Sentences with phrase «negative outcomes for students»

The law did not specifically punish schools for truancy, but it created a social and political link between absence and negative outcomes for students.

While the report concluded that the reform was a failure, the actual results were mixed, with the positive trends for students who were earlier suspended being much stronger in magnitude than evidence of negative outcomes for students who were not.

Not exact matches

«Students who completed more hours of homework per night were at greater risk for these negative outcomes; they were also more likely to drop activities or hobbies they enjoyed in order to focus on their academic work.»

«Substance abuse is the topic of high public interest, yet little attention is given to the experiences of college students with disabilities,» wrote the study authors Steven L. West et al. «Given that binge drinking is highly correlated with academic failure, drop - out, and an increased risk for various negative health conditions, such use by students with disabilities may place them at extreme risk for various negative outcomes.»

Researchers already know that underage college students who obtain and use false identification are at risk for negative outcomes.

Following these methods will help to tackle the negative view of studying at home - promoting homework as both instructional and engaging; a crucial part of a student's learning, leading to better outcomes for students and schools.

The existence of an orderly learning environment throughout the school — established through positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to ensure that all students are known well by at least one adult in the school — is a fundamental precondition for improved teaching and learning to occur on which the subsequent improvement in student learning outcomes can be based.

A 2013 report from the Center for Research on Education Outcomes (CREDO) at Stanford University found that Uncommon's schools «completely cancel out the negative effect associated with being a student in poverty,» concluding that «it IS possible to take innovation to scale and maintain a focus on quality.»

She and the fashion marketing students prepared for negative outcomes, such as an increase in swearing — which, thankfully, did not happen — and the possibility that posters and materials would be destroyed, which did occur.

Finding a solution to this challenge is critical for policymakers — who may not fully understand the tradeoffs between these types of policies and the potential for negative student outcomes.

A North Queensland school says a program rewarding positive behaviour, as opposed to punishing negative behaviour, is resulting in improved outcomes for its students.

Their summary of the sector's academic outcomes, which draws heavily on a series of studies by the Center for Research on Education Outcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative foutcomes, which draws heavily on a series of studies by the Center for Research on Education Outcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative fOutcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative findings.

Several studies have shown that school tardiness has a negative impact on learning outcomes for both the late student and their classroom peers.

In fact, SEED may be doing a great job in a variety of ways, but when we look at longer term outcomes for students on a variety of measures the evidence demonstrating SEED's success disappears or even turns negative.

Of twelve randomized controlled trials — the gold standard of social science research — eleven found that school choice programs improve outcomes for some or all students while only one found no statistically significant difference and none found a negative impact.

States that choose to authorize virtual or online schools can reduce negative outcomes and enhance the chances that these schools will provide productive options for students by:

A 2013 study by the Center for Research on Education Outcomes (CREDO) at Stanford University found that attending an Uncommon school «completely cancel [s] out the negative effect associated with being a student in poverty.»

Oftentimes educators can find themselves in a quandary: failure to address inequities with a sense of urgency can lead to lawsuits, negative outcomes for the most vulnerable students, or federal and

A new study commissioned by the Association for Equity in Funding (AEF) finds disparities in school funding among school districts with vastly different student demographics have negative effects on student outcome measures such as scores on school and district report cards.

The president of the 1.5 - million member American Federation of Teachers, Randi Weingarten, said the findings from Indiana showed «negative or negligible results for student outcomes.»

He said the practice, which in some cases has resulted in serious injuries to students, has been linked to negative health and academic outcomes for students and is opposed by a range of groups, including parent organizations, teachers unions, medical and mental health organizations and civil rights advocates.

This report concludes that «six educationally relevant disparities» — vision problems, asthma, teen pregnancy, aggression and violence, physical inactivity, poor nutrition, and concentration problems — have negative academic outcomes for minority students in urban settings.

Of the 18 gold - standard studies, 14 studies found that voucher programs improve student outcomes, two found no visible effect, and two studies found negative results for students.

Dominic Cipollone, principal of New Venture Community School in the Bronx, New York penned our special feature on summer learning loss and how summer vacations can have a negative impact on learning outcomes for some students.

On top of that, early evidence on student achievement also points to negative outcomes for families that took advantage of the vouchers.

The purpose of this project is to enhance collaboration and coordination among schools, mental and behavioral health specialists, law enforcement and juvenile justice officials to help students succeed in school and prevent negative outcomes for youth and communities.

Yet these schools had outcomes for their students that resulted in negative growth.

POBF policies have not led to better outcomes for students, and in some cases had a disproportionately negative impact on low - income students.

SRI understands that as long as race, class, sexual orientation, immigration status, gender, gender identity, ability, religion, and ethnicity continue to predict the future life chances of children in our nation, we must work with schools and school systems to identify related barriers and obstacles to opportunity and development, disrupt their negative impact, eliminate the persistent disparities, and implement new policies and practices that support significant learning outcomes for each and every student.

Furthermore, a study by the Center for Research on Education Outcomes found «a significant negative impact on student academic growth» for charters in states that allow multiple authorizers for charter schools.

Another trend — exemplified by the humanizing law school movement — seeks to improve both learning and student well - being by decreasing some of the well - documented negative psychological effects of law school created in part by the focus on competition and extrinsic motivation.8 Law schools are beginning to respond to these reports by revising their curricula and preparing for anticipated changes in the American Bar Association (ABA) standards for law school accreditation that will require a greater focus on student assessment and outcome measures.9

Foster care agencies know that retention efforts are critical to prevent negative outcomes for former foster care students.

Educational practices such as remedial «pull - out» sections or homogeneous grouping can create negative labels for students assigned to low - ability group labels that often become self - fulfilling prophecies in terms of academic and developmental outcomes.