Sentences with phrase «of school choice research»

Beyond that, in the slightly longer term, we hope to compile an open - access database of school choice research.

We know from the body of school choice research on the experimental effects on test scores that short term test scores may not be predictive of long term achievement or attainment.

The most comprehensive survey of the school choice research literature ever undertaken, which was recently released, shows that students in school choice programs perform better academically than students not in a....

The most comprehensive survey of the school choice research literature ever undertaken, which was recently released, shows that students in school choice programs perform better academically than students not in a school choice program.

The report provides the most comprehensive survey of the school choice research literature ever undertaken.

The NEPC is an outspoke critic of school choice research.

Interpretations of what the body of school choice research says differ dramatically depending on who you talk to, but should it be that way?

Not exact matches

, and by working to lower the occurrence of unwanted pregnancies in the first place — which means better sexual health education in schools, funding for birth control measures and education about using that birth control, promoting research into methods of safe male birth control, and creating an environment where the women in your life can come to you to discuss safe sexual choices.

Significant supporting research from both the USDA and public groups has demonstrated that school children significantly increase their consumption of healthy fruits and vegetables when given a variety of choices via a school salad bar.

Significant supporting research from both the USDA and public groups has demonstrated that school children significantly increase their consumption of healthy fruits and vegetables when given a variety of choices via a school salad bar.

Homeschooling may not be the right path for every family for a panoply of reasons, but just as parents spend a lot of time contemplating and researching the public and private school options available to them, homeschooling should be another reasonable education choice for families to consider.

Dr Walid Magdy, of the University of Edinburgh's School of Informatics, who led the research, said: «The introduction of skin tone choices for emojis has been a success in representing diversity and their extensive use shows that they meet a real demand from users.»

That's the finding of a new study published in the Journal of Marketing Research: «Healthy Choice: The Effect of Simplified Point - of - Sale Nutritional Information on Consumer Food Choice Behavior,» co-authored by Hristina Nikolova, the Coughlin Assistant Professor of Marketing at the Carroll School of Management at Boston College and J. Jeffrey Inman, Associate Dean for Research and Faculty and the Albert Wesley Frey Professor of Marketing at the University of Pittsburgh Joseph M. Katz Graduate School of Business.

They hear the horror stories about promotion and tenure decisions, the fight to secure funding to keep research going, and the drudgery of teaching introductory courses in which students only want to get the «A» that will help them get into the medical or graduate school of their choice.

UF / IFAS assistant professor of food and resource economics Jaclyn Kropp — along with economists at Georgia State University, Clemson University and the U.S. Food and Drug Administration — worked with a county school food services director to develop a novel research model to study school lunch choices children make, combining lunch sales data collected at the cafeteria register with data on student absences.

While more consumers than ever are making healthier choices at the grocery store, they tend to purchase a balance of healthy and less - healthy foods, according to new research from the University at Buffalo School of Management.

People are more likely to delegate decisions — or «pass the buck» — when faced with choices that affect others than when those decisions affect only themselves, according to new research from Mary Steffel, assistant professor of marketing in the D'Amore - McKim School of Business at Northeastern University.

Institute for Research in Schools London Transport Museum — Inspiring Engineering Young Engineers — Making Knexions Design & Technology Association V&A — Engineering Season (Mind over Matter exhibition) Surrey Wildlife Trust — Nower Wood Education Centre Progressive Palaeontology Conference 2017 Arkwright Scholarships Trust — Liaison officers CaSE — Shaping the Future of Science British Science Association CREST Awards Smallpeice Trust — Electronics programme EDT First Edition EDT EES Applied — Further Development Tomorrow's Engineers — Impact Research Study Kids Invent Stuff — Big Inventor Little Inventor Royal West of England Academy — My Future My Choice Surrey SATRO — Mega Structures Challenge BBC World Service — The Engineers — Robots Natural History Museum Armourers & Brasiers Cambridge Forum

His choices widened when he looked at the work of his graduate school mentor, who had made important contributions to society by founding a Cord Blood Bank, and of a professor at a local 2 - year college, who advanced student training in scientific research by involving them in the lab production of monoclonal antibodies.

From a health perspective, farmed salmon is a good choice, said Roxanne Karimi, a research scientist at the School of Marine and Atmospheric Sciences at Stony Brook University.

Significant supporting research from both the USDA and public groups has demonstrated that school children significantly increase their consumption of healthy fruits and vegetables when given a variety of choices via a school salad bar.

Ballots don't come with lists of eligible choices so it's up to each member to think up a list and since the category is «under 21» it takes a bit of research for the teen / young adult performances; as is Hollywood tradition almost everyone playing high schoolers in Lady Bird or Spider - Man Homecoming are in their early - to - mid 20s.

The carefully conducted research by Caroline Hoxby and Jay Greene tells us that choice - even the threat of choice - provokes a detectable response from the public schools.

To illustrate the un-reliability of test score changes, I'm going to focus on rigorously identified research on school choice programs where we have later life outcomes.

On - going trends involving public school segregation have been a primary focus of the CRP's research, and the expanding policy emphasis on school choice prompted analysis of the much smaller — but politically potent — charter sector.

In addition, districts in our sample needed to have a minimum of 6 percent of students in choice schools, the level Caroline Hoxby identified as a threshold above which districts could reasonably be expected to respond to competitive pressure (see «Rising Tide,» research, Winter 2001).

The research represents each level of government — federal, state, and district — and focuses on state - federal relationships and the effects of school choice and supplemental education services on school districts.

In three new articles published in Education Next, researchers with the Education Research Alliance for New Orleans (ERA - New Orleans) at Tulane University, directed by professor of economics, Douglas Harris, show the impact of the reforms on student performance; consider to what degree the city's system of school choice provides a variety of distinct options for families; and take a careful look at the city's unique centralized enrollment system.

The major substantive chapters of the book place Swedish expenditure and achievement in comparative perspective (in both, Sweden rates high); show that the decline in education inputs during the 1990s worsened the teacher - student ratio and teacher quality; review the international research on the effects of school choice; and test for the effects of school choice in Sweden on achievement.

, Handbook of Research on School Choice (pp. 409 - 426).

[7] Since parents are critical players in selecting elementary schools, finding trusted community members to support and advise parents through that choice process is a promising area of future research.

Drawing on an evaluation of the Montclair model and other research, the report concludes that school - choice plans based on magnet schools «appear most promising in meeting the educational goals of achieving racial balance, providing quality education, and offering diverse educational programs.»

In considering the policy implications of this research, it is important to recognize that our analysis reflects parent decisions conditional on school choice.

Even though these studies are among the most compelling in this area of research, the complications introduced by the purposeful choices and responses of families and schools temper the strength of the findings.

Fortunately, school choice has been around long enough to have produced a large body of research to learn from.

These findings suggest avenues for future research on the optimal design of private school choice programs.

A more recent summary, by Epple, Romano, and Urquiola, selectively included only 48 % of the empirical private school choice studies available in the research literature.

One chapter, by Ludger Woessmann (coauthor of «School Choice International,» research, page 54) uses international data to show that systems that make greater use of public - private partnerships (ideally combining public funding with private operation) perform better than systems that do not.

Peterson also points to research by Harvard University's Martin West and German economist Ludger Woessmann, who examined the impact of school choice on the performance of 15 - year - old students in 29 industrialized countries and «discovered that the greater the competition between the public and private sector, the better all students do in math, science and reading.»

Equally startling was the study's source: the Wisconsin Policy Research Institute, a conservative think tank funded in large part by the Lynde and Harry Bradley Foundation, one of the nation's leading backers of school choice.

The Commission, chaired by Dr. Paul Hill of the University of Washington, carefully reviewed the research on the impact of school choice on student achievement and included in its report the following statement: «The most rigorous school choice evaluations that used random assignment... found that academic gains from vouchers were largely limited to the African - American students in their studies.»

The equal - opportunity, granddaddy longlegs of all curmudgeons, Myron Lieberman, manages in one volume to savage teachers unions, education schools, the Education Writers Association, the New York Times, the Washington Post, education research, egalitarian school - choice proponents, and conservatives Diane Ravitch, Terry Moe, -LSB-...]

While the first year of doctoral studies can be difficult, orientation provides an opportunity for students to learn more about conducting education research at Harvard and the various opportunities around campus, to meet faculty and administrators, and to be reassured that they had made the right choice to come to the Ed School.

His current research topics include teacher pension policy, fiscal impact of school choice, longitudinal analysis of student achievement, and methodologies for school funding estimation.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Summaries of the effects of multiple programs generally show positive effects, as does a meta - analysis of gold - standard experimental research on school choice by Shakeel, Anderson, and Wolf (2016).

But if Strauss is inclined to introduce professors fulsomely, she might let her readers know that I am the Henry Lee Shattuck Professor of Government and Director of the Program on Education Policy and Governance at Harvard University, who has spent years researching school governance, school choice, school accountability, and teacher effectiveness rather than referring to me as «Harvard's Paul E. Petersen.»

Still, Strauss does an absolutely superb job of introducing the co-chair of the Broader Bolder coalition as «Helen Ladd, the Edgar T. Thompson Distinguished Professor of Public Policy and Professor of Economics at Duke University who has spent years researching school accountability, education finance, teacher labor markets, and school choice.»

As reform ideas expand from school choice to educational choice — not just where a child learns but how they learn — more research is needed on the accounts to determine how a menu of educational choices affects student achievement and parent satisfaction over a longer time horizon.

While the first year of doctoral studies can be overwhelming, orientation provided an opportunity for students to learn more about conducting education research at Harvard and the various opportunities around campus, to meet faculty and administrators, and to be reassured that they had made the right choice to come to the Ed School.