Sentences with phrase «quality academic outcomes»

IDRA's research also shows that vouchers do little if anything to improve local public schools and, for the most part, fail to deliver on promises to provide better quality academic outcomes for students enrolled in lower performing public schools.

Most have chosen to grow slowly, to ensure consistently high - quality academic outcomes for students across their schools.

Not exact matches

Active Schools Acceleration Project is increasing quality physical activity in America's schools to promote the positive health, behavioral, and academic outcomes that follow.

«The outcome of the investigation which was also proven by academic research undertaken was that there was a decline in the quality of teachers we had in our secondary schools.

«MMCI significantly increased a teacher's odds of attaining the level of quality interactions needed for pre-k programs to most meaningfully contribute to children's social and academic outcomes,» said Kelly Maxwell, senior program area co-director for early childhood at Child Trends and co-author of the report.

The studies reviewed in this paper examined academic outcomes, amount and quality of sleep, mental health indicators, attendance, and student alertness.

The report includes several randomised controlled trials and documents how dosage (participation in certain activity), fidelity (ongoing support), quality of implementation (support from principals) and acceptability (teachers» participation and attitudes to that activity) influence students» academic and behavioural outcomes, and teachers» attitudes and practices.

Specifically, her research investigates effective ways to measure bilingualism in schools, the relevance of knowledge on bilingualism and executive functions to language and literacy outcomes, and the relationship between academic outcomes and quality and quantity of bilingual experience.

IDEA addresses the student's quality of life, a measurable outcome that incorporates academic outcomes.

Another Obama effort, The Striving Readers Comprehensive Literacy grants program, assists states in creating or maintaining a comprehensive literacy plan for children birth through grade 12; creating quality learning environments across the age span has the potential to promote academic outcomes for all children, including EL learners.

In particular, she has established a research program investigating: (1) effective ways to measure bilingualism in schools; (2) how bilingualism and executive functions interact to influence language and literacy outcomes; and (3) relationship between academic outcomes, quality and quantity of bilingual experience.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be expensive.

Evidence suggests that children's academic and social - emotional outcomes improve when adults collaborate across home and school environments to provide consistent, reliable, high - quality learning experiences, particularly during key developmental transitions.

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.

As with parental education, family income may have a direct impact on a child's academic outcomes, or variations in achievement could simply be a function of the school the child attends: parents with greater financial resources can identify communities with higher - quality schools and choose more - expensive neighborhoods — the very places where good schools are likely to be.

In her testimony, Little referred to studies that demonstrate how quality afterschool programs improve academic, social, and emotional outcomes, especially for low - income children.

While the K — 12 policy world now mostly equates quality with academic outcomes, the pre-K world remains fixated on inputs like spending levels, staffing ratios, and college degrees.

The authorizing mission of ACNW is to ensure quality academic and environmental literacy outcomes for students in Minnesota by conducting effective oversight and evaluation of its authorized schools, providing strategic support to schools, and making informed and merit - based decisions about its portfolio of charter schools.

A growing body of research demonstrates a clear link between quality SEL programming and improved academic outcomes.

Indeed, the best district for choice in the country should be one in which families are choosing between multiple quality options without having to trade off academic outcomes, proximity, and school model.

High - quality afterschool programs are leading to improved academic outcomes for children in poverty.

From a public investment standpoint, $ 1 invested in high quality early childhood education returns between $ 7 to $ 13 through stronger academic and life outcomes.

Education system leaders, such as Education Secretary Arne Duncan in the United States and Michael Gove in the United Kingdom, have suggested that recruiting academically smarter people to teach in schools would enhance the quality of teaching and improve academic outcomes in schools.

Most rigorous empirical research indicates that private schools deliver better academic outcomes, undoubtedly because competing in a marketplace produces an existential incentive for quality production.

One school board will be selected for its excellence in establishing and executing policies, practices and strategies that promote and enhance equitable conditions, increased access to quality instruction and improving academic outcomes and career readiness for African American students.

Many studies have linked high quality after school and summer programs to positive student outcomes in academics, school attendance and behavior.

While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.

We determined that in order to assess school quality, and thus the academic performance of its programs, we would need to measure student outcomes.

The potential arises because two long - serving ACSB members will no longer oversee responsibility for academic quality and outcomes of Anaheim's elementary public school children.

In his RSCO School Choice Fair field notes, HH expresses concern that ``... the lack of conversations about test scores, despite some critics» view that test scores are not a reliable indicator of a school's quality of education, is concerning as low - income parents might not be aware of the academic outcome produced by the schools that they are choosing for their kids» (HH).

Created to build a pipeline of high - quality Principals and Assistant Principals for the Jersey City Public Schools, JCLI will train the next generation of transformational leaders to improve the academic outcomes for Jersey City's 30,000 students and help inspire teachers and staff while creating schools of excellence.

He has developed, implemented and supported key legislation, policies and programs related to various issues such as educational opportunity and academic outcome improvements; mentoring, leadership and literacy support for targeted Milwaukee youth; poverty; neighborhood revitalization; job creation, opportunity, quality and security for Milwaukee residents; and the development, success and achievement of young men of color in Milwaukee.

Local Evaluation Each grantee must conduct an annual independent local program evaluation to assess its progress toward achieving its goal of providing high - quality opportunities for academic enrichment, and positive student learning outcomes.

The assurance that all education stakeholders accept responsibility and hold themselves and each other responsible for every learner having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and appropriate, sufficient support for learning so they can achieve at excellent levels in academic and other student outcomes.

In this framework, accountability is defined as: the assurance that all education stakeholders accept responsibility and hold themselves and each other responsible for every learner having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and appropriate, sufficient support for learning so they can achieve at excellent levels in academic and other student 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.

Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student achievement.59 Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passage.

The Hope Survey assesses students» non-academic outcomes such as self - efficacy, optimism, and problem solving ability, which impact traditional academic achievement and influence success and quality of life outside of school.

This Request for Proposals (RFP) seeks to identify high quality school options that will accelerate academic outcomes for their targeted CPS student population.

I see its impact each and every day in the quality of my students work and their academic outcomes as so far, 100 % of our graduating students have been accepted to 4 - year schools.

In Washington, communities are already making deep investments in summer learning to improve academic outcomes, and even more summer programs will work to strengthen their quality in the future.

Simply put, higher quality programs produce better academic outcomes.

«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.

A new study shows a clear link between the quality of summer learning programs and the academic outcomes they produce.

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.

She pointed out that other academics, such as Professor Rob Coe, have previously shown that peer observations focused on rating individual aspects of a lesson did not change pupil outcomes, and have suggested that it is hard to judge teaching quality in this manner.

In terms of quality and dosage, similar to outcome evaluations of preschool programs, there is increasing evidence of the efficacy of full - day kindergarten in boosting children's academic achievement.

Effectively oversee that portfolio through their academic lifespan to ensure high levels of quality placement outcomes

Children gain from participating in high - quality care in the short and long - term, as demonstrated by improved cognitive and social outcomes, better academic performance through school, and better health, employment outcomes, and criminal justice involvement reduction as adults.

The research shows that foster care can lead to benefits across a range of domains including antisocial behaviour, 21 sexual activity, 22 school attendance and academic achievement, 23 social behaviour and quality of life24 compared with children who remain at home or who reunify following foster care, and that enhanced foster care can produce even better outcomes in terms of fewer mental and physical health problems.25