Sentences with phrase «schools on attainment»

In Florida, grade configuration is not a primary driver of the estimated positive effects of charter high schools on attainment.

I'm aware of 4 rigorous studies of the effect of charter schools on attainment.

Not exact matches

The event will consider a whole school approach to engaging fathers, the impact on children's attainment and present the resources for undertaking it.

«We will however make available information on best practice and «what works» for improving the attainment of disadvantaged pupils and I am clear that a valuable use of the premium would be schools investing in ways to encourage parents, including of course fathers, to engage in the education of their children.»

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.

In a report released earlier this year, the commons education committee also found «no convincing evidence of the impact of academy status on attainment in primary schools», adding that while «some chains such as Harris have proved very effective at raising attainment... others achieve worse outcomes than comparable mainstream schools».

They also found «no convincing evidence of the impact of academy status on attainment in primary schools», adding that while «some chains such as Harris have proved very effective at raising attainment... others achieve worse outcomes than comparable mainstream schools».

«The task of schools in closing the attainment gap is made even harder when teacher supply is in crisis as a result of attacks on teachers» pay, working conditions and professionalism.

Most impactful factors on educational attainment are instead ones that don't have to do with educational funding; but directly correlate to how well funded the district schools are:

While it said there was «unclear» evidence that free school lunches raised attainment, it pointed to its own research on free school breakfasts in disadvantaged schools delivering similar academic benefits to free school lunches, but «significantly improved» behaviour and concentration, and reduced absences.

This drive for academic achievement leads to high attainment in international academic assessments but has contributed to the curtailment of nocturnal sleep on school nights to well below the recommended eight to ten hours of sleep, putting students at risk of cognitive and psychological problems.

The JAMA Pediatrics study is the first of a large - scale public program to assess impacts on mid-life educational attainment and the contributions of continuing services in elementary school.

In 2013, Deming was named a William T. Grant Scholar for his project, The Long - Run Influence of School Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparSchool Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparschool accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparschool can complement college preparation.

Bolder, Broader Action: Strategies for Closing the Poverty Gap Education Week, May 27, 2011 «We have set the nation's highest standards, been tough on accountability and invested billions in building school capacity, yet we still see a very strong correlation between socioeconomic background and educational achievement and attainment,» writes Senior Lecturer Paul Reville.

The difference between the 75 % and 56 % figure is largely immaterial because our «intention - to - treat» analysis exclusively measures the effect of starting high school in the voucher program on future levels of educational attainment regardless of how long you stayed in the program.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadschools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

In a foreword to the report, David Laws, executive chairman for CentreForum, said: «There is a risk that this policy may widen the attainment gap on entry to school, and cut across initiatives such as the Pupil Premium, which aim to narrow this gap.»

Delegates attending the BNF conference heard from a panel of eminent scientific experts including Professor Ashley Adamson from University of Newcastle, Dr Graham Moore from University of Cardiff, Professor John Reilly of University of Strathclyde, and Professor Jeanne Goldberg from Tufts University in Massachusetts, USA, about the role and impact of a whole school approach to nutrition; the association between breakfast consumption and education outcomes in primary schools, with particular reference to deprivation; the impact of obesity, and of physical activity, on academic attainment; and research which points to the most effective methods of communicating about nutrition with school children.

Some EAL pupils, such as late arrivals with Pashto as a first language, score, on average, between an F and an E at GCSE in Attainment 8 having arrived into the English school system in Year 9.

Taking into account the relationship between predicted and actual spending increases, we find that increasing per - pupil spending by 10 percent in all 12 school - age years increases educational attainment by 0.3 years on average among all children.

Measuring schools on GCSE attainment does not take into account the fact that children are at different points when they start their secondary education.

Building upon his past analysis of CCT programs in Bogota, Colombia, Harvard Graduate School of Education economist Felipe Barrera - Osorio has found that these programs — depending on their structure — can increase educational attainment for as many as eight years after the incentives were provided.

The pupil development grant aims to help schools tackle the effects of poverty and disadvantage on attainment.

A plan to improve depends first on a good understanding of existing school practices and student outcomes, particularly current levels of student attainment.

«Those who attended an after - school club one day per week had, on average, a 1.7 point higher actual Key Stage 2 score than predicted based on their prior attainment and circumstances, while those who attended an after - school club two days per week had on average a three point higher actual total point score than predicted.»

We address this limitation by focusing on the effect of school spending on such long - run outcomes as educational attainment and earnings rather than on test scores.

Each school focused on the challenges relevant to its particular context such as GCSE attainment, Key Stage 2 literacy, family support, transition, cultural diversity and community cohesion.

Studies of early - childhood and school - age interventions often find long - term impacts on such outcomes as educational attainment, earnings, and criminal activity despite nonexistence or «fade - out» of test - score gains.

Nearly all the schools surveyed placed students in particular attainment groups purely based on their previous attainment levels.

We are looking at the impact of raising high school students» test scores on their attainment and earnings, later in life.

Schools must publish details on how the money is spent online, including the amount received; a full breakdown of how it has been, or will be spent; the impact the school has seen on its pupils» PE and sport participation and attainment; and how the improvements will be sustainable in the future.

The framework outlines the expectations for schools to provide accurate information about pupils» attainment and progress that they make, along with a requirement to identify pupils who are making less than expected progress and / or are unlikely on current performance to make expected or higher attainment.

With new frameworks in place to monitor how schools support health eating, Jo Wild of Food For Life examines the benefits that healthy school meals can have on pupil well - being and attainment, and why schools should be more engaged in cooking and learning about where food comes from.

Enrolling in a private school through the scholarship program had positive effects on college enrollment, mostly in two - year colleges, and there were zero or small effects on two - year degree attainment.

[xxiv] We pool data from the 2000 - 2014 ACS surveys, restrict the sample to 25 -45-year-old high school graduates, and then regress ln (earnings) on degree attainment indicators as well as their interactions with race, gender, race, potential experience and experience squared.

Let's briefly review the results from the three rigorous examinations of the effect of private school choice on educational attainment.

Gershenson and Papageorge examined data on educational attainment as well as survey results containing multiple teachers» predictions as to how far in school students were expected to go, such as to finish high school, start college, or earn a degree.

Positive impacts on long - term attainment outcomes and earnings are, of course, more consequential than outcomes on test scores in school.

The analyses reported above can not explain how or why charter high schools appear to produce positive effects on their students» educational attainment.

Much of the research on the economic impact of education has properly concentrated on the role of school attainment - that is, the quantity of schooling.

The data required to analyze the impact of charter high schools on educational attainment are substantial.

Since these traits are not easily measured, the estimated impact of charter high schools on educational attainment could be biased.

Although a number of recent studies analyze the relationship between charter school attendance and student achievement, this is the first analysis of the impacts of charter school attendance on educational attainment.

This raises the possibility that the measured effects of attending a charter high school on educational attainment could simply reflect advantages of grouping middle and high school grades together, thereby creating greater continuity for students and eliminating the disruption often associated with changing schools.

If conversion schools were better - than - average traditional public schools to begin with, they may be distorting the estimated impact of charters on educational attainment.

The researchers point out that this raises the possibility that the positive effects of attending a charter high school on educational attainment could simply reflect advantages of grouping middle and high school grades together, thereby creating greater continuity for students and eliminating the disruption often associated with changing schools.

These patterns suggest that the positive effects of charter school attendance on educational attainment are not due solely to measured differences in the achievement of students in charter and traditional public high schools.

Given the impact of educational attainment on a variety of economic and social outcomes, a positive result could have significant implications for the value of school - choice programs that include charter high schools.

Our findings are consistent with some research on the efficacy of Catholic schools, which finds substantial positive effects of attending a Catholic high school on educational attainment.

This was one of the key findings from the large - scale Deployment and Impact of Support Staff (DISS) study, which looked at typical ways in which TAs were being used in UK schools, and the impact they were having on pupil attainment.