Sentences with phrase «account differences in schools»

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In a carefully researched article (Yale Journal of Regulation, Summer 2001), Yale Law School professor Roberta Romano summarized studies on the economic impact of splitting the chair and CEO roles in U.S. companies (where combined CEO / chairs are the norm), finding that there is no statistically significant difference, in terms of stock price or accounting income, between companies that split the roles and those that don'In a carefully researched article (Yale Journal of Regulation, Summer 2001), Yale Law School professor Roberta Romano summarized studies on the economic impact of splitting the chair and CEO roles in U.S. companies (where combined CEO / chairs are the norm), finding that there is no statistically significant difference, in terms of stock price or accounting income, between companies that split the roles and those that don'in U.S. companies (where combined CEO / chairs are the norm), finding that there is no statistically significant difference, in terms of stock price or accounting income, between companies that split the roles and those that don'in terms of stock price or accounting income, between companies that split the roles and those that don't.

Implicitly the study moves to counter the three sorts of change in Schleiermacher's model of a wissenschaftlich «professional» school that we found in the Kelly and May - Brown studies: the abandonment of a specifically theological account of the subject matter of the Wissenschaft; the individualistic and functionalist understanding of «professional»»; and a separation of Wissenschaft from professional training that leaves both incapable of internal critique of ideological differences.

In order to separate student characteristics from aspects of segregated public schools, Kainz used a statistical technique called «propensity score matching,» which allows for comparison of reading growth in segregated and non-segregated schools, while also accounting for numerous differences in the students» backgroundIn order to separate student characteristics from aspects of segregated public schools, Kainz used a statistical technique called «propensity score matching,» which allows for comparison of reading growth in segregated and non-segregated schools, while also accounting for numerous differences in the students» backgroundin segregated and non-segregated schools, while also accounting for numerous differences in the students» backgroundin the students» backgrounds.

«Humans vary in their DNA sequences, and what is taken as the «normal» DNA sequence for reference can not account for all these differences,» says Stuart Orkin, MD, of Dana - Farber Boston Children's Cancer and Blood Disorders Center and co-corresponding author on the study with Matthew Canver, an MD - PhD student at Harvard Medical School.

These rates plus differences in quality may account for only about half of entering kindergartners having mastered skills needed for school success.

The Public Account Committee, highlighted where differences in school funding resulted in «some schools receive about # 3,000 a year more than others per disadvantaged pupil».

What could account for the differences in the estimated effects of SAT performance and the high - school dropout rates?

The OECD says results from the PISA collaborative problem - solving assessment show only 9 per cent of the differences in students» scores (after accounting for their performance in the three core domains of science, reading and mathematics), is observed between schools.

We also accounted for whether the district is urban, suburban, or rural; whether the district is elementary, secondary, or unified; per pupil expenditure in the district during the 1989 — 90 school year; and differences attributable to the state.

In making our estimates, we take into account differences between countries in their level of income, the average number of years students are in school, and population growth rateIn making our estimates, we take into account differences between countries in their level of income, the average number of years students are in school, and population growth ratein their level of income, the average number of years students are in school, and population growth ratein school, and population growth rates.

This method takes into account differences in where students start as well as differences in out - of - school factors that teachers can not control.

(For a fuller picture of Weingarten and a good account of the difference between political savvy and fixing our schools for kids, I suggest RiShawn Biddle's profile in the American Spectator.)

In Hyderabad, students attending recognized and unrecognized private schools outperformed their peers in government schools by a full standard deviation in both English and math (after accounting for differences in their observable characteristicsIn Hyderabad, students attending recognized and unrecognized private schools outperformed their peers in government schools by a full standard deviation in both English and math (after accounting for differences in their observable characteristicsin government schools by a full standard deviation in both English and math (after accounting for differences in their observable characteristicsin both English and math (after accounting for differences in their observable characteristicsin their observable characteristics).

We first compare the average gains made by all students in charter schools with the gains made by students in traditional public schools, taking into account differences in gender, ethnicity, and the highest level of education completed by their parents.

... When these factors are statistically controlled... it appears that differences between schools account for only a small fraction of differences in pupil achievement.

Finally, in Kenya, where the raw test scores showed students in private and public schools performing at similar levels, the fact that private schools served a far more disadvantaged population resulted in a gap of 0.1 standard deviations in English and 0.2 standard deviations in math (after accounting for differences in student characteristics).

These results, however, still do not account for differences in the backgrounds and characteristics of students who attend these types of schools that might in turn affect whether they engage in community service.

We find that differences in achievement and attainment account for 20 to 35 percent of the current variation in per - capita GDP among states, with average years of schooling and achievement levels making roughly even contributions.

Only after these background factors are fully accounted for is the second step taken — a look at the characteristics of the schools that make the biggest difference in determining the variation in student achievement.

This adjustment also accounts for unmeasured differences in high school and college policies, such as state spending on higher education, changes in high school curricula, and the relative competitiveness of college admissions in a given year.

Without accounting for any differences in students» socioeconomic status, the Spanish language and mathematics test scores of students who attend network schools are considerably higher than the scores of those attending stand - alone schools.

We compare the test scores of students in each of the seven categories, taking into account differences in the students» socioeconomic characteristics, including parent schooling, self - reported household income, the number of non-school books in the home, and the quality of the peer groups (calculated by averaging family background and home resources for all students in the classroom).

The higher performance of students in schools using the literacy hour, coupled with the fact that this difference continues to be observed even after taking into account other differences among schools, makes us reasonably confident that we have pinned down the effect attributable to the policy.

Even after adjusting for observed demographic differences, researchers always wondered whether unobserved differences that were not being accounted for, such as parental motivation or the intellectual richness of home life, played a larger role than the schools themselves in causing differences in academic performance between public and private schools.

Even after accounting for state differences in demographics, geographic region, urbanicity, education spending, and political attitudes, schools in states with «no promo homo» laws were:

While urban students overall do better in charter schools than in traditional public schools — a conclusion found by rigorous studies that account for any potential differences in the students going in — the gap varies tremendously from place to place.

It's the change in school operation, shepherded by the RSD, which accounts for the difference.

When these factors are statistically controlled, however, it appears that differences between schools account for only a small fraction of differences in pupil achievement (pp. 21 - 22).

Beginning with James Coleman's research in the 1960s, comparisons of public and private schools have suffered under a powerful critique: that such comparisons can never fully account for differences in the types of students who attend public and private schools.

The Index accounts for differences in state exams and poverty concentration at the school level.

Academics from Durham University analysed differences in attainment between state and private school pupils, taking their prior attainment, family background and gender into account.

«Overall,» the study said, «demographic differences between students in public and private schools more than account for the relatively high raw scores of private schools.

Differences in age of starting school and length of schooling did not appear to contribute once differences in age on testing were taken inDifferences in age of starting school and length of schooling did not appear to contribute once differences in age on testing were taken indifferences in age on testing were taken into account.

«There was differentiation between high and low performing schools accounted for by differences in strategies.»

Combining the results of the student social - skills surveys and school climate surveys accounted for 21 percent of the difference in math scores for the lowest - performing 5 percent of low - performing schools.

does not account for differences in school performance beyond test scores and graduation rates.»

Much, but not all, of the racial and socioeconomic sorting we document is accounted for by differences in achievement, particularly at the high school level.

Fifty years of research have established that these out - of - school influences account for the majority of differences in student achievement.

The report cites the well - established principle that teaching quality is the most powerful school - based factor in student learning — one that outweighs students» social and economic background in accounting for differences in student learning.

The funding reform commission is responsible for taking a number of factors into account including local capacity to support schools, regional differences in associated costs and a variety of student characteristics that impact educational needs.

Yet even taking into account the possible differences in students» and parents» levels of motivation, the academic performance gap between these charter schools and public schools that serve similar students is striking.

In each state, and in both elementary grades and middle school grades, a significant portion of the aggregate difference in math proficiency can be accounted for by the fact that ELL students and white students tend not to attend the same public schoolIn each state, and in both elementary grades and middle school grades, a significant portion of the aggregate difference in math proficiency can be accounted for by the fact that ELL students and white students tend not to attend the same public schoolin both elementary grades and middle school grades, a significant portion of the aggregate difference in math proficiency can be accounted for by the fact that ELL students and white students tend not to attend the same public schoolin math proficiency can be accounted for by the fact that ELL students and white students tend not to attend the same public schools.

But a loophole allows districts to exclude from that comparability calculation variations in teacher salaries, which account for much of the spending differences among schools.

Specifically, Section 16 of SB 302 amended NRS 387.124 (1) to provide that the apportionment of funds from the DSA to the school districts, computed on a yearly basis, equals the difference between the basic support guarantee and the local funds available, minus «all the funds deposited in education savings accounts established on behalf of children who reside in the county pursuant to NRS 353B.700 to NRS 353B.930.»

Although differences in teacher and school characteristics — such as a teacher's experience or a school's student demographics — explained some of this gap, more than half of the gap remained even after accounting for such factors.

Because fifty years of research show that differences in school quality only account for about a third of the variation in student achievement.

This was not surprising, because school differences accounted for little of the variation in Tripod: Only 2 - 7 percent of the variation in these indicators lay between schools.

Has the study sufficiently accounted for the unobservable differences between students in choice schools and students in traditional public school?

The Tricky Bit — How to Account for Selection Bias Now for the important question, in the context of these data and techniques, how did I compare students in choice schools to students in traditional public school knowing that that difference in decision might be because of some unobservable characteristic obscuring the true comparison between choice students and traditional public school students?

Most crucially, and most ludicrously, WILL's study doesn't account for selection bias — differences between students whose parents and guardians decide to enroll them in voucher schools or charter schools and those who do not.