Sentences with phrase «programs on academic outcomes»

Convincing evidence on the longer - term impacts of scaled - up pre-k programs on academic outcomes and school progress is sparse, precluding broad conclusions.

Not exact matches

The rigor and relevance of his work — on subjects ranging from the long - term benefits of the Head Start program, the value of degrees from for - profit colleges, and the effects of racial segregation on academic achievement and life outcomes — make his findings absolutely essential reading for academics and policymakers alike,» said Dean James Ryan.

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.

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).

In the case of afterschool programs, as you mentioned, the official evaluation of the federally funded 21st Century afterschool program didn't show effects on students» academic outcomes, at least.

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.

While research on SEL programs generally focuses on behavioral, social - emotional, cognitive, and academic outcomes, a few studies demonstrate promising economic benefits.

Dozens of studies of afterschool programs repeatedly underscore the powerful impact of supporting a range of positive learning outcomes, including academic achievement, by affording children and youth opportunities to practice new skills through hands - on, experiential learning in project - based after school programs.

Now, BLOCS is focused on understanding how program quality improvement yields positive impact on youth outcomes including academic, behavioral, and college and career readiness outcomes.

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.

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.

This policy brief from the Education Commission of the States defines early college high schools, clarifies how they differ from traditional dual enrollment programs, and provides recent research on the positive impact of early college high school participation on academic outcomes for traditionally underserved students.

The Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Fifth - Year Report (2010) presents overall findings from the evaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic achieProgram Implementation and Outcomes: Fifth - Year Report (2010) presents overall findings from the evaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic achieprogram, including an examination of whether CSR funding had a positive influence on academic achievement.

As EdChoice researcher Greg Forster has shown, not only do private school choice programs have a positive effect on students» academic outcomes in public schools, they do taxpayers a big favor at the same time.

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.»

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

• 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.»

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.

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.

As we continue to work with all stakeholders to put the District on the path to long - term financial stability while improving academic outcomes, we will also continue to marshal external resources wherever feasible to fund programs and supports that benefit our students.

As Senior Director of the Initiative on Contemplative Teaching and Learning at the Garrison Institute, Dr. Jennings led the faculty team that developed Cultivating Awareness and Resilience in Education (CARE for Teachers), a mindfulness - based program for teachers designed to reduce stress and promote improvements in classroom climate and student academic and behavioral outcomes.

This policy brief discusses the persistent, positive effects of a high - quality preschool Head Start program on middle - school academic outcomes and progress in Tulsa, Oklahoma's Community Action Project.

Oakland School Finder tool includes information on each public school's student demographics, student learning outcomes, and academic and support programs.

Control - treatment outcome comparisons reveal that students at schools with an arts focus combined with arts integration programming scored higher than other types of student cohorts (non arts schools, conventional arts, and academic magnet schools) on both state academic achievement scores and arts integration learning measures.

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 membership provides quality programs with strong academics, exceptional on - time graduation rates, and enviable job placement outcomes all with the best interest of their students in mind,» said Gurnett.

This longitudinal, field - based study of programs of study (POS) / career pathways was designed using rigorous research methods to estimate the impact of POS on high school students» academic and technical achievement outcomes through the completion of high school.

The largest effect sizes on academic outcomes for remedial summer school programs that are between 60 and 120 hours in length.

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.

Assess the effects of the programs on child and parent outcomes, including prenatal, maternal, and newborn health; child health and development; parenting skills; school readiness and academic achievement; crime and domestic violence; family economic self - sufficiency; and referrals and service coordination

McCormick's work uses experimental and quasi-experimental approaches to estimate the impacts of school - and center - based programs and policies on low - income children's academic, behavioral, social, and emotional outcomes.

Programs coordinated by school districts, alternative learning programs, and family service collaboratives assist pregnant and parenting adolescents to make significant academic gains; prevent child abuse and neglect; reduce long - term dependence on public assistance; and improve the outcomes for adolescent parents and their cPrograms coordinated by school districts, alternative learning programs, and family service collaboratives assist pregnant and parenting adolescents to make significant academic gains; prevent child abuse and neglect; reduce long - term dependence on public assistance; and improve the outcomes for adolescent parents and their cprograms, and family service collaboratives assist pregnant and parenting adolescents to make significant academic gains; prevent child abuse and neglect; reduce long - term dependence on public assistance; and improve the outcomes for adolescent parents and their children.

The Effects of Tulsa's CAP Head Start Program on Middle - School Academic Outcomes and Progress.

Yet, because children's academic functioning interacts with other factors (e.g., children's temperament, family background and cultural tradition), preschool programs that rely on custom - designed curriculum tend to provide better outcomes as they integrate different types of approaches and take into account children's emerging aptitudes.