Sentences with phrase «background variables»

The other schools do not have this other factor because the student background variables do not vary among classes.

More specifically, he is interested to unravel how and why family background variables such as socioeconomic status and family capital contribute to student learning.

Similarly, background variables such as age predicted letter naming, fine motor skills and problem solving.

The data were collected with an electronic questionnaire that contained background variables related to the couple's relationship, family and the deceased child.

Finally, although a large number of family background variables were controlled for in our analysis there may be many more that can impact on children's outcomes.

Perinatal outcome index in planned home births and planned hospital births controlled for background variables in low risk pregnancies

Moreover, there were no differences in background variables between the 291 who completed and the 54 children who did not complete the WPPSI - R test, or between children (n = 284) who completed and children (n = 61) who did not complete the PDMS.

Research shows that after controlling for background variables between AP and non-AP students, taking AP courses has very little impact on time to degree (Klopfenstein, 2010).

Here we have separated out sedentary behaviour - watching TV and playing on computers and games consoles - from active behaviours and also looked at combined adversity rather than the relationship with individual background variables.

Typically, researchers studying voucher effects attempt to isolate the effect of receiving a voucher from family background variables by comparing students who have the opportunity to use vouchers and choose to pursue it with those that do not take advantage of their opportunity.

Linear regressions and analyses of covariance adjusted for various background variables were conducted.

This may be different in other countries, but it is not unexpected in the Netherlands, where home birth has been an approved option for a long time.1 5 12 After background variables were controlled for, the perinatal outcome for primiparous women with low risk pregnancies was similar for those who planned home births and those who planned hospital births.

These models will not confound value added with student background variables under specified assumptions about how these variables relate to student achievement.

These effects remained significant when controlling for personal background variables; importantly, the influence of question wording was not moderated by any of them (Fs < 1.13, ns, for all interactions).

Baseline assessments are conducted by telephone prior to randomisation, and include background variables and economic analysis information.

Multiple logistic regression analyses (Table 3) yielded the following results after controlling for age, sex, race and ethnicity, and socioeconomic background variables.

Recent analysis of MCS data focusing on parental health and child outcomes found that family socio - economic background variables explained the largest part of the association between parental health and children's lower cognitive ability.

We also controlled for an extensive array of background variables thought to be related to the development of behavior problems.

The migration background variable therefore distinguishes among Swedish, Iranian and Yugoslavian descent.

Mean levels of psychological well - being by parental status, controlling for sociodemographic background variables.

Second, although we investigated sex and the presence of siblings, there may be other significant background variables that differentiate among the trajectory groups, especially as potential risk factors for the chronically low social skill group, for example, parental income and education.

This finding is consistent with what we would expect to see if the estimates confounded student background variables with teacher effectiveness.

After controlling for background variables such as family status and income, the researchers determined that each hour of lost sleep was associated with a 38 percent increase in the odds of feeling sad and hopeless, a 42 percent increase in considering suicide, a 58 percent increase in suicide attempts and a 23 percent increase in substance abuse.

We looked at where the states would fall if we ranked them by individual family background variables.

The relationship between value - added estimates with background variables is very sensitive to the inclusion of such aggregates, [23] and the results on confounding may be, too.

In multiparous women, perinatal outcome was significantly better for planned home births than for planned hospital births, with or without control for background variables.

For instance, the family background variables we used to control for such differences may have failed to capture more nuanced variations in parental interest in education.

Although serving the most disadvantaged population in the region, Kibera's private schools outperformed the public schools in our study, after controlling for background variables.

Civil - rights enforcers should, at minimum, consider these «background variables.»

Finally, the type of regression - based analyses used to support the performance pay conclusion does not properly consider that the background variables used in these analyses can vary in terms of relationships with student scores and have different definitions across the countries under study.

The first, parental education, is well known to be a particularly appropriate control variable, as other studies have shown that it is the background variable most highly correlated with student achievement.

Accordingly, there is much research about how such survey data can be gamed and manipulated by instructors (e.g., via the use of external incentives / disincentives), can be biased by respondent or student background variables (e.g., charisma, attractiveness, gender and race as compared to the gender and race of the teacher or instructor, grade expected or earned in the class, overall grade point average, perceived course difficulty or the lack thereof), and the like.

Districts might also study the relationship between value - added measures and student background variables.

Because the evidence on confounding by student background variables is mixed, those who make decisions about teachers should allow for its potential to occur.

For example, teachers with higher value - added scores might transfer to certain kinds of schools, thus creating a new association between teacher effectiveness and student background variables that does not yet exist, but which could in the future.

Another study compared estimates of the variability of value added in schools in which class assignments appeared to be random to that of schools in which assignments were distinctly non-random, that is, the distributions of student background variables were too different across classrooms to have occurred by chance.

To avoid these risks, value - added models must fully control for background variables that could be persistently associated with any teacher.

A strong relationship between value - added measures and background variables could indicate confounding or disparity in the assignment of teachers.

[24] We say «surprisingly» both because the two types of models have different motivations and because the kinds of student background variables that are in value - added models are often found to influence student achievement.

One study, for example, found that under value - added models that had very limited controls for student background variables, the two percent of teachers who had half or more students with disabilities received value - added scores that, on average, were low; they ranked in the 20th to 25th percentile in math and the 25th to 33rd percentile in reading.

These systems included measures of school context (resources, student background variables, and so on); processes (curriculum coherence, leadership and teaching, and so on); and outcomes (student achievement, graduation rate, school safety, and so on).

Chetty might even agree with this assertion, although he would disagree with the EVAAS's (typical) lack of use of controls for student background variables / demographics — a point of contention that has been debated, now, for years, with research evidence supporting both approaches; hence, the intense debates about VAM — based bias, now also going on for years.