Not exact matches
In most families, there was no significant impact of the home visits
on the
children's mental development or school
outcomes, but in families where mothers
scored especially low
on measures of intelligence and mental health,
children's academic performance did improve.
A 10 percent drop in
scores, for example, could mean that two new
children in a class of 20 affected the
outcome, said Lawrence Rudner, director of the Educational Resources Information Center (ERIC) Clearinghouse
on Assessment and Evaluation.
Using a three - arm cluster randomized control trial, we assess the impact of PC
on children's social - emotional skills (e.g., executive function, emotion regulation, social competence) and academic
outcomes (e.g., literacy, math
scores).
The policies that were criticized were those that increased attention to academic
outcomes at the expense of
children's exploration, discovery, and play; methods that focused
on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer -
scored, multiple - choice achievement tests in order to determine a
child's starting place in school rather than assessments that rely
on active
child engagement, teacher judgment, and clinical opinion.
«Not only are their educational
outcomes better but,
on the best available evidence - value - added
scores - independent schools (
on average) progress their
children more during their school years than state schools.»
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).
This report provides a new resource for understanding the state of urban public schools in the U.S. Geared specifically toward city leaders who want to evaluate how well traditional district and charter schools are serving all their city's
children and how their schools compare to those in other cities, the report measures
outcomes for all public schools, based
on test
scores and non-test indicators, in 50 mid - and large - sized cities.
Many schools abandoned decades of research and training in whole
child and developmentally appropriate pedagogy to focus
on boosting test
score outcomes.
As more and more parents choose to opt their
children out of standardized tests, some educators and teachers» union representatives have been speculating about how all those missing
scores might impact teacher - evaluation
outcomes that are based
on test results.
For at least a decade, the dominant idea about how to improve
outcomes for
children and youth has focused
on control and compliance; holding adults accountable for raising test
scores.
In addition to these four state - based studies of voucher program impacts
on test
scores, some recent studies do show positive effects
on graduation rates, parent satisfaction, community college enrollment, and other nonachievement - based
outcomes, but it is unclear if these
outcomes are lasting and valid.23 For example, research shows that nationally, graduation rates for students in public schools and peers participating in voucher programs equalize after adjusting for extended graduation rates.24 Some critics suggest that private schools may graduate students who have not successfully completed the full program.25 Also, in regard to parent satisfaction, while some studies do show greater satisfaction among parents whose
children participate in voucher programs, the most recent evaluation of the D.C. voucher program shows that any increase in parent or student school satisfaction is not statistically significant.26
We report
on the development of the evidence base by examining the ACE survey
scores in relationship to the established clinical measures of clinical severity, global function, and problem severity collected routinely for
children and adolescents referred and accepted for treatment.29, 30 Systemwide implementation of the ACE survey, as a first step, positions CAAMHPP to become an evidence - based, trauma - informed service organization, because ACE survey
scores necessarily must relate to clinical
outcomes in order to evaluate the effect of trauma - focused interventions in clinical practice.
Efficacy (as a continuous
outcome), measured by the overall mean change
scores on depressive symptom scales (self - rated or assessor - rated), for example,
Children's Depression Rating Scale (CDRS - R) 32 and Hamilton Depression Rating Scale (HAMD) 33 from baseline to endpoint.
We show selected results in figures 1 through 3.64 In these figures, we show how
children's predicted
scores on the
outcome measures vary as a function of their family type.
Main
Outcome Measures
Child diagnoses based on the Kiddie Schedule for Affective Disorders and Schizophrenia; child symptoms based on the Child Behavior Checklist; child functioning based on the Child Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for Depres
Child diagnoses based
on the Kiddie Schedule for Affective Disorders and Schizophrenia;
child symptoms based on the Child Behavior Checklist; child functioning based on the Child Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for Depres
child symptoms based
on the
Child Behavior Checklist; child functioning based on the Child Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for Depres
Child Behavior Checklist;
child functioning based on the Child Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for Depres
child functioning based
on the
Child Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for Depres
Child Global Assessment Scale in mothers whose depression with treatment remitted with a
score of 7 or lower or whose depression did not remit with a
score higher than 7
on the Hamilton Rating Scale for Depression.
Children living in poverty have lower scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achi
Children living in poverty have lower
scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and
children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achi
children's educational
outcomes, little is known about mechanisms underlying the influence of poverty
on children's learning and achi
children's learning and achievement.
In the early months and years of these initiatives, it can be difficult to assess whether changes in policy and practice are having a significant effect
on big - picture
outcomes for
children — third grade reading
scores, for instance, or college and career readiness.
Nevertheless,
children in this cluster did not
score significantly better than other
children on 10 additional
outcomes.
Source: U.S. Department of Health and Human Services Father involvement has a unique impact
on children's
outcomes, including cognitive development, achievement, math and reading
scores, as well as behavior.
So each
child has a
score from zero to five based
on the number of
outcomes that we have used in our analysis above:
Children were assigned to «positive» and «negative»
child development
outcome categories based
on mean or median
scores for the various tests used.
By school entry, 43 — 47 % of Aboriginal
children have markers of developmental vulnerability.12, 13 In 2009, the first - ever national census of childhood development at school entry showed that Aboriginal children were 2 — 3 times more likely than non-Aboriginal children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental traje
children have markers of developmental vulnerability.12, 13 In 2009, the first - ever national census of childhood development at school entry showed that Aboriginal
children were 2 — 3 times more likely than non-Aboriginal children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental traje
children were 2 — 3 times more likely than non-Aboriginal
children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental traje
children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC)
score below the 10th centile —
on one or more domains.14 The Longitudinal Survey of Australian
Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental traje
Children reported similar disparities for cognitive
outcomes among Aboriginal
children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental traje
children aged 4 — 5 years, although the number of Aboriginal
children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental traje
children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal
children, or characterises vulnerable developmental traje
children, or characterises vulnerable developmental trajectories.
Assignment to «positive» and «negative»
child development
outcome categories was based
on mean or median
scores for the various tests used.
Summary: (To include comparison groups,
outcomes, measures, notable limitations) The study compared
scores on measures of cognitive and social ability for
children whose parents had participated in the New Parents as Teachers (NPAT)[now called Parents as Teachers] demonstration program with a comparison group from the same community.
The study used a variety of sources to measure
outcomes, including mother, teacher, and
child reports (e.g.,
on child behavior), school records (e.g., achievement test
scores, GPA), and state administrative records (e.g., receipt of welfare and other government assistance).
Although the differences between
children with low and high
scores on the negative
outcome scale were not large, they were statistically significant.
In recent years, the responsible fatherhood field has expanded beyond its roots in employment and parenting services for low - income fathers, recognizing the need to also help fathers enhance their relationship skills.4 Research indicates that
children raised by both parents in low ‐ conflict homes achieve better
scores,
on average, for a host of indicators.5 Non-residential fathers face various communication and relationship challenges that can affect engagement with their
children and willingness to pay
child support.6 By providing services to help fathers communicate openly in healthy, cooperative parenting relationships, programs can improve potential
outcomes for
children, irrespective of their parents» living arrangements.
Positive
scores on Instruction Support in the CLASS have been shown by researchers to be directly correlated to positive
child outcomes for
children.
First, we examined the relationships of plausible covariates, including gender, birth - weight, post-conceptual age
on the visit day (gestational age + days of life since birth to the visit day), ethnicity, prenatal smoking exposure, and
child sleep condition at the time of EEG recording with
outcome measures (frontal EEG power, functional connectivity at 6 and 18 months of age, or behavioral
scores at 24 months of age).
The aim of the present study was to examine whether treatment fidelity
scores obtained for PMTO certification purposes prior to the intervention would be associated with treatment completion and with larger treatment effects
on various
outcome variables, including
child externalizing behavior problems, parenting practices, parental psychopathology, parenting stress, working alliance.