Sentences with phrase «term effects on achievement»

Studies have shown that when students have an effective or highly effective teacher three years in a row, the long - term effects on achievement and life chances are significant, and the more good teaching a student has, the bigger the effect.

Not exact matches

Collectively, the evidence from longitudinal research, clinical trials, and neurodevelopmental research is beginning to provide a compelling case for the view that breastfeeding may have longer - term effects on individual cognitive ability and educational achievement.

The IR's achievements can ultimately be measured in terms of its effects on the graduate student population.

«This inspired us to initiate a long - term study on the possible effects of music education on cognitive skills that may underlie academic achievement.»

The rigor and relevance of his work — on subjects ranging from the long - term benefits of the Head Start program, the value of degrees from for - profit colleges, and the effects of racial segregation on academic achievement and life outcomes — make his findings absolutely essential reading for academics and policymakers alike,» said Dean James Ryan.

Examining longer - term effects, however, the study's authors found that double - dosed students» scores on the math portion of the ACT (taken in the spring of 11th grade) were 0.15 standard deviations higher, the equivalent of closing roughly 15 % of the black - white achievement gap.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

Perhaps the largest long - term impact of the Coleman Report has been its effect on elite opinion about the contribution schools make to student achievement.

Perhaps the greatest achievements of the PDA programme have been in terms of its output and its knock - on effect on use of technology within the Organisation.The pilot cohort of 12 learners in the current programme consists of lecturers, managers, and external engineers undertaking the programme as part of their Continuous Professional Development (CPD).

The NBPTS can be evaluated in terms of its effects on institutional change, student achievement, and cost - effectiveness.

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.

This study uses the large change in expected college tuition costs caused by the surprise announcement of the Kalamazoo Promise's tuition subsidies to measure the Promise's short - term effects on student achievement and behavior.

The combined effect of these alternative factors on long - term achievement gains appears small, however, especially when compared with our initial estimate of the reform effects.

Much more scholarly work needs to be done to ascertain the long - term effects of exit examinations and merit - based college scholarships on student achievement and longer - term outcomes.

These patterns suggest that increasing exposure to black teachers is beneficial at best and neutral at worst for all students in terms of discipline, and that increasing teacher diversity while keeping teacher quality constant would have a modest positive effect on the reading achievement of black students while having an opposite effect on the math achievement of white students.

The research evidence is clear that teachers have long - term effects on students» later well - being, including on their academic achievement, how far they go in school, and their wages once working.

Long - term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15 - year follow - up of low - income children in public schools.

Despite different findings on kindergarten's long - term effect on student achievement or how full - day programs differ from half - day in terms of quality and instruction, the issue remains that the amount of instructional time kindergarteners receive varies considerably from state to state, and district to district.

There are two relevant research questions: Do exit exams have beneficial effects on students in terms of achievement or labor - market outcomes?

Abella (2005) noted in her study of Miami - Dade County schools that K — 8 students had significant short - term beneficial effects on achievement, attendance, and suspension rates.

In addition to the research cited above that provides a clear rationale for what Barnett Berry terms «teacher - powered» schools, CTL sought local examples of teacher - directed leadership, professional learning and collaboration that are having a positive effect not only on teachers themselves, but on student achievement and school culture.

Similarly, physical education has both short - and long - term effects on student achievement.

Such schools are showing powerful effects not only on their (mostly minority) students» achievement in the short run but also on their long - term aspirations.

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.

He explains that simplistic reform efforts, such as Race to the Top and VAM - based teacher evaluation systems, overvalue teacher effects in terms of the actual levels of impact teachers have on student achievement.

For example, Ruzic & O'Connell (2001) found that long - term use of manipulatives has a positive effect on student achievement by allowing students to use concrete objects to observe, model, and internalize abstract concepts.

He made five overarching points: that's it's possible to implement measures of teacher effectiveness, that LA Unified has a higher ratio of ineffective teachers than school districts studied by other researchers, that a disproportionate number of ineffective teachers in LA Unified serve Latino and African American students, that effective teachers have a causal effect on student achievement and that teachers have long - term impacts not only on student achievement but also lifetime earnings.

Because poverty predicts risk for school adjustment problems, low achievement, crime, and other problem behaviors, the effects of the full intervention on children from poor families were investigated using logistic and linear regression methods as appropriate, with terms for intervention and free lunch eligibility as main effects and an interaction term for intervention by participation in the free lunch program.

We have found and reported short - term positive effects of this intervention package on behavior, school bonding, and achievement of children receiving the intervention during grades 1 through 4.28,29 We have also found positive effects on children from low - income families at the end of grade 6.30

Their learning suffers and there may be long - term effects on their school achievement unless they receive professional support promptly.

Thus, despite several decades of research, there is little consensus on whether childhood television viewing has beneficial, harmful, or negligible effects on educational achievement.10 This uncertainty is at least partly due to a lack of long - term follow - up data, particularly for school - age children.

In a parallel fashion, longitudinal studies that document the long - term consequences of childhood adversity indicate that alterations in a child's ecology can have measurable effects on his or her developmental trajectory, with lifelong consequences for educational achievement, economic productivity, health status, and longevity.23 — 27

To date, the immediate and lasting positive effects of quality care on language, cognitive development, and school achievement have been confirmed by converging findings from large, reasonably representative longitudinal studies and smaller, randomized trials with long - term follow - ups.1, 2,9 - 13 Contributors to this knowledge base include meta - analytic reviews of interventions and large longitudinal studies conducted in several countries.1, 2,14,15 Comprehensive meta - analyses now establish that effects of early care decline, but do not disappear, and when initial effects are large, long - term effects remain substantial.1, 2 Null findings in cognitive and social domains in a few studies may reasonably be attributed to the limitations inherent to their designs, samples, and measures.

It reflects the growing recognition that early childhood experiences have a powerful effect on children's later academic achievement and long - term life outcomes.

The long - term effects on adult outcomes were analyzed using numerous measures, including the California Achievement Test, special education enrollment, earnings, employment, health behaviors, marriage duration and crime rates.

To read more about student - teacher relationships — including their effects on a child's stress - response system, long - term mathematics achievement, and problem - solving speed — see my Parenting Science review of the research.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.

Early interventions to promote the health and well - being of children have been shown to help mitigate the negative consequences of child maltreatment and have long - term positive effects on the health of maltreated children.5 Services are required that provide support to families as soon as they need it, and provide early permanency decisions.6 Interventions that exhibit these characteristics are most likely to improve children's mental health and well - being and reduce health and societal costs over the long term through increased likelihood that children will have higher educational achievements, successful lives and be less likely to be dependent on the state.

We analyzed all children born in Sweden between 1983 and 2009 to investigate the effect of SDP on multiple indicators of adverse outcomes in three areas: pregnancy outcomes (birth weight, preterm birth and being born small for gestational age), long - term cognitive abilities (low academic achievement and general cognitive ability) and externalizing behaviors (criminal conviction, violent criminal conviction and drug misuse).

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