Sentences with phrase «of nonacademic factors»

Research shows the importance of nonacademic factors for predicting outcomes such as retention, persistence, and engagement in college as well as graduation from college.

Not exact matches

The percentage of doctorate holders in nonacademic S&E occupations who are underrepresented minorities increased from 4.4 percent in 1990 to 6.1 in 2005, a substantial increase if it were not over a very small base.18 Myers and Turner concluded that market forces such as wages play a more prominent role in affecting faculty representation in the short run than pipeline factors designed to increase the supply of minority faculty.19

But nonacademic factors — such as absences and even behavior in elementary school — are also strong indications of how successful students will be when they take the exam.

New metrics, like school climate or social and emotional progress, are likely to generate demand for interventions that attend to nonacademic factors of students» experiences.

The Role of Arts Participation in Student's Academic and Nonacademic Outcomes: A Longitudinal Study, Home, and Community Factors.

Lesli A. Maxwell is an assistant managing editor for Education Week who oversees coverage of school district news and leadership, English - language learners, charter schools and school choice issues, and school climate, discipline, and nonacademic factors that affect students.

«Multimetric accountability promotes comprehensive student achievement and well - being by using multiple measures of performance, incorporating a range of subjects, including nonacademic factors, and promoting continuous improvement and support.

Although grades should definitely reflect the quality of students» academic performance, many teachers believe that students» work habits, responsibility, and attitudes — what researcher Robert Marzano (2000) calls nonacademic factors — are also important.

Together, the districts created their own set of student performance standards based on academic and nonacademic qualities; grit and tenacity will factor in, along with state exams and other non-state tests.

It does not mean eliminating measurement of academic attainment and growth; it means coupling those with rigorous, reliable and valid indicators of school organization and other nonacademic factors.

In collaboration with the Consortium, UChicago Impact, the Urban Education Institute's innovation arm, developed the 5Essentials system, which is composed of surveys, reports, and training supports that states, districts, and schools can use to track progress on the nonacademic factors proven to drive school success.

Decades of rigorous research revealed five nonacademic factors predictive of school success: effective leaders, collaborative teachers, involved families, a supportive environment and ambitious instruction.

Cities and states at the vanguard of rethinking accountability and measuring nonacademic factors illuminate a productive and thoughtful path forward, drawing upon an impressive research base and proven results.

Incorporate important nonacademic factors such as measures of school climate, safety, and parental engagement.

Over the past few years, nearly 6,000 schools across 14 states have used the 5Essentials survey to systematically measure nonacademic factors that decades of research have shown matter most for school improvement and student success.

To quote a recent NASBE publication: «On one hand, this new flexibility was a welcome federal recognition of the contribution nonacademic factors make to student academic success.