Sentences with phrase «student outcome resulting»

«That is a very heavy responsibility and we feel that it's a very valuable one to be able to achieve high student outcome results and to develop other teachers to become excellent teachers,» says Swartz.

Not exact matches

The results of our survey indicate that when students believe that they can meet their parents» expectations, there is a statistically significant correlation with the following student outcomes:

To help achieve the Governor's goal of encouraging efficiency and results, the Executive Budget allocates $ 250 million to be awarded on a competitive basis to school districts that demonstrate significant improvement in their student performance outcomes and another $ 250 million to be awarded on a competitive basis to school districts that undertake long - term structural changes which reduce costs and improve efficiency.

Results underscore need for action to improve outcomes for historically under - served groups of students and importance of maintaining accurate and high expectations for all students

It's an ongoing process, but better standards, better curriculum and better tests will result in better student outcomes.»

The inter-professional model of care will result in enhanced patient satisfaction, and improved health outcomes while increasing dental student awareness of urban health issues.»

But those results were widely criticized by educators and software makers for lumping together the outcomes from many different products and for testing their impact on student achievement in the 1st year the teacher had used the material.

This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors.

This result is an outcome of a long term effort that Bañados joined as a Ph. D. student at the Max Planck Institute for Astronomy in Fabian Walters group.

It is student attainment outcomes which suffer as a result of this fear.»

In theory, retained students were supposed to participate in an enriched, accelerated academic program that would, through additional help and tailor - made interventions, result in a better outcome at the end of the repeated grade or even help the student catch up to his or her classmates.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

- Student help sheet which gives step - by - step guidance to carry out each of the tasks (IDEAL for non-specialist teachers)- Answer / outcome document so you can see what the result should be and whether tasks have been completed correctly.

To help students continue using self - assessment while becoming more independent, guide them to recognize progress and positive outcomes resulting from their insights and efforts.

The low public regard for teacher unions is, I would argue, a result of public perceptions that concern for student outcomes ranks very low relative to the income, convenience, and preferences of the teachers themselves.

Too often, teachers tend to blame «undesirable» outcomes or academic results on student absence, attitude to learning, or social / behavioural factors.

Importantly, as our results show, predicted increases in per - pupil spending induced by SFRs are correlated not only with actual spending increases, but with improved outcomes for students as well.

The student component of NELS includes additional outcome data for the subjects taught by each sampled teacher, including the results from multiple - choice achievement tests.

This worksheet helps hammer home to students that there are 36 possible outcomes (not 12) when rolling two dice and adding the results.

While there may be other mechanisms through which increased school spending improves student outcomes, these results suggest that the positive effects are driven, at least in part, by some combination of reductions in class size, having more adults per student in schools, increases in instructional time, and increases in teacher salaries that may help to attract and retain a more highly qualified teaching workforce.

Regardless, our results indicate that, under a robust system of performance evaluation, the turnover of teachers can generate meaningful gains in student outcomes, particularly for the most disadvantaged students.

As such, he argues that, if our results are correct and school spending really does improve student outcomes (with larger effects for low - income children), outcomes should have improved over time and achievement gaps by income should have been eliminated over this time period.

Controlling statistically for differences in student characteristics avoids crediting schools for producing outcomes that are instead the result of differences in the students that attend them.

Report comments and application marks were based on the outcomes of the students» results.

What are some improvements in student learning outcomes you've seen as a result of blended learning, Catlin?

The primary results are based on comparing the outcomes for students just above and just below the score cutoff for double - dose assignment (11,507 students).

Turning to student outcomes, however, our results provide little evidence that attending a G&T magnet program leads to improvements in student achievement (see Figure 3).

Research has shown that closing the teacher diversity gap results in better outcomes for students of color, and teachers who share students» backgrounds can serve as powerful role models.

If you are not persuaded by the evidence I reviewed yesterday on the disconnect between achievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of Achievement Tests.

The results also confirmed the positive relationship of key characteristics of professional - development design identified in previous studies over the past decade to student outcomes: sustained, active teacher learning that is coherently aligned with the school's organization.

But you don't emphasize an important point: Whatever benefits students experienced in kindergarten that resulted in higher test scores, they did not cause higher test scores in later grades — even though they produced better later - life outcomes.

Random assignment helps eliminate concerns that program outcomes result from the selection of students, to which Rothstein attributes the apparent success of many reform claims.

This crazy outcome — whereby students enjoy more rights than their teachers do — is the result of free - speech confusion going all the way back to Tinker and its declaration that students don't abandon their rights «at the schoolhouse door.»

Consider the No Child Left Behind Act of 2001 — a brilliant piece of bipartisan politics and sweeping policy, which resulted in better student data and more accountable school systems (even if improvements in student outcomes were modest).

So, outcome - based monitoring should be directed at whether the evaluations that IDEA requires are performed on time, by competent and disinterested people, in an unbiased way, and with resulting application to the student's educational program and placement.

Online and blended learning have the potential to dramatically transform our education system by being able to individualize for each student's distinct learning needs (just look at the results from Carpe Diem, KIPP Empower, or Rocketship Education), but whether it does so will have a lot to do with policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - centric one.

The power of parents to move their disabled child out of a failing program would likely improve the outcomes for that child and motivate more teachers and administrators to achieve positive results for their students with disabilities.

Australia achieves relatively strong education results at an aggregate level, yet many Aboriginal and Torres Strait Islander students experience poor educational outcomes.

AEI's Rick Hess and Results for America's Bethany Little recently released a set of recommendations for a bipartisan «moneyball» approach to education, one that would help state and local school systems use data and evidence to improve student outcomes.

Research, including 2008 and 2009 studies by Eric Hanushek, John Kain, and me, and a 2000 study by Caroline Hoxby that account for both observed and unobserved factors that could affect outcomes and contaminate the results, suggests that African Americans, particularly higher achievers, do benefit from attending schools with a higher proportion of white students.

A common outcome of that artificiality is that teachers feel disappointed in the quality of writing turned in because the students are capable of better results.

Each research design has different strengths and weaknesses, but the fact that they all produce similar results suggests that we have obtained good evidence on the causal effect of high - school teachers» expectations on student outcomes.

The end result of this was that for each of the schools we were able to map in diagrammatic form the links between that professional autonomy and improved outcomes for students.

The first screen would focus on student outcomes — test scores, growth metrics, and other gauges that demonstrate that the school is in fact getting excellent results.

These outcomes are consistent with the result that charter schools have significantly better results than TPS for minority students who are in poverty.

To call attention to some district schools that have adopted blended learning and boosted student outcomes, we at the Christensen Institute have partnered with the Evergreen Education Group to profile district schools with measurable positive student results from having adopted blended learning.

As a result, simple comparisons of student outcomes in municipal, stand - alone, and network schools might give misleading estimates of the impact of schools on student achievement, even after adjusting for the measured characteristics of the students who attend each type of school.

When implementing this approach, we only compare the outcomes of students for whom the same pair of teachers is making the assessments to ensure that our results are not biased by certain kinds of students being assigned to teachers with especially high (or low) expectations.

According to a recent implementation study with the John W. Gardner Center for Youth and Their Communities at Stanford University, Aim High is helping students reach positive outcomes, and the teaching and instructional practices result in «increased self - efficacy, or the belief in one's ability to succeed» for its students.

These observations should be of concern because the evidence is clear that the world's highest - performing nations in international achievement studies consistently attract more able people into teaching, resulting in better student outcomes.