Sentences with phrase «average differences in student»

Thus far researchers have focused on computing average differences in student achievement between smaller and larger classes.

Not exact matches

A recent study of students in the Netherlands explores one possible aspect of that complexity: the influence of average differences in competitiveness on students» choices of curricula.

Because of this we were able to find differences in genome folding on the level of single cells: these cell - to - cell variations were missed in conventional Hi - C due to the averaging over millions of cells,» says Ilya Flyamer, former Vienna Biocenter (VBC) summer student and then Master student and one of the first authors of the study.

Our students have significant social and economic disadvantage and although our NAPLAN results indicate improvement greater than the state they are below state average, however we understand from experience that knowing where students are in terms of skills and developing a scaffolded learning program can make a difference.

When divided by language skill the biggest difference was seen in writing skills, where the students in the blended program obtained an average of three points more than the students in the standard program.

Districts that are higher performing by this indicator actually spend, on average, no more than the lower performing districts (after adjustment for differences in family income, special - education placements, and the percentage of students who are of limited English proficiency).

As late as April and May of their senior year of high school ~ there is a lack of knowledge among students about how they will pay for college There are substantial gender and socioeconomic differences evident in choosing STEM majors Parents and friends are key sources of support for postsecondary transition planning that need to be fully utilized On average ~ students do nt see college and career readiness counseling services as being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and scheduling.

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.

Across 21 comparisons (seven sites with three racial groups each), we find only two cases in which the average difference between the sending TPS and the receiving charter school is greater than 10 percentage points in the concentration of the transferring student's race.

These were schools where student results were lower than average, where behaviour may have been an issue, so someone needed to step in to make a difference.

In other words, a student in a classroom that prohibits computers is on equal footing with a peer who is in a class that allows computers and whose GPA is one third of a standard deviation higher — nearly the difference between a B + and A - averagIn other words, a student in a classroom that prohibits computers is on equal footing with a peer who is in a class that allows computers and whose GPA is one third of a standard deviation higher — nearly the difference between a B + and A - averagin a classroom that prohibits computers is on equal footing with a peer who is in a class that allows computers and whose GPA is one third of a standard deviation higher — nearly the difference between a B + and A - averagin a class that allows computers and whose GPA is one third of a standard deviation higher — nearly the difference between a B + and A - average.

In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooIn a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin a charter school.

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.

The «burden» on NYC DOE from paying private school tuition is the difference between the average tuition and legal costs associated with private placement ($ 28,571) and the average cost for a disabled student in the traditional public schools ($ 24,773), which works out to $ 3,798 per student.

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.

This effect is as large as the average difference in exam scores for two students whose cumulative GPAs at the start of the semester differ by 0.17 grade points on a standard 0 — 4.0 scale.

Students in classrooms where laptop and tablet usage was not restricted earned the lowest scores, on average, at 70.5 percent, a difference of 2.4 percentage points.

• The third, Questions / Discussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objectives.

But OECD's latest PISA survey found that Australia is the only country where differences in learning mathematics between advantaged and disadvantaged students are large, while the strength of the relationship between students» achievement in school and their family background is weaker than average.

He said equity in the Australian school system is above the OECD average, but OECD's latest PISA survey found that Australia is the only country where differences in learning mathematics between advantaged and disadvantaged students are large, while the strength of the relationship between students» achievement in school and their family background is weaker than average.

For example, in a beginning statistics class, an instructor wants students to fully understand the difference between mean (average), median and mode and show real life examples of each concept.

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 average difference between the proportion of students achieving proficiency on NAEP and state tests decreased from 30 percentage points to 10 percentage points nationwide, which the authors describe as «a dramatic improvement over the previous two - year period (2011 - 13), in which the difference dropped only from 35 to 30 percent.»

The graph shows that students in these three ICSEA - based groupings of schools have different average reading levels and gives some indication of the influence of socioeconomic factors on between - school differences in student performance.

Average Year 9 reading results for schools in three ICSEA groups (2009 to 2013) Of particular concern is the observation that, since 2000, between - school differences in student performance in PISA have been increasing.

In Australia, in scientific literacy the gap between the average score of Indigenous and non-Indigenous students is equivalent to around two - and - a-half years of schooling; in reading literacy the gap equates to around three years of schooling; and in mathematical literacy the difference in average scores is equivalent to more than two - and - a-third years of schoolinIn Australia, in scientific literacy the gap between the average score of Indigenous and non-Indigenous students is equivalent to around two - and - a-half years of schooling; in reading literacy the gap equates to around three years of schooling; and in mathematical literacy the difference in average scores is equivalent to more than two - and - a-third years of schoolinin scientific literacy the gap between the average score of Indigenous and non-Indigenous students is equivalent to around two - and - a-half years of schooling; in reading literacy the gap equates to around three years of schooling; and in mathematical literacy the difference in average scores is equivalent to more than two - and - a-third years of schoolinin reading literacy the gap equates to around three years of schooling; and in mathematical literacy the difference in average scores is equivalent to more than two - and - a-third years of schoolinin mathematical literacy the difference in average scores is equivalent to more than two - and - a-third years of schoolinin average scores is equivalent to more than two - and - a-third years of schooling.

Appendix Figure 2 shows the substantial difference in average net prices charged to low - income students (publics charge substantially less, on average), although there is greater variation in the distribution of prices across private, non-profit colleges.

... the difference between advantaged students and disadvantaged students (those in the lowest quartile of socioeconomic background) is even larger: 90 score points on average across the OECD and 87 score points in Australia.

The reading performance of students at the five schools was, on average, 18 percent of a standard deviation below what could have been expected had the schools been under district management, a difference that is statistically significant in three of the six years.

The researchers also point out there were 1290 unique school and grade combinations in the study sample — an average of 40 students per combination — which meant it «lacked statistical power to find significant differences between treatment conditions or grade levels».

We found negligible differences in teacher quality between programs, amounting to no more than 3 percent of the average test - score gap between students from low - income families and their more affluent peers.

Percentage point difference between the average annual student academic performance growth in PowerMyLearning partner schools and comparison schools

On average, black students typically score one standard deviation below white students on standardized tests — roughly the difference in performance between the average 4th grader and the average 8th grader.

Allowing for possible differences in student bodies, those students opting out of government schools through a voucher program on average score better than those who apply for vouchers but do not receive them.

In the elementary grades 3 through 5, students of new Teach for America teachers gained an average of 5.8 percent of a standard deviation more on the TAAS reading exam than did students with other new teachers, a difference that fell just short of statistical significance (see Figure 2).

I also control for differences in the average level of education attained by the parents of other students in the school, the average length of time that its students have lived in their community, and the political diversity within the school population (as measured by differences in self - reported major - party affiliation).

The most striking difference across school types involves cohort sizes (the average number of students in each grade).

Indeed, a close look at MCAS results shows there is surprisingly little difference between the quality of teaching in so - called «good» schools (wealthy, suburban schools with high MCAS scores) and «bad» schools (inner - city schools with low scores) when the results are averaged across all teachers in the district and disaggregated by student demographics, specifically race and poverty.

55 % of BVP students scored proficient in ELA and 49.5 % in math, compared to RI's averages of 37.9 % in ELA and 29.6 % in math — that is a double digit difference in achievement in both.

In comparing the results of the Program for International Student Assessment in 65 countries, OECD researchers found that differences among countries grade - retention trends could explain up to 15 percent of the variance among average scores on the 2009 PISIn comparing the results of the Program for International Student Assessment in 65 countries, OECD researchers found that differences among countries grade - retention trends could explain up to 15 percent of the variance among average scores on the 2009 PISin 65 countries, OECD researchers found that differences among countries grade - retention trends could explain up to 15 percent of the variance among average scores on the 2009 PISA.

Known as the Local Control Funding Formula, California's approach would allocate each district around $ 7,600 per student, on average, almost certainly putting a great many of the state's districts above the $ 7,500 threshold after adjusting for differences in cost of living.

Newark is competitive with other states despite large differences in the average socio - economic backgrounds of students being served

«On average, summer vacation creates a three - month gap in reading achievement between students from low - and middle - income families... even small differences in summer learning can accumulate across the elementary years, resulting in a large achievement gap by the time students enter high school.»

A study of teachers in New York City, for instance, concludes that the difference between teachers from programs that graduate teachers of average effectiveness and those whose teachers are the most effective is roughly comparable to the (regression - adjusted) achievement difference between students who are and are not eligible for subsidized lunch.

While there was no significant difference in the grade point averages of students in the program and their district peers, graduation rates were higher for dual enrollees than their peers, the analysis found.

[18] These differences are particularly strong for demographic characteristics: elementary school neighborhoods that draw the highest proportion of in - boundary students are likely to have proportionally smaller African American populations (14 percent on average, compared to 69 percent for the rest of the city) that are not decreasing as fast as they are in the rest of the city; the later dynamic could be related to the first because these neighborhoods tend to be historically white, and have very small African American populations to begin with.

On average, there is 35 point difference in the students on - grade level as measured by iStation (the predominate early literacy assessment used in DPS) and CMAS English Language Arts.

On the 2016 Partnership for Assessment of Readiness for College and Careers (PARCC) assessment, 52 % of BVP students scored proficient in ELA and 42 % in math, compared to RI's averages of 39 % and 32 %, respectively — a double - digit difference in achievement in both.

Since the only differences in the profiles across participants will be the gender or racial origin of the names on top, we would expect no significant difference by race or gender in the average likelihood of survey participants recommending a particular student profile for advanced coursework.

On the 2016 Partnership for Assessment of Readiness for College and Careers (PARCC) assessment, 52 % of BVP students scored proficient in ELA and 42 % in math, compared to RI's averages of 39 % and 32 %, respectively — a double digit difference in achievement in both.