Sentences with phrase «on academic outcomes such»

Evaluations of career academies have shown a positive impact (download) on academic outcomes such as high school attendance, credits earned, grade point averages, and graduation rates.

Not exact matches

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..

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

The effects of high - stakes testing programs on outcomes such as retention, graduation, and admission into academic programs are different from the results of using grades alone.

Looking beyond graduation rates, we also found that the phase - out process did not have a clear impact — positive or negative — on other academic outcomes for the phase - out cohort, such as credits earned or Regents exams passed, or on attendance.

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.

As such, it is critical that we continuously work to improve efficiency, implement evidence - based practices, and provide greater accountability on key performance indicators that support successful academic and post-school outcomes for students with disabilities.

The reason is that even if evidence showed the impact of such policies on observable outcomes, such as student test scores, we know that good teachers produce learning gains in areas that go beyond tested academic subjects.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

«Published research on advisory... is generally optimistic and indicates that the program leads to the kind of positive outcomes — such as increased attendance — that correlate with improved academic outcomes.»

Indeed, in a 2011 report, the Government Accountability Office noted, «There are no national public data on military dependent students» academic progress, attendance, or long - term outcomes, such as college attendance or workplace readiness.»

One assumption might be that non-cognitive skills such as perseverance and resilience are developed through adventure learning and that these skills have a knock - on impact on academic outcomes.

«I was surprised that this particular course could have such dramatic effects on the academic outcomes of at - risk kids,» said Thomas S Dee, a professor at Stanford who co-authored the study with postdoctoral researcher Emily Penner.

«I was surprised that this particular course could have such dramatic effects on the academic outcomes of at - risk kids,» Professor Thomas S. Dee, one of the study's co-authors, told The Guardian.

With a mix of human capital reforms, such as rounding out the teaching force with UCLA graduate students who have expertise in key subjects, added student learning and enrichment programs in and out of classroom, and a new focus on developing a college - going culture of high expectations, UCLA is setting out to take what is, by most measures, a struggling school and drastically improve academic outcomes for all students.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Growth in social and emotional skills is linked to improved academic achievement and positive impacts on long - term outcomes such as educational attainment, employment, substance abuse and criminal activity, according to a 2015 analysis by the Collaborative for Academic, Social and Educational Lacademic achievement and positive impacts on long - term outcomes such as educational attainment, employment, substance abuse and criminal activity, according to a 2015 analysis by the Collaborative for Academic, Social and Educational LAcademic, Social and Educational Learning.

Traditional research on college completion has focused on factors such as socioeconomic status and high school academic preparation, but less is known about how psychological factors predict college outcomes.

Programs such as Linked Learning, which according to its website, «integrates rigorous academics that meet college - ready standards with sequenced, high - quality career - technical education, work - based learning, and supports to help students stay on track,» have seen positive outcomes for students.51 A seven - year longitudinal study comparing students who participated in Linked Learning to those who did not showed that the program completers were less likely to drop out and more likely to graduate from high school.

She pointed out that other academics, such as Professor Rob Coe, have previously shown that peer observations focused on rating individual aspects of a lesson did not change pupil outcomes, and have suggested that it is hard to judge teaching quality in this manner.

That said this criticism leads us to question whether Success Academy's laser - like focus on academic excellence comes at the expense of other student outcomes, such as their socio - emotional and behavioral health.

In a 2011 report, the Government Accountability Office noted, «There are no national public data on military dependent students» academic progress, attendance, or long - term outcomes, such as college attendance or workplace readiness.»

The mechanisms such interests use are many — influencing election outcomes by injecting huge sums of money into them (see the NYT editorial on the KOch Brothers and AB32, for example), installing fossil fuel employees in government bureaucracies (BP's ex-chief scientist is currently Head of Science at the DOE, one Steve Koonin, also of Caltech — welcome to the fossil fuel - academic complex), and distorting science to fit their agenda (witness the endless fraudulent claims about zero - emission combustion, despite the persistent absence of any stand - alone prototypes.)

Several academics have proposed algorithms for predicting case outcomes based on information such as the composition of an appellate panel and the ideology, gender and background of the judges, and these algorithms have generally performed better than law professors» predictions based on the legal issues involved.

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

Despite decades of research describing the harmful effects of family poverty on children's emotional and behavioral development, eg,12 - 17 experimental or quasi-experimental manipulations of family income that could go beyond description are rare18 and tend to examine the effect of such manipulations on physical health or academic attainment, rather than emotional or behavioral functioning.19, 20 Other analyses of the Great Smoky Mountains data set have focused on educational and criminal outcomes.21 The few studies looking at emotional or behavioral outcomes tend to have a short time frame.22, 23 Some studies of school - based interventions have followed up with children through to adulthood, 24,25 but we have found none that have looked at the long - term effects of family income supplementation on adult psychological functioning.

Whether or not parent - focused interventions exert effects on child outcomes via EF remains to be seen but such evidence would provide support for any causal claims about the relations between parental behavior, children's EF and early academic ability.