Sentences with phrase «scores on their attainment»

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

Not exact matches

«It is increasingly important to look at long - run outcomes of educational policies, including impacts on educational attainment and labor market outcomes, rather than just focus on test scores.

This group on average scores much lower in terms of educational attainment and income and trends more female and minority in background.

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.

«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.

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.

Updating his findings, McLanahan and Jencks report that «A father's absence lowers children's educational attainment, not by altering their scores on cognitive tests, but by disrupting their social and emotional adjustment and reducing their ability or willingness to exercise self - control.»

Focusing only on charters making the biggest achievement score gains would miss those charters with more modest achievement results but truly impressive attainment outcomes.

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

We know, however, that both state migration patterns and the skills of interstate migrants are likely to differ depending on people's educational background, so we estimate NAEP scores separately for workers with different levels of educational attainment.

Private school vouchers have a generally positive track record in their impacts on test scores, and evidence suggests that they can increase the educational attainment of low - income minority students.

Notably, they find that «the short - term effect of a small class on test scores is an excellent predictor of its effect on adult educational 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 after - school club two days per week had on average a three point higher actual total point score than predicted.»

The achievement effects of choice programs after just one or two years may well turn out to be misleading indicators of the longer - term effects on test scores and attainment.

As a result of our findings of no consistent statistical association between the achievement and attainment effects in school choice studies we urged commentators and policymakers «to be more humble» in judging school choice programs or schools of choice based solely or primarily on initial test score effects.

At the individual school level, with a few exceptions such as the large HCZ, there are less data on school test score effects and attainment effects.

The fallacy is in assuming that the majority of choice studies reporting positive effects on test scores is the same majority of choice studies reporting positive effects on attainment.

Due to this general disconnect between achievement and attainment effects of choice programs and, in a few cases in our sample, individual choice schools, we caution commentators and regulators to be more humble and circumspect in judging school choice programs and schools of choice based solely on their test score effects.

If I had to bet on which intervention is most likely to work at scale, I'd be inclined to bet on a massive data set that found positive effects on test scores rather than a very narrow data set of three studies where only two study found higher degree attainment.

As Jay points out, the most rigorous charter research finds positive effects on test scores rather than attainment.

Even controlling for such variables as socioeconomic status, 10th grade math scores, parents» birthplace, sex, and region, bilingual education has unambiguously negative effects on both years of education and attainment of a degree.

«There are also worrying differences between the scores of disadvantaged pupils and others on the new Attainment 8 measure which looks at their results in 8 GCSE subjects.

Parents may also wish to look at schools» Attainment 8 scores to have an overall idea of how they perform on GCSE results.

Completion of a bachelor's degree or higher and verification of the attainment of an oral proficiency interview score above the intermediate level and a written proficiency score above the intermediate level on a test administered by the American Council on the Teaching of Foreign Languages for which there is no Florida - developed examination;

This is despite improvements in phonics attainment, as measured by scores on the check.

Over the past three years, phonics attainment, as measured by scores on the check, has improved.

She emphasised that «examination results have been on a downward trajectory», pointing out the Attainment 8 score of 12.5, compared to a national average of 44.2, and a Progress 8 score of -2.3.

On average, the best GCSEPod users achieved 1.20 higher Progress 8 scores than the lowest users and those best users achieved 66 % more (+24.1) Attainment 8 Points on average than the lowest users.&raquOn average, the best GCSEPod users achieved 1.20 higher Progress 8 scores than the lowest users and those best users achieved 66 % more (+24.1) Attainment 8 Points on average than the lowest users.&raquon average than the lowest users.»

The tool shows projected basic need (this is based on DfE school capacity data) between 2017 and 2022, historical progress and attainment scores from 2013 and 2016, and the proportion of places available in Ofsted Good or Outstanding schools.

Alternatively, charter schools might produce larger effects on attainment than on test scores because they are endowing students with skills, knowledge, work habits, motivation, and values that are important for long - term success but are not fully captured by test scores.

Barriers to College Attainment: Lessons from Chicago To better understand how high school performance relates to college access, developed student profile based on a combination of GPA, ACT Score, and two or more AP Courses.

Flip through our complete summary of the high - quality empirical research conducted on school choice programs to date, including evidence based on students» test scores (of those using programs and those who remain in public schools), long - term educational attainment, integration / segregation, fiscal effects and students» civic values.

We know from the body of school choice research on the experimental effects on test scores that short term test scores may not be predictive of long term achievement or attainment.

On the other hand, you will be able to calculate on results day your Attainment 8 score and convert it to an average grade, which will be one of the new accountability measures (as will % A * - C En + Ma, rather than % 5A * - C incl En + MaOn the other hand, you will be able to calculate on results day your Attainment 8 score and convert it to an average grade, which will be one of the new accountability measures (as will % A * - C En + Ma, rather than % 5A * - C incl En + Maon results day your Attainment 8 score and convert it to an average grade, which will be one of the new accountability measures (as will % A * - C En + Ma, rather than % 5A * - C incl En + Ma).

The Department for Education this week published school - level data on GCSE and A-level results, including Progress 8 and Attainment 8 scores.

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 achievement.

We plan to: (a) identify high risk adolescents based on elevated scores on a screening measure of depressive symptoms that is delivered in primary care; (b) recruit 400 (200 per site) of these at - risk adolescents to be randomized into either the CATCH - IT or the Educational group; and (c) assess outcomes at 2, 6, 12, 18 and 24 months post intake on measures of depressive symptoms, depressive diagnoses, other mental disorders, and on measures of role impairment in education, quality of life, attainment of educational milestones, and family functioning; and to examine predictors of intervention response, and potential ethnic and cultural differences in intervention response.