Sentences with phrase «performance on academic outcome»

«Two years in, and student performance on academic outcome measures were bad in every single area — but lawmakers still lifted the cap on how many students can participate, in spite of those negative outcomes.»

Having clearly defined indicators will help states comply with this requirement so that nonacademic indicators don't mask low performance on academic outcome measures.

Not exact matches

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 improve.

Numerous studies have identified possible negative outcomes of screen time to include: irregular sleep patterns, behavioral issues, focus and attention problems, decreased academic performance and negative impact on socialization and language development.

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.

A short - sighted view - the one that pervades the school - reform ideology - is that academic outcomes alone matter and that performance on tests is the only measure worth applying.

An inspection involves an assessment of a school's performance on academic and other measured outcomes, followed by an onsite visit to the school, typically lasting one or two days for primary schools.

For example, instead of averaging or differently weighting scores on academic performance and academic growth, a state could decide to identify for CSI only schools that have low academic outcomes and are not demonstrating growth.

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 report recommends that «civil rights advocates keep a watchful eye on ESSA performance data to show if the new state accountability systems are translating to worse academic outcomes for historically overlooked groups of students.»

• 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.

● 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

The National Center on Intensive Intervention defines Intensive Instructional Intervention as additional or alternative intervention programs to the core curriculum conducted in small groups or individually with evidence of efficacy for improving academic outcomes for students whose performance is unsatisfactory in the core program.

We also find consistently strong evidence that students with disabilities who spend more time in general education classrooms experience better outcomes — fewer absences, higher academic performance, higher rates of grade progression and on - time graduation, and higher rates of college attendance and employment — than students with disabilities who are similar in other observable ways but spend less time in general education classrooms.

The first goal is defined as follows: As data on academic achievement and other student outcomes are disaggregated and analyzed, one sees high comparable performance for all identifiable groups of learners, and achievement and performance gaps are virtually non-existent.

As data on academic achievement and other student outcomes are disaggregated and analyzed, one sees high comparable performance for all identifiable groups of learners, and achievement and performance gaps are virtually non-existent.

See the chart below for a quick summary of the differences in performance and check out Sown To Grow's impact page for more info on how this practice is positively shifting mindsets and academic outcomes.

These include the positive impact of arts integration practices on school performance, and the connections between professional development, arts, and academic learning outcomes.

The arts integration program's student performance assessment ratings based on outside expert facilitation and analysis of video recorded «arts plus arts integration portfolio conferences» were linked to teachers» professional development outcomes and correlated with student academic achievement scores.

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.

In the United States, more than 1.5 million children are born to unmarried parents each year.1 Many of these children will grow up in single - parent households, a backdrop that can adversely affect academic performance, emotional development, and long - term socioeconomic outcomes.2 Moreover, without specific legal action on the part of unmarried parents, these children will not share the same rights as children born to married parents.

Methods Multivariate analyses of a birth cohort examined the outcomes for children on measures of temperament, behavior, and academic performance in infancy (6 months), at age 5, and at age 12.