Not exact matches
Or a similar integrity, for, as Anderson writes, «the largest and most rigorous
academic study on the results of hormonal and surgical transitioning... found strong evidence of poor psychological
outcomes.»
Numerous
studies have identified possible negative
outcomes of screen time to include: irregular sleep patterns, behavioral issues, focus and attention problems, decreased
academic performance and negative impact
on socialization and language development.
In 2013, Mathematica conducted the first rigorous
study of the impact of EL middle schools
on academic achievement
outcomes.
The UChicago team's NBER
study concludes, «The impact of the pilot intervention reported in this paper are large enough to raise the question of whether the field has given up prematurely
on the possibility of improving
academic outcomes for disadvantaged youth.»
However, more evidence is needed to draw causal inferences about the long - term impact of school breakfast
on academic outcomes, according to the
study background.
Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and
academic language in predicting deep comprehension
outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning,
academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning,
academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus
on science content (Fischer), social
studies content (Selman), and
academic language skills (Snow & Uccelli).
These charges seemed odd, given that the best
studies available
on the subject — from Stanford University's Center for Research
on Education
Outcomes (CREDO)-- show that Michigan charter students make large
academic gains relative to similar students at district schools, particularly in Detroit.
While research
on SEL programs generally focuses
on behavioral, social - emotional, cognitive, and
academic outcomes, a few
studies demonstrate promising economic benefits.
Dozens of
studies of afterschool programs repeatedly underscore the powerful impact of supporting a range of positive learning
outcomes, including
academic achievement, by affording children and youth opportunities to practice new skills through hands -
on, experiential learning in project - based after school programs.
Their summary of the sector's
academic outcomes, which draws heavily on a series of studies by the Center for Research on Education Outcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative f
outcomes, which draws heavily
on a series of
studies by the Center for Research
on Education
Outcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative f
Outcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative findings.
This Research Summary presents the findings of a
study that explored how teachers can foster greater trust and improved
academic outcomes in situations in which students of color are receiving critical feedback
on their schoolwork.
«The ultimate goal of the
study is to further develop the existing literature
on school
outcomes for LGBT students of color, and to explore possible interventions that might address the existing gaps in
academic achievement and mental health,» she says.
Of the 33
studies on the effects of school choice
on public schools, 31 showed that the
academic outcomes of public schools improved.
By fall of 2018, the three - part series will be completed with findings from the third
study shedding light
on academic and related
outcomes of home visits.
Marisa Castellano and Kirsten Sundell, co-principal investigators of the Rigorous Tests of Student
Outcomes in CTE Programs of
Study project, are wrapping up the fourth and final year of data collection for their study of the effects of POS / career pathways on student academic and technical achieve
Study project, are wrapping up the fourth and final year of data collection for their
study of the effects of POS / career pathways on student academic and technical achieve
study of the effects of POS / career pathways
on student
academic and technical achievement.
There have been 15 gold standard empirical
studies of private school choice and
academic outcomes: 10 are positive, 3 are neutral, and 2 are negative — only based upon
on results in early years of those two
studies.
The national report compiles results from rigorous empirical
studies that examine the
academic outcomes of school choice students, the
academic effect of competition
on public schools, the fiscal impact of school choice
on taxpayers and government, racial segregation in schools and the effect of school choice
on civic values and practices.
The research reviewed for this
study suggests that ELs who receive some kind of language support or specialized instruction show better
outcomes on various
academic measures than those who receive no special support.
The Alliance for Excellent Education and the Johns Hopkins Institute for Education Policy released a new case
study on how three school systems are using the OECD Test for Schools, an assessment developed by the Organisation for Economic Co-operation and Development (OECD), to monitor students»
academic outcomes and inform shifts in policy and teacher practice to meet students» learning needs.
NEW New Case
Study Examines How Three School Systems Use a Global Benchmark to Improve Teaching and Learning The Alliance for Excellent Education and the Johns Hopkins Institute for Education Policy released a new case study on how three school systems are using the OECD Test for Schools, an assessment developed by the Organisation for Economic Co-operation and Development (OECD), to monitor students» academic outcomes and inform shifts in policy and teacher practice to meet students» learning n
Study Examines How Three School Systems Use a Global Benchmark to Improve Teaching and Learning The Alliance for Excellent Education and the Johns Hopkins Institute for Education Policy released a new case
study on how three school systems are using the OECD Test for Schools, an assessment developed by the Organisation for Economic Co-operation and Development (OECD), to monitor students» academic outcomes and inform shifts in policy and teacher practice to meet students» learning n
study on how three school systems are using the OECD Test for Schools, an assessment developed by the Organisation for Economic Co-operation and Development (OECD), to monitor students»
academic outcomes and inform shifts in policy and teacher practice to meet students» learning needs.
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).
According to EdChoice, in a review of the 33
studies on the effects of school choice
on public schools, 31 showed that the
academic outcomes of public schools improved.
Mindfulness has become a leading social - emotional learning trend in schools, and a range of
studies have shown it to have positive effects
on students» emotional health as well as
academic outcomes.
Twenty - three empirical
studies (including all methods) have examined school choice's impact
on academic outcomes in public schools.
The
study, completed by Stanford's Center for Research
on Education
Outcomes, found that, in a 180 - day
academic year, virtual charter students lagged behind their peers by an average of 72 days in reading, and 180 days in math.
«I was surprised that this particular course could have such dramatic effects
on the
academic outcomes of at - risk kids,» said Thomas S Dee, a professor at Stanford who co-authored the
study with postdoctoral researcher Emily Penner.
«I was surprised that this particular course could have such dramatic effects
on the
academic outcomes of at - risk kids,» Professor Thomas S. Dee, one of the
study's co-authors, told The Guardian.
In A Win - Win Solution: The Empirical Evidence
on School Choice, Friedman Foundation senior fellow Greg Forster looked at 12 empirical
studies that «examined
academic outcomes for school choice participants using random assignment, the «gold standard» of social science.
The iSTEM
study focuses
on the extent to which inclusive STEM high schools contribute to improved
academic outcomes, interests in STEM careers and expectations for post-secondary
study.
● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing
outcomes for students ● Ensure all schools meet their
academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one -
on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ●
Study and analyze data
on an ongoing basis ● Work with school principals to develop and implement action plans based
on academic results
This report collects the results of all available empirical
studies using the best available scientific methods to measure how school vouchers affect
academic outcomes for participants, and all available
studies on how vouchers affect
outcomes in public schools.
As a post doctoral researcher
on the New York City Pathways
Study of Teacher Education, she collaborated with a group of researchers to examine the relationships among the features of teacher preparation, teacher retention and
outcomes in
academic achievement for K - 12 students.
National
studies show that school finance reform has had a significant positive effect
on academic and life
outcomes, especially for poor children.
The most recent charter school
study, from Stanford University's Center for Research
on Education
Outcomes (CREDO), finds that
academic growth among Boston charter school students is more than four times that of their traditional public school peers in English and more than six times greater in math.
Downer and his team point out that while many
studies have pointed to increased levels of engagement and learning related to teacher - student racial and ethnic match, notably,» no
studies of ethnic match / mismatch effects in preschoolers have examined
academic achievement
outcomes,» and most of the work done in this area has been based
on interviews with teachers or classroom observations, Downer said.
Each of these
studies assessed the effect of classroom - based physical activity
on both
academic and behavioral
outcomes to regulate and manage student states.
This longitudinal, field - based
study of programs of
study (POS) / career pathways was designed using rigorous research methods to estimate the impact of POS
on high school students»
academic and technical achievement
outcomes through the completion of high school.
Programs such as Linked Learning, which according to its website, «integrates rigorous
academics that meet college - ready standards with sequenced, high - quality career - technical education, work - based learning, and supports to help students stay
on track,» have seen positive
outcomes for students.51 A seven - year longitudinal
study comparing students who participated in Linked Learning to those who did not showed that the program completers were less likely to drop out and more likely to graduate from high school.
Furthermore, a
study by the Center for Research
on Education
Outcomes found «a significant negative impact
on student
academic growth» for charters in states that allow multiple authorizers for charter schools.
Greg Forster of the Friedman Foundation for Educational Choice collected the results of all available empirical
studies using the best available scientific methods to measure how school vouchers affect
academic outcomes for participants, and all available
studies on how vouchers affect
outcomes in public schools.
Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused
on physical health, 9 our findings provide information about links between ACEs and early childhood
outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and
academic achievement.34, 35 Consistent with the original ACE
study and subsequent research, we found that exposure to more ACEs was associated with more adverse
outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every
outcome examined.
Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average
academic skills including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for poor school achievement, which is associated with poor health.23 Our
study adds to the growing literature
on adverse
outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor for child
academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.
Research as early as 2005 by the Rand Corporation found a range of return
on investment from $ 1.80 to $ 17 for each dollar spent
on early childhood interventions.53 More recent
studies of preschool (birth to age 5 years) education estimate a return
on investment as high as 14 % per year
on the basis of improved
academic and occupation
outcomes, in addition to lowered costs of remedial education and juvenile justice involvement.54
The foster care experience and developmental
outcomes Many
studies have pointed to the deleterious impact of foster care
on children's physical health, cognitive and
academic functioning, and social - emotional wellbeing.
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 use the 2003 National Survey of Children's Health (NSCH) to assess the simultaneous impact of family, school, and community risk and promotive factors
on several commonly
studied positive (social competence, 25,26 self - esteem, 27,28 health - promoting behavior29) and negative (externalizing and internalizing behavior, 30
academic problems31) developmental
outcomes.
Mindfulness has become a leading social - emotional learning trend in schools, and a range of
studies have shown it to have positive effects
on students» emotional health as well as
academic outcomes.
Despite decades of research describing the harmful effects of family poverty
on children's emotional and behavioral development, eg,12 - 17 experimental or quasi-experimental manipulations of family income that could go beyond description are rare18 and tend to examine the effect of such manipulations
on physical health or
academic attainment, rather than emotional or behavioral functioning.19, 20 Other analyses of the Great Smoky Mountains data set have focused
on educational and criminal
outcomes.21 The few
studies looking at emotional or behavioral
outcomes tend to have a short time frame.22, 23 Some
studies of school - based interventions have followed up with children through to adulthood, 24,25 but we have found none that have looked at the long - term effects of family income supplementation
on adult psychological functioning.
However, the problem with this literature is that most behavior management intervention
studies evaluate the impact
on short - term behavior
outcomes, not
academic and educational
outcomes.
We conducted a quantitative meta - analysis of
studies published between 1998 and 2008
on academic achievement, behavioral functioning, and EF with the aim of providing aggregated measures of effect size for these
outcome domains.