Colleges allocate resources to areas that improve student outcomes rather than improve merely institutional prestige.
President Barack Obama has demanded more transparency on tuition and called for schools to provide data measuring student outcomes in areas including debt and employment.
As Katherine Mackey and I have written, the focus from a policy perspective should ultimately be on student outcomes, not the inputs to get there.
This will give the school a year to pivot and adjust as needed to what will be a new reality that must compete on student outcomes.
Moving from a policy environment that rewards inputs like seat time to one that values student outcomes in a competency-based learning environment is critical to create smarter demand.
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He argues that the succes of KIPP shows that if public schools would spend spend more money and do so with smart investments like KIPP, then they could improve student outcomes.
Better information on student outcomes is made publically available.
Last year, I had the opportunity to visit Valencia and learn more about the success they are having in improving student outcomes while they are in school at Valencia and when they graduate.
By tying funding to individual student outcomes, the state would in essence make sure that individual programs did what was best for students, even if that was on occasion counter to conventional wisdom.
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In many ways, this tension will put a stronger emphasis on moving to a policy set that focuses on student outcomes, not inputs, but that has a richer understanding of what those student outcomes could look like and how to value them.
Although we have a few models that have been able to personalize learning and do a better job of instituting mastery-based learning for students, no one has figured out how to do it at scale per se yet, and there is still plenty of room for growth in student outcomes.
The fact of the matter is that you can at once believe that socioeconomic factors and other input-level factors are hugely determinative of student outcomes, and that we should be cognizant of that fact when considering teacher quality, AND that education quality is a meaningful variable in arriving at student outcomes, and we should continue to subsidize public education as a society.
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It looks like it works at reducing special education teacher costs but not in improving student learning outcomes.
Aspects of student background related to the outcomes of civic and citizenship education.
The sim should take student decisions and generate plausible outcomes.
Wolniak has authored or co-authored more than twenty-five refereed journal articles, and numerous other reports and conference papers on a wide variety of postsecondary education topics, including college choice, student development, and the socioeconomic outcomes of higher education.
The quality of outcomes is less for an online student than for one who has received the same instruction in a classroom.
In SMILE, the quality of the student-generated question is the evidence of learning outcomes, not test scores.
The study also looked at variables associated with the various outcomes, relevant to questions 1 through 4, concerning the student background in terms of family and socio-economic background.
It is too early to determine if the initiative is the reason that we are meeting out desired outcomes, but early data does support that Phase One teachers are seeing increases in student learning from state test scores to performance-based measures.
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