Sentences with phrase «outcomes of absenteeism»

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Participating factories had registered positive outcomes for workers, who enjoyed improved quality of life, and their businesses — which tallied declines in absenteeism and increased productivity.

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!

A major study of 415,000 school students conducted over five years to 2012, «Student Attendance and Educational Outcomes: Every Day Counts», has linked increasing rates of absenteeism with declining scores in national literacy and numeracy tests.

School Wastage Study - National Absenteeism in Armenia «The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resources.

We found that about half of the difference in student outcomes in schools slated for closure and the broader sample of schools can be explained by differences in incoming students» demographic characteristics, absenteeism, and achievement in middle school.

Another contributing factor in its grade is lackluster outcomes in absenteeism, tardiness, and classroom misbehavior, based on the National Assessment of Educational Progress background survey.

The AASA's 2014 survey found that 92 percent of superintendents believe that out - of - school suspensions are associated with negative student outcomes, including lost instructional time and increased disengagement, absenteeism, truancy, and dropout rates.

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 entry.

Using a nationally representative dataset of kindergarten students from the 2010 - 2011 school year, this study evaluates the effect of chronic absenteeism on both achievement and socioemotional outcomes.

The study recommends that interventions be implemented during the early middle grades to prevent most dropout outcomes, and that non-traditional credit - earning options be offered to older enrolled students (17 and older) who already have patterns of chronic absenteeism and course failure.

Compiled annually by the research team at E3 Alliance, The Central Texas Education profile is the most comprehensive regional view of education trends and outcomes in the state, and includes the region's demographic changes, early childhood education, K - 12 student achievement, achievement gaps, absenteeism, college and career readiness, and college enrollment and student and economic outcomes and implications.

According to Roughton, the district's focus on chronic absence was prompted by a New York Times article on the impact of chronic absenteeism on student outcomes.1 The article made clear that all absences, not just unexcused absences, can negatively impact reading rates and can increase dropout rates for students.

School climate suffers, chronic absenteeism persists, discipline problems push students out of school and learning outcomes suffer.

«Poverty is highly correlated with poor educational outcomes — with test scores, absenteeism, dropout rates, and every other measure of attainment and achievement.»

Both student self - reports and teacher reports were found to be significantly predictive of student academic and behavioral outcomes, including GPA, state test scores, suspension rates, and absenteeism.

A key outcome of the collaborative's 2015 work was the launch of the U.S. Department of Education's (ED) Every Student, Every Day initiative which is working to galvanize multi-sector support to promote federal, state and local efforts to address chronic absenteeism.

The report on which this brief is based describes how schools can use measures of students» social - emotional competencies, school climate, and related outcomes, such as suspension rates and chronic absenteeism, to inform their practice.

Although its structure often raises questions in the nurse population, its dimensions (mainly the control one) have been shown to be predictive of some health outcomes measured with «objective» indicators concerning absenteeism, injuries, and musculoskeletal disorders.