We calculate the percentage of parents with
average background characteristics who would choose the high - satisfaction teacher.
Not exact matches
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).
As statistical theory anticipates, the
average difference in the combined reading and math test scores of African - Americans in all three cities remained exactly the same - 6.3 NPR points - after the adjustments for family
background characteristics were introduced.
The version we use takes into account student
background characteristics and schooling environment factors, including students» socioeconomic status (SES), while simultaneously calculating school -
average student test - score growth.
But once the data are adjusted for the effects of the key
background characteristics identified above, black students appear to lose much more ground than they do in the raw
averages, falling 0.16 standard deviations in math and 0.19 standard deviations in reading relative to white students (see Figure 1).
First, we made a straightforward comparison of the
average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students»
backgrounds, the students» previous performance on the TAAS,
characteristics of their schools, and
characteristics of their classmates.
When controlling for
background characteristics, the score for public school - educated adults remains the same while private school - educated adults register an
average score of 4.01.
As examples, studies that use student test performance to measure teachers» effectiveness — adjusted for prior achievement and
background characteristics — demonstrate that, on
average, teachers add more to their students» learning during their second year of teaching than they do in their first year, and more in their third year than in their second.
[18] Many studies [19] have calculated high correlations (mostly greater than 0.9) between estimates from models that control only for prior student test scores (such as SAS EVAAS), [20] control for student
background (such as DC's IMPACT), and control for
average classroom
characteristics (such as Pittsburgh's system).