Sentences with phrase «as comparison schools»

The compassion curriculum, which aligns with state curriculum standards, will replace traditional physical education and practical living courses at 25 schools, while 25 other elementary schools will serve as comparison schools.

In 2007, we began a quasi-experiment to compare students attending five middle schools that self - selected themselves to adopt the Word Generation program with students attending three middle schools that the district recruited to serve as comparison schools.

Not exact matches

The comparison between Bob Jones in 1983 and Christian schools today will strike some as unwarranted.

Even when a school explicitly and firmly adopts one construal of the Christian thing as its own, it should study it in comparison with others.

Comparison of these studies brings into relief subtle but historically influential shifts in the meaning of «professional» (as in «theological schools are professional schools»), in the sorts of research deemed important to «professional» ministry, and in the ways in which research functions in professional schooling.

Most of the colleges remained small in comparison with the older eastern schools such as Harvard and Yale, but they did an outstanding job for the west.

If I wanted to be a disingenuous putz, I could pretend that comparison meant something (as if the bodies of a high schooler and a grown - ass professional athlete wouldn't be markedly different), and I could point out that Jones sure had a noticeable dip in production when he turned 32 and then suddenly got much better (as if that kind of variance doesn't happen in baseball all the freaking time).

Even though the current layout pales in comparison to the old Nordschleife, these days it's seen as something a little bit old school, with a bumpy surface and not much in the way of run off.

In comparison to recent scandals in intercollegiate athletics, the offenses Smith felt had been committed, such as feeding extra meals to prospects who came to West Point for physicals, telling B - squad coaches to recruit and not counting visits from prep school recruits against the NCAA - allowed number, seemed minor.

But wait just a minute: The researchers didn't have data on milk waste from the previous year at the 11 Oregon schools, so they used results from five New York City elementary schools (where chocolate milk was still available) as a comparison.

A year ago, here on brightonyourhealth, as part of the 30 day school lunch menu comparison, we took a look at what was on the lunch plates of children in Pau and Toms River.

In comparison to the modern technology - driven toys, you may be tempted to skip these and label them as «boring» or «old school»... I'd encourage you not to write them off, though!

-LSB-...] as part of the 30 day school lunch menu comparison, we took a look at what was on the lunch plates of children in Pau and Toms River.

As such, since the comparison is not like with like, your original question is a little similar to «If law enforcement promotion procedures are so unfair then why are schools being funded?».

Local areas used for comparison are «Middle Super Output Areas», which comprise of 5,000 - 15,000 households or roughly the same number of pupils as a secondary school.

Recognizing the educational challenges represented by children in poverty, who are not fluent in English or have other special needs, the Bloomberg administration — even as it relentlessly encouraged the growth of charter schools — built a citywide methodology designed to look past simple comparisons of average school scores on state tests.

Schools were matched and paired for analysis, with one school teaching the curriculum and the other school not teaching it, to serve as a control group for comparison.

As lead author of the article, Dr Anna Mazenod from the UCL Institute of Education in the UK, explains: «Our findings suggest that secondary school students in the so - called bottom sets may be unintentionally encouraged to remain more dependent on their teachers in comparison with their peers in higher sets.

The odds of type 2 diabetes were not statistically significant after adjustment for multiple comparisons among the second generation, but co-corresponding author Dr. Sun Changhao, professor of nutrition and dean of the School of Public Health at Harbin, noted that these people were only in their 20s and 30s and could still be at increased risk as they age and that the research team will continue to follow up on these participants.

Sterling In comparison, meeting someone through other means, such as family, friends, work, school or at a bar resulted in a 29 % chance of long - term dating.

I draw the comparison because Moyle, like Hughes (and unlike the hucksters behind the countless failed high - school romps of the past two decades), has empathy for his young characters — though Hughes was less reluctant to hold them accountable for their angst, marking Moyle as the bigger suck - up — and because he leans towards having an aesthetic, especially in Empire Records, that favours, as Hughes's does, quarantining close - ups and medium close - ups.

What was greeted with relative fanfare upon release (I myself gave it a four - star review my sophomore year of high school) now seems fairly bland when placed in comparison with the other films, neither exciting (as I found Harry Potter and the Prisoner of Azkaban) nor excruciating (as I found Harry Potter and the Goblet of Fire).

«The Effects of the Game» (7 minutes) is much like the «Film School» segment as it contains comparisons between the finished film and the green - screen set, while showing how the effects were layered.

Note that the comparison between high - scoring F schools and low - scoring D schools is likely to underreport the true effect of labeling schools as failing and forcing them to face the prospect of vouchers.

The PLCs also don't accept English - language learners, kids with discipline problems or most disabilities, or those with elementary - level reading and math abilities, as other public schools must, which muddies the comparison.

A comparison to three classes with students from the same schools showed that students participating in the gardening project had higher science test scores, as measured by pretest and posttest scores on a science test developed for the program.

Using a metropolitan area as point of comparison allowed us to consider segregation within a smaller geographical area — compared to our state - level analysis — where students can conceivably choose to attend either traditional public or charter schools.

Measures of school performance based on carefully constructed comparisons of student achievement growth, and other important outcomes, such as high - school graduation and college enrollment rates, require student - level data that are not publicly available.

If one's purpose is to evaluate the effects of a specific public policy, such as the District of Columbia Opportunity Scholarship Program (OSP), then the comparison of the average outcomes of the treatment and control groups, regardless of what proportion attended which types of school, is most appropriate.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

These data are a useful starting point, but may be confounded by comparisons to statewide averages instead of to the other schools in these students» neighborhoods as well as the differences in program participation discussed earlier.

As mentioned, there is no published comparison of parental perceptions of school life across the charter, district, and private sectors nationwide.

Using the best available unit of comparison, we find that 63 percent of charter students in these central cities attend school in intensely segregated minority schools, as do 53 percent of traditional public school students (see Figure 1).

As the recent comparative studies have shown, these results pale in comparison to Boston's high - performing charter sector but are stronger than those in most other urban public school systems.

The problematic figure in this table is the percentage of traditional public school students in hypersegregated schools used as the point of comparison.

As importantly, it appears that existing survey - based measures of non-cognitive skills, although perhaps useful for making comparisons among students within the same educational environment, are inadequate to gauge the effectiveness of schools, teachers, or interventions in cultivating the development of those skills.

As expected, the students in Word Generation schools learned more of the target words than students in comparison schools, even though the latter group performed at a higher level at the start.

As I mentioned in Friday's post, that's not exactly a revealing comparison since SIG schools are, by definition, extremely low - performing and have much more room for improvement than the average school in the state.

In fact, in the vast majority of the 39 metro areas reviewed in the CRP report, the application of our central - city comparison decreases (relative to the flawed CRP analysis) the level of segregation in the charter sector as compared to the traditional public school sector.

As CFE v. New York shows, the easiest way to gauge «essential resources» is by comparison with other school districts.

This comparison is likely to generate misleading conclusions for one simple reason, as the authors themselves point out on the first page of the executive summary and then again on page 57 of the full report: «the concentration of charter schools in urban areas skews the charter school enrollment towards having higher percentages of poor and minority students.»

In these comparisons, we take into account changes in the characteristics of the student body including the percentage of students who are Hispanic, the percent African American, and the percent eligible for the federal free lunch program, as well as changes in the school's student - teacher ratio.

Moreover, summative assessment sat at the core of many of the policy reforms that the leaders described: additional accountability levers such as teacher evaluation systems and statewide school report cards draw on data coming out of these summative tests to make determinations and comparisons regarding teacher and school - level performance.

Unlike other nonexperimental studies of charter school impacts, our study therefore addresses student self - selection into charter schools directly by ensuring that the comparison students as well as the treatment students were once charter choosers.

To avoid such possibilities, most public - health evaluations of prevention programs (such as those aimed at reducing drug use) use comparisons between schools instead of between classrooms within the same school.

The Alexander - James report, combined with the NAE's qualified endorsement, Bennett's zeal, and a parallel proposal from the Council of Chief State School Officers to use NAEP as the vehicle for state comparisons, amounted to a sea change.

On average, the cumulative attrition rate at KIPP is 34 percent, compared with 34 percent in the comparison middle - school group and 36 percent in the district as a whole.

The Ritter team reanalysis instead compared the racial enrollment of charter schools to that of central - city schools, describing it as «the best available unit of comparison,» and argued that the geographic concentration of charter schools in urban areas merits a comparison of schools located only within urban districts.

Interesting from a cultural point of view as it shows some foreign students take on the French school system and a comparison with their own.

As Lamb, Teese and Polesel have shown, with the increasing residualisation of public schools caused by the flight of cultural capital — itself a result of years of federal and state neglect and artificial choice programs promoting private schools — public schools have a larger proportion of problematic learners, disadvantaged and refugee families, and students at risk of school failure, but have larger class sizes than ever before in comparison with most private schools.