Sentences with phrase «program outcome data»

The feedback from clients, community partners and staff as well as program outcome data is collected to inform and guide process and program improvements.

Not exact matches

By focusing on outcomes for Canadians and making evidence - based decisions that are anchored in meaningful data and indicators, the Government is moving to a culture of measurement and impact, and is putting in place the tools to deliver on priorities, align resources to programs and activities that deliver real value for Canadians, and provide meaningful information to Canadians and Parliament.

Beyond its financial goals, UnitedHealth executives outlined a number of programs that tap Optum's data and apply machine learning to improve patient engagement and outcomes with both commercial employer members and Medicare enrollees.

The company also has new programs to use Optum's data and apply machine learning to improve patient engagement and outcomes with its enrolled customers.

Her work in systematic reviews has consistently addressed tough topics and has included documenting harms of episiotomy, the limitations of data about outcomes of fetal surgery, inconsistencies in results of programs designed to reduce use of cesarean, marginal effectiveness of medications for overactive bladder, and the burden on cervical cancer prevention programs introduced by liquid cytology collection for pap testing.

Identifying core components of interventions found to be effective and understanding what it takes to implement those components with fidelity to the program model is critical to successful replication and scale - up of effective programs and practices in different community contexts and populations.7 There is growing recognition in the early childhood field of the importance of effective implementation and the need for implementation research that can guide adoption, initial implementation, and ongoing improvement of early childhood interventions.8, 9,10 The promise of implementation research and using data to drive program management is compelling because it offers a potential solution to the problem of persistent gaps in outcomes between at - risk children and their more well - off peers.

Results published in the American Journal of Public Health were based on evaluation data from Legacy for ChildrenTM, a public health intervention program designed to improve child outcomes by promoting positive parenting among low - income mothers of infants and young children.

To develop the classifications, the nonprofit organization Rescuing Biomedical Research (RBR) convened a working group made up of trainee advocates and university administrators and career - development program directors who are involved in collecting career outcome data.

In order to project the impact of proposed cutbacks to U.S. - funded programs in South Africa, which has the greatest prevalence of HIV infection of any country, and the west African nation of Côte d'Ivoire, which has a different kind of epidemic and a different level of foreign aid dependency, the researchers used a widely - published mathematical model along with epidemiologic and cost data from each country to project the outcomes of potential programmatic responses.

Most programs do pretty well at this; but if a program's outcomes data show that large numbers of their graduates are in full - time private practice, you should be concerned.

The study was conducted by Loyola's predictive analytics program, which mines large data sets to predict health outcomes.

They measured educational outcomes using standardized tests and looked at demographic data, including attendance and suspension; race and ethnicity; free and reduced price lunch status; and participation in gifted education, special education, or programs for English learners.

The program employs prospective, peer - controlled, validated clinical data collection to quantify 30 - day surgical outcomes and allows comparisons of outcomes among all participating hospitals.

Tilghman, Rockey, and the others in the working group laid out several recommendations aimed at shortening and diversifying doctoral programs and postdoc positions, increasing the proportion of trainees supported by training grants and fellowships instead of research grants, collecting more data on career outcomes, improving postdoc salaries, and promoting the staff scientist career path.

Diabetes education significantly improves outcomes among people with the condition, leading to reduced blood sugar, blood pressure and cholesterol levels, according to data presented by the Diabetes Self - Management Education Program from New York - Presbyterian Hospital today at AADE14, the American Association of Diabetes Educators Annual Meeting & Exhibition.

When the researchers used the program to analyze data from the 2008 UEFA European Football Championship, the indices closely matched the tournament's outcome and the overall consensus of sports reporters, coaches, and other experts who weighed in on the performances.

HHS also strongly encourages the use of outcome and evidence data in program evaluations and budget decisions.»

Currently and in the near future, resources such as the Kaiser Permanente Research Program on Genes, Environment and Health; the UK Biobank; the VA Million Veteran Program; and others are making available genetic data linked to comprehensive EHR - based clinical outcomes and traits on over a million people.

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

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).

Cahill and Lynch reached out to the Parthenon Group, a data analysis and research firm in Boston, to find out how many of which kind of student was out there, which students fell behind, how they progressed through the system, what the outcomes were, and how those outcomes differed by program.

Two recent experimental evaluations of the Louisiana Scholarship Program found negative effects of the program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data Program found negative effects of the program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data so far.

Initially released as a working paper through the National Bureau of Economic Research in December 2015 and later published in the American Economic Journal, Pathak and colleagues» study of the program's first - year outcome data showed significant negative impacts associated with voucher usage in Louisiana.

In a case study for The 74, Matt Barnum tries to unpack why the Louisiana Department of Education ended its data - sharing agreement with researchers from MIT and Duke after they released a study of the Louisiana voucher program that relied on just one year of outcome data.

Another research team at the University of Arkansas was simultaneously evaluating the same program and presenting early findings at academic conferences, but elected to hold off on publishing their results until they could include a second year of outcome data.

It's this perspective that dredges up findings like: 70 percent of elementary programs don't require a single basic science course of their candidates (neither through their ed coursework or their general university requirements), or one in four secondary programs don't require a full subject - specific methods course, or one in five programs we were able to study on their use of outcomes data don't conduct surveys of their grads.

«EvaluPac» provides ROI data and education program outcomes reporting.

Professional development agendas and timelines are linked directly to the standards and feedback on program development and outcomes of data conversations are also linked to the standards met.

In addressing the point of contention, the Productivity Commission is of the opinion that «there is little evidence or systematic processes in place to evaluate policies, program and teaching practices to identify what works best in schools and early learning centres», despite the amount of data that is collected to monitor and report on student and school outcomes.

The draft report, which was commissioned by the Federal Government in March, says that better education outcomes will result from the ability to identify and evaluate better policies, programs and teaching practices based on available data.

Further, as we looked beyond the survey responses, we found that quite a few blended programs that have been highlighted in media and NGO reports don't yet have outcomes data.

The four step process walks you through areas related to baseline performance data, available resources, programs and policies, and outcomes to help you develop and execute an effective strategic plan.

Many blended programs, however, are in early stages and don't yet have student outcomes data.

Implementation and Continuous Improvement: Guidance in assessing whether a program or policy is achieving the intended outcomes and processes for using data to inform continuous improvement.

The Higher Education Act (HEA) can support state efforts to prepare their educators to use data in support of student learning, to provide meaningful information about teacher outcomes back to the program that trained them, and to enable data systems that provide educators, families, and policymakers the information they deserve while reducing burden on states.

(a) Each plan shall be developed annually and shall include program objectives, activities, program development and maintenance planning, school counseling curriculum, professional development planning, evaluation methods based on data analysis of program results and closing the gap analysis reports to inform program improvement, and assessment of the resources necessary to support positive student outcomes.

These conclusions are borne out in two broad sets of data: one based on longitudinal studies of parenting and high quality programs starting in infancy and the other based on more recent studies on the impact of preschool attendance on child outcomes.

Robert Pianta, dean of the University of Virginia's Curry School of Education, explained that Relay is creating a «feedback loop,» using child - level data to measure the outcomes of its teacher - training program, and using those measures to make decisions about program design.

Comparing outcomes across institutions offering the same program is only one possible use of earnings data.

However, no other data set combines measures of early exposure to bilingual education programs with measures of students» outcomes 10 years after high school.

In the original memo that unveiled the new performance report, NJDOE's Chief Performance Officer / Assistant Commissioner of Data, Research, Evaluation and Reporting, Bari Erlichson (2013) stated: While [sic] the evaluation of student outcome data is crucial for school improvement, we know that these data alone can not capture the dozens of other essential elements of schools such as a positive school climate, participation in extracurricular programs and the development of non-cognitive skiData, Research, Evaluation and Reporting, Bari Erlichson (2013) stated: While [sic] the evaluation of student outcome data is crucial for school improvement, we know that these data alone can not capture the dozens of other essential elements of schools such as a positive school climate, participation in extracurricular programs and the development of non-cognitive skidata is crucial for school improvement, we know that these data alone can not capture the dozens of other essential elements of schools such as a positive school climate, participation in extracurricular programs and the development of non-cognitive skidata alone can not capture the dozens of other essential elements of schools such as a positive school climate, participation in extracurricular programs and the development of non-cognitive skills.

The handbook is organized according to how program inputs and outcomes have been conceptualized and validated in evaluation research on leadership preparation programs and will help program designers: 1) Identify Formative and Summative Assessments; 2) Identify Measures and Outcomes (e.g., program and participant outcomes); 3) Evaluate the Relationship Between the Program Attribute and the Outcome; and 4) Use Data for Preparation Program Improprogram inputs and outcomes have been conceptualized and validated in evaluation research on leadership preparation programs and will help program designers: 1) Identify Formative and Summative Assessments; 2) Identify Measures and Outcomes (e.g., program and participant outcomes); 3) Evaluate the Relationship Between the Program Attribute and the Outcome; and 4) Use Data for Preparation Program Improutcomes have been conceptualized and validated in evaluation research on leadership preparation programs and will help program designers: 1) Identify Formative and Summative Assessments; 2) Identify Measures and Outcomes (e.g., program and participant outcomes); 3) Evaluate the Relationship Between the Program Attribute and the Outcome; and 4) Use Data for Preparation Program Improprogram designers: 1) Identify Formative and Summative Assessments; 2) Identify Measures and Outcomes (e.g., program and participant outcomes); 3) Evaluate the Relationship Between the Program Attribute and the Outcome; and 4) Use Data for Preparation Program ImprOutcomes (e.g., program and participant outcomes); 3) Evaluate the Relationship Between the Program Attribute and the Outcome; and 4) Use Data for Preparation Program Improprogram and participant outcomes); 3) Evaluate the Relationship Between the Program Attribute and the Outcome; and 4) Use Data for Preparation Program Improutcomes); 3) Evaluate the Relationship Between the Program Attribute and the Outcome; and 4) Use Data for Preparation Program ImproProgram Attribute and the Outcome; and 4) Use Data for Preparation Program ImproProgram Improvement.

Marisa Castellano and Kirsten Sundell, co-principal investigators of the Rigorous Tests of Student Outcomes in CTE Programs of Study project, are wrapping up the fourth and final year of data collection for their study of the effects of POS / career pathways on student academic and technical achievement.

The article discusses the use of data - driven decision making in education and school improvement programs, focusing on how its effective implementation can improve student outcomes.

The researchers acknowledge three specific limitations in this study: challenges with validity and external reliability of the authentic instruction rating scale, missing data due to fluctuations in teacher participation during the duration of the study, and the inability to account for a variety of variables that may impact study outcomes due to the limited time frame and scope of the program in which the study took place

Local educators, in partnership with other stakeholders, can then use an ongoing data based decision - making model utilizing secondary transition data related to graduation (Indicator 1), dropout (Indicator 2), transition compliance of the IEP (Indicator 13), and post-school outcomes (Indicator 14) to improve in - school transition programs for youth with disabilities.

But while program features may be assessed during the accreditation and program approval process, there is little data that can readily link these features to the outcomes of graduates who actually become teachers.

With support from Lumina Foundation for Education and the Bill & Melinda Gates Foundation, the Evaluation Toolkit was developed for two purposes: (1) To develop a freely accessible, research - based resource that will enable outreach programs to more readily and systematically use data and outcome measures to improve service delivery, and (2) promote research that will identify effective program models across outreach programs and document the collective impact of programs by using the evaluation data generated through a common assessment framework.

The Network for Transforming Educator Preparation (NTEP) is committed to supporting states in developing systems to collect, analyze and report on outcome data from educator preparation programs and helping states leverage their data systems to drive continuous improvement

It is designed to strengthen the capacity of practitioners to collect, analyze, and apply data to improve program outcomes.