Sentences with phrase «outcomes for students from»

This is because the employment outcomes for students from low - income families aren't as fruitful.

In addition, recent research suggests that positive school climates improve academic achievement and outcomes for students from low socioeconomic backgrounds.

We need, however, to recognize an inconvenient truth — that when it comes to maximizing learning opportunities and outcomes for students from racially and ethnically diverse backgrounds, race and ethnicity matter.

► Improved educational programs, opportunities, and outcomes for students from low - income families, students of color, students with disabilities, English Language Learners, students living in temporary housing, LGBTQ students, and students involved in the child welfare or the juvenile or criminal justice systems.

Not exact matches

All this despite the fact that private schooling doesn't actually yield better outcomes for students, according to a recent Statistics Canada report (instead, the apparent academic success of private school student is due to their socioeconomic backgrounds).9 A UBC study also found that students from public schools scored higher in first - year university classes than their private school counterparts.10

She started with some universally acknowledged positive academic outcomes for students: getting good grades, graduating from high school, and earning a college degree.

Place change request outcomes will inform the place numbers in further education college, commercial and charitable provider, and academy 16 to 19 student number statements, issued from the end of January 2016; and 2016 to 2017 general annual grant statements for academies and free schools, issued from February 2016.

«We also need to embed employability in education, with a greater focus from schools on employability outcomes for their pupils, and with management modules becoming mandatory in higher education, to give students in different disciplines more opportunities to learn to lead.»

On their website, the coalition institutions «commit» to gathering and publishing data on admissions and matriculation; median time to and percentage of degree completion; student and postdoc demographics; median time spent as postdocs; and, most importantly from the standpoint of those considering scientific training, «career outcomes for PhD and postdoctoral alumni, classified by job sector and career type.»

A report from the Council of Graduate Schools details outcomes for underrepresented minority students in STEM doctoral programs

But those results were widely criticized by educators and software makers for lumping together the outcomes from many different products and for testing their impact on student achievement in the 1st year the teacher had used the material.

The goals of these strategies would be to ensure that career outcomes are noted for all trainees, so that individuals contemplating biomedical research training and selecting a training institution would have access to current information about the career outcomes of students and postdoctorates from those institutions.

The development of K - 12 science curricula in many provinces benefitted from the 1997 Common Framework of Science Learning Outcomes created by the Council of Ministers of Education, Canada (CMEC, 1997), and from the 1984 Science Council of Canada report, Science for Every Student (SCC, 1984).

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aoutcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

Throughout our organization, from our teachers to me, we are responsible for partnering with parents to produce great outcomes for students.

While this could be seen as damning proof that technology does not have the capability to improve educational outcomes, and instead provides a platform for students to be become distracted from learning, Andreas Schleicher, OECD director for education and skills, concluded that schools systems «need to find more effective ways to integrate technology into teaching and learning».

The student component of NELS includes additional outcome data for the subjects taught by each sampled teacher, including the results from multiple - choice achievement tests.

It has been a major player in this market for many years and its focus is on helping students and teachers to gain the most from the technology they often already have in schools, thereby improving student outcomes.

With guidance from Harvard faculty and district and community leaders, participants study best practices in family engagement and identify strategies they can use to promote student learning and improve educational outcomes for all.

It could also average those outcomes from the current school year with those of the previous year or two: for example, scores of third - grade Hispanic students in spring 2017 averaged with those of third - grade Hispanic students in spring 2016, or 2016 and 2015.

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.

Outcomes from the Knowledge in Action (KIA) project - based learning (PBL) Advanced Placement (AP) course (s) were compared with outcomes from traditionally taught AP courses among student groups who were matched for school - level achievement and socioeconomicOutcomes from the Knowledge in Action (KIA) project - based learning (PBL) Advanced Placement (AP) course (s) were compared with outcomes from traditionally taught AP courses among student groups who were matched for school - level achievement and socioeconomicoutcomes from traditionally taught AP courses among student groups who were matched for school - level achievement and socioeconomic status.

My work is to figure out, from a regional perspective, how to create these thriving and inclusive team cultures, where everyone feels that they can be part of an effective team that will create the outcomes that we want for our teachers and, in turn, create that ripple effect of what we want for students.

Researchers Raj Chetty and John N. Friedman of Harvard University and Jonah E. Rockoff of Columbia University analyzed school - district data from grades 3 — 8 for 2.5 million children, and linked those data to information on student outcomes as young adults.

In fact, one recent piece of research — a 2015 report from the Center for Research on Education Outcomes (CREDO) at Stanford University — suggests that students in online charter schools aren't doing as well as their peers.

This comprehensive approach offers the best chance to improve outcomes for every student, from our «talented tenth» to students languishing grade levels behind.

NL: In some ways, the most important thing is that we're able to identify what those skills are, and that gives us then some concrete information to teach to and so in and of itself that's critical... But, in a concrete sense, we know that from the development of our literacy and numeracy courses, our student outcomes have risen significantly, so we had well over 130 Statements of Attainment this year to kids in 2013, whereas in 2012 we were looking at 10 or 15 Statements of Attainment for the year.

Taking into account the assistance that LA gives to students and supervisors alike get from the outcomes, it is necessary to supply all valuable information for the LA to work out in the best possible way.

This resource bundle contains: Student checklist for all tasks to complete from intro to final outcome Student outline of activities with class work and homework tasks (dates can be edited) Photshoot feedback and review sheets Planning sketch sheets

From predicting the outcomes to identifying variables and finally scaffolding students learning so they can make informed conclusions, this investigation writing frame will encourage your students to focus on the specific scientific skills needed for any investigation.

Online and blended learning have the potential to dramatically transform our education system by being able to individualize for each student's distinct learning needs (just look at the results from Carpe Diem, KIPP Empower, or Rocketship Education), but whether it does so will have a lot to do with policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - centric one.

«As a school, we have, from the very beginning, been really focused on making sure that if we're going to adopt a practice, if we're going to make some sort of change, that there is good foundation for that and we are confident it's going to have a positive outcome for the students, not just changing for the sake of it.»

Inquiry and innovation - this is one of the most important outcomes of this model - students, as they work together, will need to learn how to solve problems, where to look for good information, how to distinguish good information from bad, how to confirm their hypothesis before coming to conclusions, how to test those conclusions, and more.

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.»

A 2015 report from the Center for Research on Education Outcomes at Stanford University found that students enrolled in online charter schools aren't performing as well as their peers, and many observers have argued that online - only charters should be put out of business.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studestudents with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studeStudents and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on studestudents spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

A recent OECD working paper Teaching Strategies for Instructional Quality «explore (d) the relationships between mathematics teachers» teaching strategies and student learning outcomes in eight countries, using information from the TALIS - PISA link database».

Research, including 2008 and 2009 studies by Eric Hanushek, John Kain, and me, and a 2000 study by Caroline Hoxby that account for both observed and unobserved factors that could affect outcomes and contaminate the results, suggests that African Americans, particularly higher achievers, do benefit from attending schools with a higher proportion of white students.

Online learning holds the potential to create a student - centered educational system that can personalize affordably for students» different learning needs at different times — a key to allowing all students to maximize their success — if policy moves away from regulating inputs and toward focusing on individual student outcomes and other conditions are put in place.

The benefits of embedding an environmental behaviour change programme into an empowering project for school children are ample and through GAP's experience, we've seen the most successful outcomes delivered where students are encouraged to own the process from beginning to end and develop the necessary tools to reach their goals.

Despite an increased push from the federal government for higher performances by both teachers and students, many districts continue to struggle with how best to manage financial resources in equitable ways that will lead to improved outcomes.

At the start of a PBL assignment, teachers should provide students with clear and challenging criteria or guidelines for success, using rubrics and examples that demonstrate intended learning outcomes from local professionals or former students (Ertmer & Simons, 2005; Barron & Darling - Hammond, 2008).

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.

It's true that students from those schools who did enroll in post-secondary schooling were more likely to go to a 4 than 2 year college, but it is unclear if this is a desirable outcome given that it may be a mismatch for their needs and this more nuanced effect is not commensurate with the giant test score gains.

Federal and state officials collect data about the characteristics of students with disabilities and certain outcomes for those students, but little is known about the quality of education they receive, according to a report from the Editorial Projects in Education Research Center.

If there's one clear lesson from the last 25 years of charter school implementation, it's that choice and competition are necessary but by no means sufficient to dramatically improve outcomes for students.

First, the benefits of attending a private school are greatest for outcomes other than test scores — in particular, the likelihood that a student will graduate from high school and enroll in college.

Well respected studies from the likes of Thomas Dee and Brian Jacob, for example, have shown the effects of NCLB - style accountability on student outcomes using NAEP data.

Positive outcomes from technology investments require three things: visionary leadership, ongoing support for teacher training, and valid tools for assessing the impact of technology on student learning.

The fact that students at APIP schools were no more likely to graduate from high school or take the SAT or ACT makes it improbable that an influx of high - performing students is responsible for the improvements observed for other outcomes.