported obtaining higher - quality services in a private setting with a McKay voucher than they had received in public schools.

If the county's own evaluation found benefits from Singapore Math, why not continue using it?

The major AIR evaluation found that 21 of 24 models showed no significant impact on learning, and the RAND study of results in scale - up jurisdictions revealed equally uninspiring outcomes.

One random - assignment evaluation found that sending parents that single postcard reminder about the importance of attending school increased attendance by 2.4 percent.

A state capacity building and technical assistance policy implemented in California was shelved after a few years, but evaluations found the policy improved student learning.

The persistence of the benefits of tracking is striking, as many evaluations find that the test - score effects of successful interventions fade over time.

For the RAISE program, the evaluation found teachers who participated in professional development programs were significantly more likely than nonparticipating teachers to use practices that foster student independence, and to provide opportunities for students to practice different reading strategies, peer - to - peer learning, and collaboration.

The evaluation found students who had participated in both the pilot program and its schoolwide rollout the next year performed significantly better on a state writing test than students who had less exposure to the program, but other measures were mixed.

The final evaluation found being admitted to a KIPP middle school via a lottery leads to significant improvement in students» average math and reading scores after two years.

Overall, the evaluation findings are judged to be of moderate security.

The evaluation found a 30 - week programme improved the vocabulary, grammar and listening skills of four and five - year olds by as much as four months.

The rapid - turnaround randomized evaluation found that the short - term intervention did not improve attendance rates during the second semester of the 2015 - 2016 school year.

Though a New York Times evaluation found Cincinnati's famed community schools have not produced clear academic gains, Fariña called Cincinnati's results «pretty good.»

An earlier evaluation found that after two years, Higher Achievement had statistically significant positive impacts on both math and reading test scores.

The evaluation findings are very similar to those from the Head Start Impact Study, i.e., outcomes favoring the program group at the end of the pre-k year, but no differences later in elementary school.

But L.A.'s last evaluation found that «neither the amount of usage nor the level of engagement had an impact on achievement.»

The study's authors speculate on four potential explanations for the large negative effects that their program evaluation found: misalignment of private school curriculum to the Louisiana State Standards; differences between serving scholarship students with achievement gaps and traditional private school students; success of other education developments, especially in New Orleans; and the overall quality of private schools willing to participate in the program.

This performance task is based on Task # 5 for Argumentation / Evaluation found in Literacy Design Collaborative's LDC Template Task Collection 2.0.

In addition, the study's analyses of TAH grantee evaluations found that the evaluations were not sufficiently rigorous to determine the impact of the TAH program on student achievement or teacher knowledge.

An independent evaluation found that among 93 principals using the SAMs process for two or more years, the mean percentage of time spent on instruction rose from 32 percent to some 52 percent after two years.

The interim report discusses the evaluation findings during the first three years of implementation of the VPSC Program.

Title I Implementation: Update on Recent Evaluation Findings (2009) provides a summary of findings from Title I evaluation studies that have become available after the publication of the National Assessment of Title I final report in 2007.

The evaluation found that the program positively impacted teachers» beliefs, confidence, and capacity to develop and implement interdisciplinary art units.

The distinctive characteristic of schools with superior evaluation systems is that their leaders can identify practices that they have stopped doing because their evaluations found insufficient evidence of effectiveness.

No wonder that a study of teachers experiencing such traditional teacher evaluation found that 41 percent of teachers said their evaluation was «just a formality,» and another 32 percent said at best it was «well - intentioned but not particularly helpful» to their teaching practice (Duffett, Farkas, Rotherham, and Silva, 2008).

But evaluation found it was «no more or less effective» than interventions already in place such as one - to - one help.

The evaluation found gains, on average, of an additional nine months» progress, suggesting that the high average impact of self - regulation strategies is achievable in English schools.

In Pennsylvania, a study commissioned by the state of four districts that are already using the new evaluations found that 96 percent of teachers received ratings of proficient or distinguished.

We need to see and monitor easy to understand data on both professional practices, EL student outcomes, and evaluation findings.

The Year 3 evaluation findings validate that the ELPFP serves as an effective initiative, and provides a well - established foundation and road map for the expansion of increased investment and accountability.

The most methodologically rigorous evaluations find that the academic benefits of preschool programs are quite modest, and these gains fade after children enter elementary school.