Sentences with phrase «terms of academic outcomes»

Given the potential of afterschool programs to support youth in urban, low - income communities, the researchers examined the role that the afterschool classroom environment plays in terms of academic outcomes for youth with and without social and behavioral difficulties.

Not exact matches

I dove deeply into this here, riffing off of an academic paper comparing economic outcomes between terms when D's or R's controlled the White House.

In real terms, these rules which exist in virtually every jurisdiction, include laws and regulations which forbid the unauthorized use of state resources for political purposes, contributions from dubious sources, violation of campaign funding limits as prescribed by enabling laws, the use of money to influence voters and election outcomes, non-disclosure of campaign spending, abuse of media, broadcasting and political advertising rules, and rules on declaration of assets, academic qualifications, health and other disclosures and internal party guidelines and rules.

One commonly used definition of a «good» school is one that has high academic outcomes in absolute terms - its students don't drop out, frequently go to college, frequently go to selective colleges if they do go to college, frequently find decent jobs if they don't go to college, perform well on standardized tests, take more advanced classes such as advanced placement, international baccalaureate, honors and college classes, etc..

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.

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.

Investing time and resources into developing, establishing and maintaining an emotionally healthy culture produces long term benefits for the emotional health of the whole school community as well as enduring impacts on the pupils» social, emotional and academic outcomes.

Convincing evidence on the longer - term impacts of scaled - up pre-k programs on academic outcomes and school progress is sparse, precluding broad conclusions.

These are the places where charters are significantly and consistently shifting outcomes for children in terms of academic achievement, college readiness, and, one hopes, upward mobility.

Through additional funding from the Institute of Education Sciences and the National Institutes of Health, we will follow CSRP participants into high school to study their long - term social - emotional and academic outcomes.

Research has consistently demonstrated that low - income students who attend smaller high schools have better academic outcomes in terms of achievement, graduation rates, and discipline issues than their peers in larger schools.

The results — in terms of academic and other outcomes — speak for themselves.

Individual subject grades were collapsed into broader categories such as Academic Achievement and Academic Effort.The second evaluation (RealVisions, 2007) examined program delivery, both in terms of professional development for teachers and arts integrated instruction for students; outcomes for teachers and students; and the mechanisms that mediated between program delivery and outcomes.

The new law includes major revisions to the previous law in terms of how states design their accountability systems and provide supports to improve academic outcomes in their lowest - performing schools.

In the Friedman Foundation for Educational Choice's latest research, The Achievement Checkup, I examined the long - term academic outcomes of one of the programs attempting to help low - income families beat the odds — The Children's Scholarship Fund Baltimore (CSFB), an organization that provides need - based K - 8 scholarships to low - income families.

The Toolkit says: «The impact of mentoring is variable, but on average it has tended to be low in terms of direct effect on academic outcomes.

Little or not attention has been given to the fact that teachers are already involved in multiple activities inside and outside the classroom that have pervasive and diffuse student outcomes in terms of academic achievement, socio - emotional development and civic engagement.

The report includes a results framework that defines the desired short term and long term outcomes of community schools, including consistent attendance, family involvement, academic success, healthy students, and safe communities.

«The long - term academic, career, and civic outcomes from integrated educational experiences can be profound for both white children and children of color,» Robert Cotto and Kenny Feder write in their report, citing national research.

And although some of the measured academic differences to peers without preschool do shrink over time, there is strong evidence of meaningful, long - term positive impacts of preschool on important indicators including high school graduation, health, employment, crime, and other outcomes.

We know from psychological research that early help for these pupils improves their long - term outcomes significantly, both emotionally and in terms of their academic success (Meltzer et al., 2003).

There is wide international evidence of the contribution that wellbeing can have on academic attainment, long - term life outcomes and economic skills.

An authorizer can revoke a charter school for violations of law, fiscal mismanagement, or if the school is not meeting pupil academic outcomes or the terms of its charter.

In terms of quality and dosage, similar to outcome evaluations of preschool programs, there is increasing evidence of the efficacy of full - day kindergarten in boosting children's academic achievement.

Dominic Myers of Waterstone's actually went so far as to suggest that 2012 will be the year that decides the outcome for physical stores in terms of how their academic titles fare.

Dimensional offers investment solutions built on the idea that combining specific factors, borne out by years of rigorous academic research, may produce better outcomes for investors over the long term.

The overall consensus and conclusion here is that authoritative parenting has been linked with most positive outcomes for children in terms of e.g. self esteem, academic performance, self assertion etc..

Critically ill children hospitalized in intensive care units (ICUs) are especially vulnerable to a multitude of short - and long - term, negative emotional, behavioral, and academic outcomes, including a higher risk of posttraumatic stress disorder (PTSD) and a greater need for psychiatric treatment, compared with matched hospitalized children who do not require intensive care.3 In addition, the parents of these children are at risk for the development of PTSD, as well as other negative emotional outcomes (eg, depression and anxiety disorders).4 — 6

These children are especially vulnerable to a multitude of short - and long - term negative emotional, behavioral, and academic outcomes, including a higher risk of posttraumatic stress disorder (PTSD) and a greater need for psychiatric treatment, compared with matched hospitalized children who do not require intensive care.

Educational practices such as remedial «pull - out» sections or homogeneous grouping can create negative labels for students assigned to low - ability group labels that often become self - fulfilling prophecies in terms of academic and developmental outcomes.

The research shows that foster care can lead to benefits across a range of domains including antisocial behaviour, 21 sexual activity, 22 school attendance and academic achievement, 23 social behaviour and quality of life24 compared with children who remain at home or who reunify following foster care, and that enhanced foster care can produce even better outcomes in terms of fewer mental and physical health problems.25

In the United States, more than 1.5 million children are born to unmarried parents each year.1 Many of these children will grow up in single - parent households, a backdrop that can adversely affect academic performance, emotional development, and long - term socioeconomic outcomes.2 Moreover, without specific legal action on the part of unmarried parents, these children will not share the same rights as children born to married parents.

Neglect is by far the most common form of child maltreatment reported to the U.S. child welfare system; 78 % of reports in 2009 were for neglect.1 The short - and long - term outcomes associated with neglect are often serious, including fatalities, physiological changes in the brain, academic difficulties, criminal behaviour and mental health problems.

School violence had negative implications for adolescent development in terms of self - esteem, externalizing, internalizing, and negative 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.

Decades of research prove that home visiting can promote healthy child development and academic success, improve health outcomes, and support families» economic security in both the short and long terms.4

Using a randomized control trial in more than 90 primary schools in Rio de Janeiro, the evaluation objective is to understand the impact of Programa Compasso in terms of improving teacher outcomes, student social - emotional well - being, and student academic performance.

Her most recent research examines the role of cumulative stress in the association between poverty in early childhood and long - term child academic and social - emotional outcomes, as well as the role of family processes in moderating these associations.

According to Diana Baumrind's studies, and many parenting studies made since then, authoritative parenting is the parenting style that has been most consistent terms of being associated with positive outcomes for children: high level of self esteem, good academic performance, well - developed social skills, good emotional control etc..

Challenges for the young pre-schooler about to enter kindergarten have been well documented.3, 4,5 What makes this an especially important developmental transition period is the consistent evidence for a «trajectory hypothesis» in both middle - class and low - income samples: how children fare academically and socially in early elementary school is a strong predictor of their academic, social, and mental health outcomes throughout high school.6, 7,8 These findings imply that interventions to improve the child's relative standing at school entrance could have long - term payoff.

The PTI accredited play therapy training programme has become extremely successful over the last three years in terms of measured clinical and academic outcomes.

The primary purpose of this article is to report the results of a research effort designed to augment the understanding of long - term effects of maternal smoking on child temperament, behavior, and academic outcomes.

Attention deficit / hyperactivity disorder (ADHD) is a chronic, debilitating disorder which may impact upon many aspects of an individual's life, including academic difficulties, 1 social skills problems, 2 and strained parent - child relationships.3 Whereas it was previously thought that children eventually outgrow ADHD, recent studies suggest that 30 — 60 % of affected individuals continue to show significant symptoms of the disorder into adulthood.4 Children with the disorder are at greater risk for longer term negative outcomes, such as lower educational and employment attainment.5 A vital consideration in the effective treatment of ADHD is how the disorder affects the daily lives of children, young people, and their families.

The impact of behavioral treatments on long - term academic and educational outcomes must be carefully studied.

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).

Studies have shown that more paternal involvement in parenting is associated with more favorable outcomes in terms of academic performance (Winquist - Nord, 1998), peer relations and psychological adjustment (Amato, 1994; Phares & Compas, 1992), prevention of substance abuse (Phares, 1998), and outcomes of behavioral parent training programs (Webster - Stratton, 1985).

To address the question of whether physical maltreatment early in life has long - term effects on psychological, behavioral, and academic outcomes independent of other characteristics associated with maltreatment, prospective longitudinal research with nonreferred community, rather than clinical, samples is needed.