Sentences with phrase «school quality factors»

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Complete research - based introduction to the seven Great School Quality Factors that any parent can learn to recognize.

They complain that the letter grades oversimplify student success or shortfalls, increase pressure to pay attention to tests, ignore school quality factors other than test scores, and demoralize teachers and parents.

Not exact matches

According to Chetty, there are five key factors that go into this geographical disparity: segregation, income inequality, local school quality, social capital, and family structure.

The school data used for the ranking by the FT measures such several factors that have little, if anything, to do with the actual quality of the education received by graduates.

Among other things, It uses such factors as a school's diversity — in female faculty, staff and board members — to judge the «quality» of a program.

If you were to brainstorm factors related to tweens» academic achievement, you might think of the quality of their school, their teacher's credentials, their inherent ability, and your involvement in their schoolwork.

Today in U.S. News & World Report, Chef Ann Cooper asks what will happen if that financial pressure increases due to a variety of factors looming on the horizon, including rising wages and immigration reform: «The Perfect Storm that Threatens the Quality of Healthy School Meals.»

In a new study they started with the premise that: «Choosing poor - quality foods in school cafeterias is a risk factor for childhood obesity.»

he benefits of quality sleep are seen in better school performance, happier mood level, and a ton of other factors.

The benefits of quality sleep are seen in better school performance, happier mood level, and a ton of other factors.

It might be more accurate to say that «poor - quality food in school cafeterias is a risk factor for childhood obesity.»

If your kid's bed doesn't feel comfortable, he or she won't get the necessary, quality sleep — and the benefits of quality sleep are seen in better school performance, happier mood level, and a ton of other factors.

Children who participate in high - quality early childhood programs show remarkable improvement in school performance, social skills, and other factors critical to future success.

In addition to supporting children's music development, our in - school curriculum raises the overall quality of a child's education by touching many important factors all at once: school readiness, family engagement, parent - child relationships, and teacher professional development.

While father absence has been associated with a host of negative children's outcomes, including increased risk of dropping out of school and lower educational attainment, poorer physical and mental health, and behavioural problems,36 - 40 higher levels of involvement by nonresident fathers may assuage the negative effects of father absence on children's outcomes.41, 42 Quality of the parents» relationship before divorce, or of the pre-divorce father / child relationship, can also be an important factor: children fare worse following divorce when pre-divorce relationships were good and fare better when pre-divorce relationships were poor, 43,44 suggesting children are sometimes better off without a father if the father's relationship to the child or the mother was not good.

Effective food policy actions are part of a comprehensive approach to improving nutrition environments, defined as those factors that influence food access.1 Improvements in the nutritional quality of all foods and beverages served and sold in schools have been recommended to protect the nutritional health of children, especially children who live in low - resource communities.2 As legislated by the US Congress, the 2010 Healthy Hunger - Free Kids Act (HHFKA) updated the meal patterns and nutrition standards for the National School Lunch Program and the School Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetSchool Lunch Program and the School Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetSchool Breakfast Program to align with the 2010 Dietary Guidelines for Americans.3 The revised standards, which took effect at the beginning of the 2012 - 2013 school year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetschool year, increased the availability of whole grains, vegetables, and fruits and specified weekly requirements for beans / peas as well as dark green, red / orange, starchy, and other vegetables.

Basically, school quality varies because schools predominantly draw from quite narrow geographic areas and neighborhoods are extremely segregated by education, income, race and other demographic factors, by design.

Schools, teacher quality and family income all play a large role in student success, but these factors do not fully explain the academic differences seen in the U.S. between whites and disadvantaged racial / ethnic minorities, including blacks and Hispanics.

Decades of research have identified numerous factors that are likely to influence children's success in school, including the type and quality of early childhood care.

All kinds of research are being produced that could count as «instructionally relevant,» after all, from studies of systems - level factors like curriculum quality and school operations to those focused on what's happening in learners» heads, to those examining classroom - level techniques.

Both Professor Lavonen and the principals of the schools we visited expressed that one of the key factors of why the Finnish system trumps all others is the huge investment that is made in developing high quality teachers.

All of these factors affect the quality of education provided in these schools.

Major studies have confirmed what we all intuitively know: the quality of teaching is by far the biggest factor within schools impacting on the learning and achievement of our children.

«We can draw several important lessons from our findings about factors that support quality in prekindergarten,» said Weiland, incoming assistant professor at the University of Michigan's School of Education, who was at HGSE when she led the study.

Factors other than school quality could help to explain high levels of achievement of charter school students in these states — including the ability of parents to close underperforming schools.

Raymond and her team removed the family background variables from the Quality Counts Chance - for - Success Index to create a new index that includes only school - related factors.

While early foundations and the returns in the labor market from a quality education are important elements of success, we find that the school years consistently trump those factors.

What a huge loss: As research consistently shows, teacher quality is the single most important school - based factor in student learning.

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achievement.

A growing body of research confirms that teacher quality is the most influential in - school factor driving student achievement.

School choice interventions have not yet fully considered factors other than a school's academic quality that may lead to success in a P - 12 context (such as particular pedagogical approaches, special programming, or extracurricular offerings) and how best to present those school characteristics to famSchool choice interventions have not yet fully considered factors other than a school's academic quality that may lead to success in a P - 12 context (such as particular pedagogical approaches, special programming, or extracurricular offerings) and how best to present those school characteristics to famschool's academic quality that may lead to success in a P - 12 context (such as particular pedagogical approaches, special programming, or extracurricular offerings) and how best to present those school characteristics to famschool characteristics to families.

That measure of human capital, however, implicitly assumes that each additional year of schooling translates into a comparable increment in the stock of relevant skills, totally ignoring any variations in the quality of the student's home, community, school, teachers, and other factors.

New empirical work, using better data (e.g., that enable researchers to estimate the relative impact of factors affecting student achievement growth from year to year) and more - sophisticated statistical techniques has, in broad terms, reinforced the Coleman Report conclusion that teacher quality is the most important schooling variable.

Moreover, there are also school factors not under the direct control of the school, including the quality of teachers inherited by the principal.

Although any unmeasured school factors that are unrelated to principal quality would not bias these results, such factors would inflate our estimates of the variation in principal quality based on these approaches.

First, compelling new data confirmed that teacher quality was the most important in - school factor affecting growth in student achievement.

Research has shown that teaching quality is the strongest school - related factor that can improve student learning and achievement.

«The quality of a teacher is the most critical school - based factor in student success.

A body of research literature on teacher quality has isolated the impact of teachers on student achievement, apart from other factors, such as the student's own motivations, support from family and peers, and school resources.

Of all school - level factors related to student learning and achievement, the quality of the student's teacher is the most important.

Teachers are increasingly recognized as the most important in - school factor in student achievement, yet the quality of the country's K — 12 teaching force is not up to snuff.

This is because many factors aside from the quality of a school district contribute to students» academic performance.

Achievement levels are a poor indicator of school quality, as they are heavily influenced by factors outside of a school's control.

Finally, the school - related factor that makes the most difference in the lives of students who live in poverty (or all students, for that matter) is the quality of teaching that occurs in the classroom.

School leadership and teacher quality are the two key factors that determine the quality of learning environments and the performance of children.

On the third «cost,» it is clear that many districts have struggled for decades to maintain school quality in the face of enrollment losses, and that charter schools are a real (albeit fairly recent) factor.

Parents in Australia say teacher quality is the most important factor when choosing a school for their child, and if their school had extra cash the majority would choose to spend it on more teachers or better pay for existing teachers, followed by more support staff.

«Among those who did have a choice of schools, the most important factor for parents when choosing their child's school, alongside location, is the quality of teachers.

PDK found that whether a school helps students learn interpersonal skills rates as the most important factor in school quality for the highest proportion of respondents (36 percent), with the next two being access to technology and engineering courses (25 percent) and access to advanced academic courses (14 percent).