Sentences with phrase «on academic outcomes in»

Twenty - three empirical studies (including all methods) have examined school choice's impact on academic outcomes in public schools.

Findings: New York, NY — While the authors found no visible effect on participants as a whole, they also divided students into quintiles based on student achievement and found no visible effects on academic outcomes in any quintile.

Not exact matches

Academic forum On October 18 and 19, MFS will join fellow DCIIA members in New York at this annual event that brings together leading academics and innovative plan sponsors and practitioners for a series of panels on how to improve outcomes in defined contribution planOn October 18 and 19, MFS will join fellow DCIIA members in New York at this annual event that brings together leading academics and innovative plan sponsors and practitioners for a series of panels on how to improve outcomes in defined contribution planon how to improve outcomes in defined contribution plans.

At the same time, Turnaround's staff works to improve the classroom environment as a whole, coaching teachers on strategies to improve students» academic outcomes by improving their experience in class.

In most families, there was no significant impact of the home visits on the children's mental development or school outcomes, but in families where mothers scored especially low on measures of intelligence and mental health, children's academic performance did improvIn most families, there was no significant impact of the home visits on the children's mental development or school outcomes, but in families where mothers scored especially low on measures of intelligence and mental health, children's academic performance did improvin families where mothers scored especially low on measures of intelligence and mental health, children's academic performance did improve.

These are just a few examples of how breakfast - in - the - classroom has been used as a creative tool for administrators and educators to address food insecurity, disciplinary issues, tardiness and absenteeism, and trips to the school nurse — and that's on top of improved academic outcomes for students who eat school breakfast!

Developed specifically to instruct teachers and other school professionals about the impact hunger has on learning, the NEA Healthy Futures Breakfast in the Classroom Toolkit will help you communicate how BIC can help increase breakfast participation and address hunger in schools, which in turn can improve academic and behavioral outcomes for students.

In 2013, Mathematica conducted the first rigorous study of the impact of EL middle schools on academic achievement outcomes.

«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.»

Challenge number two is — this is something that I became more aware of working on Helping Children Succeed — that even going beyond the challenges that low - income kids face and the gaps in our academic outcomes, there are significant problems with some of the basic approaches to teaching and education that we have in our schools: The basic principles of American pedagogy, how we teach math, how we teach anything.

Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications.

These are just a few examples of where breakfast - in - the - classroom has become a tool for administrators and educators to address food insecurity, disciplinary issues, tardies and absences, and trips to the school nurse — and that's on top of improved academic outcomes for students who eat school breakfast!

Try to get your target to agree in principle that better food would mean better nourished kids; have the documentation with you showing the connection between better nutrition and better academic outcomes (not hard to find on the internet.)

In real terms, these rules which exist in virtually every jurisdiction, include laws and regulations which forbid the unauthorized use of state resources for political purposes, contributions from dubious sources, violation of campaign funding limits as prescribed by enabling laws, the use of money to influence voters and election outcomes, non-disclosure of campaign spending, abuse of media, broadcasting and political advertising rules, and rules on declaration of assets, academic qualifications, health and other disclosures and internal party guidelines and ruleIn real terms, these rules which exist in virtually every jurisdiction, include laws and regulations which forbid the unauthorized use of state resources for political purposes, contributions from dubious sources, violation of campaign funding limits as prescribed by enabling laws, the use of money to influence voters and election outcomes, non-disclosure of campaign spending, abuse of media, broadcasting and political advertising rules, and rules on declaration of assets, academic qualifications, health and other disclosures and internal party guidelines and rulein virtually every jurisdiction, include laws and regulations which forbid the unauthorized use of state resources for political purposes, contributions from dubious sources, violation of campaign funding limits as prescribed by enabling laws, the use of money to influence voters and election outcomes, non-disclosure of campaign spending, abuse of media, broadcasting and political advertising rules, and rules on declaration of assets, academic qualifications, health and other disclosures and internal party guidelines and rules.

One commonly used definition of a «good» school is one that has high academic outcomes in absolute terms - its students don't drop out, frequently go to college, frequently go to selective colleges if they do go to college, frequently find decent jobs if they don't go to college, perform well on standardized tests, take more advanced classes such as advanced placement, international baccalaureate, honors and college classes, etc..

After sorting the students into «night owls,» «daytime finches» and «morning larks» — based on their activities on days they were not in class — researchers compared their class times to their academic outcomes.

The UChicago team's NBER study concludes, «The impact of the pilot intervention reported in this paper are large enough to raise the question of whether the field has given up prematurely on the possibility of improving academic outcomes for disadvantaged youth.»

«Additional research is needed to examine impacts on academic achievement across different demographics and for longer periods and on outcomes in other domains, such as energy balance.

In our two previous research collaborations with the Skills for Life team, we already had shown that mental health problems are quite common, are among the strongest predictors of poor attendance, poorer grades, and lower scores on standardized tests, and that improved mental health scores are powerful predictors of improved academic outcomes.»

Nashua, NH About Blog We develop innovative technology and methods to enable faster and more reliable language learning outcomes for professionals in organizations with critical language requirements, for students and teachers in academic environments, and for anyone else intent on becoming more proficient in Spanish language.

On the bright side, this can provide gender - in - film academics an opportunity to comment whether or not the Siegel's macho character indictment and comeuppance from 1971 is not ultimately more feminist in its offerings and outcomes.

We have shown that, despite their limitations, aggregate measures of non-cognitive skills based on student self - reports provide useful information about students» development, as both levels and year - to - year changes in students» self - ratings are associated with changes in related academic and behavioral outcomes.

Delegates attending the BNF conference heard from a panel of eminent scientific experts including Professor Ashley Adamson from University of Newcastle, Dr Graham Moore from University of Cardiff, Professor John Reilly of University of Strathclyde, and Professor Jeanne Goldberg from Tufts University in Massachusetts, USA, about the role and impact of a whole school approach to nutrition; the association between breakfast consumption and education outcomes in primary schools, with particular reference to deprivation; the impact of obesity, and of physical activity, on academic attainment; and research which points to the most effective methods of communicating about nutrition with school children.

In many cases, this is accompanied by a slight decline on various academic outcomes such as task completion and achievement.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

These charges seemed odd, given that the best studies available on the subject — from Stanford University's Center for Research on Education Outcomes (CREDO)-- show that Michigan charter students make large academic gains relative to similar students at district schools, particularly in Detroit.

In the case of afterschool programs, as you mentioned, the official evaluation of the federally funded 21st Century afterschool program didn't show effects on students» academic outcomes, at least.

Specifically, her research investigates effective ways to measure bilingualism in schools, the relevance of knowledge on bilingualism and executive functions to language and literacy outcomes, and the relationship between academic outcomes and quality and quantity of bilingual experience.

And in the case of a district that has had a half dozen superintendents in a dozen years, and dismal academic outcomes all the way along, and on top of that has a new Superintendent in his first six months of superintendency, the board must intervene.

On the contrary, requirements for the reporting of extensive information on academic outcomes and basic characteristics of schools, including their demographic composition, have been embedded in federal and state lawOn the contrary, requirements for the reporting of extensive information on academic outcomes and basic characteristics of schools, including their demographic composition, have been embedded in federal and state lawon academic outcomes and basic characteristics of schools, including their demographic composition, have been embedded in federal and state laws.

The Campbell Collaboration's registry contains at least 50 entries on analogous trials in which conventional measures of academic achievement were the main outcome variable.

Hanushek and Hoxby seem to stand alone in their findings that class size reduction has little or no impact on student academic outcomes — yet they are disproportionately referred to for evidence here in Australia.

Dozens of studies of afterschool programs repeatedly underscore the powerful impact of supporting a range of positive learning outcomes, including academic achievement, by affording children and youth opportunities to practice new skills through hands - on, experiential learning in project - based after school programs.

ESSA wisely eliminates cost - by - cost testing for SNS, a practice which discouraged schools from spending Title I funds on comprehensive services and perversely encouraged spending on add - ons (like pulling students out of academic classes to work with paraprofessionals) that met compliance standards but were not necessarily helpful in improving educational outcomes for low - income students.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learninIn Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learninin the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

The academics will be outlining the strategies and the impact on student outcomes in forthcoming Teacher articles.

After all, Cuban concludes, changes in governance, school size, curriculum, and organization «have had few effects on classroom practices and, consequently, students» academic outcomes.»

Dr Lauren Sherar, Senior Lecturer in Physical Activity and Public Health at Loughborough University, who is an academic advisor for Super Movers said: «There is growing evidence supporting beneficial effects of active learning on education - related outcomes.

Once we can measure them though, we can then put the focus on them to give the outcomes that matter in the long run in balance with academic outcomes.

The plan sets a target of 66 % of working - age New Mexicans earning a college degree or post-secondary credential by the year 2030 — a rigorous goal given the current attainment rate of 45 %.1 The plan also sets a vision for New Mexico to be the fastest growing state in the nation when it comes to student outcomes, with a goal to increase the percentage of students who demonstrate readiness to more than 60 % on the state English language arts (ELA) and math assessments.2 These efforts are significant considering New Mexico's historically lower student academic proficiency rates compared to other states and to national averages3, and demonstrate how leaders are driving a sense of urgency to improve.

Resources to support districts in ensuring, schools and classrooms are focused on the same outcomes related to academic services and supports for students.

Deputy mayor Richard Buery on Monday defended the community school model's efficacy in improving student academic outcomes after the administration announced partnerships between social services agencies and 45 new community schools.

This Research Summary presents the findings of a study that explored how teachers can foster greater trust and improved academic outcomes in situations in which students of color are receiving critical feedback on their schoolwork.

Fourteen percent of Michigan's charters are both low - performing and do little to improve student achievement, according to Stanford University's Center for Research on Educational Outcomes; while just one of the 11 charters shut down in 2015 - 2016 were closed because of academic failure, according to data from the Wolverine State's Department of Education.]

After scores on the 2014 New York State English language arts assessment at P.S. 52 Sheepshead Bay School in Brooklyn were unsatisfactory, first - year principal Rafael Alvarez searched for a way to improve academic outcomes for his students, who come from diverse socioeconomic backgrounds and about a quarter of whom are English language learners.

The finding that family financial support enhances academic achievement in the form of test scores is consistent with other research on the impact of the EITC showing impacts on later outcomes such as college enrollment.

In Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8; increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on academic readiness (effect sizes in the 0.4 — 0.6 range) at school entrIn Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8; increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on academic readiness (effect sizes in the 0.4 — 0.6 range) at school entrin the 0.4 — 0.6 range) at school entry.

Interested in ethnic identity development and its influence on academic outcomes, peer relationships, and psychological well - being.

This practice, diametrically opposed to that in Singapore, which outperforms the United States in reading in English in spite of the fact that nearly everyone in that city - state speaks a different language at home, has no chance of narrowing the gap in academic literacy with native English speakers; instead it will exacerbate it, to be followed by more civil rights pressure on our universities to lower their academic standards still further in an attempt to achieve equal outcomes, in a vicious cycle that will continue the degradation of America's civil and academic life.

As with parental education, family income may have a direct impact on a child's academic outcomes, or variations in achievement could simply be a function of the school the child attends: parents with greater financial resources can identify communities with higher - quality schools and choose more - expensive neighborhoods — the very places where good schools are likely to be.