Sentences with phrase «between school characteristics»

However, little work assesses the extent to which differences in the neighborhoods in which schools are located either affect teacher recruitment and retention or explain the observed relationship between school characteristics and teachers» career choices.

Not exact matches

Mendel is perhaps the more familiar figure; most high school biology classes explain how the Moravian monk developed gene theory and the theory of inherited characteristics (with its distinction between recessive and dominant traits) from his studies of the humble pea.

When the testing showed that the insertion of the 3 1/2 ounce sensor in between sections of the interior padding of the Schutt helmet did not in any way effect its performance characteristics, Schutt was able to assure the school that the helmet modification did not void its warranty, and we were able to proceed.

In a study published in Springer's journal Gender Issues, she investigated the characteristics shared by 31 school boys involved in 29 mass shootings at American schools between 1995 and 2015.

In his study, «Drawing Snow White and Animating Buzz Lightyear: Technological Toolkits Characteristics and Creativity in Cross-Disciplinary Teams,» Pier Vittorio Mannucci of the London Business School looked at 218 animated movies produced in the U.S. and released in theaters between 1978 and 2012.

Even allowing for all these characteristics, there were still variations between schools.

They found that the achievement gap between black and white students with similar background characteristics is small or nonexistent at the time children enter kindergarten and grows steadily and significantly each year they attend public school.

Our sample consists of 6,072 individuals from whom information was collected on parental income and other characteristics between the ages of 14 and 16 and on completed schooling at age 24.

When students recognise the link between effort and learning that builds their confidence in a very genuine way, it builds resilience, and some of these personal characteristics that are so critical for life after school.

So it is not altogether wrong to emphasize variation in the charter world, but on most of the school characteristics we find no significant difference between the variability in parental perceptions in the charter and district - school sectors.

The significance of the coefficients on the private - and district - school indicators allows us to test whether there is a statistically significant difference between charter - school parents and parents from either of the other sectors, after adjusting for differences in the observable background characteristics of the parents they serve.

This new edition of the book need take nothing back: the refusal or inability (often as a result of litigation) of schools to take into account or respond to the distinctive characteristics of boys is even more marked, the gap in school achievement between boys and girls even more substantial and troubling than in 2000.

We also conducted a more sophisticated analysis that measures the relationship between a family's demographic characteristics (such as eligibility for free - or reduced - price lunch, median household income of the student's residential neighborhood, race, and student prior achievement level), a school's poverty level, and the likelihood that the parent makes a request.

He uses this information to estimate the relationship between four parental characteristics (ethnic background, educational attainment, whether both parents are in the home, and mother's employment status) and whether the parent is choosing the child's school.

The research investigated academies that have been open between two and five years with local authority maintained schools with similar characteristics using several attainment measures.

First, I demonstrate that inspection ratings can aid in distinguishing between more - and less - effective schools, even after controlling for test scores and various other school characteristics.

The table below documents the strong correlations between demographic characteristics and the percentage of students in the school enrolled via a voucher: The greater the share of students in a participating private school using a voucher, the greater the share that are low - income minorities.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

Polikoff et al. write, «This model is designed to eliminate any relationship between student characteristics and schools» growth scores.

If the critics were correct, the introduction of these background characteristics into the analysis should have diminished the estimated effect of attending a private school, because only after these adjustments were made would the analysis have adjusted for the background differences between those who used the voucher and those who did not.

The third approach we consider is also based on value - added but is carried out in two steps instead of one in order to force comparisons between schools and teachers serving students with similar characteristics.

The third approach is also VAM - based, but fully levels the playing field between schools and teachers by eliminating any association between school - and teacher - level measures of test - score growth and student characteristics.

In the first step, we measure the relationship between student achievement and student and school characteristics.

Some performance differences between schools may be related to the socioeconomic composition of the school's student population or other characteristics of the student body.

The changes in performance reported below for each group of schools have all been adjusted to take into account any changes between 2001 - 02 and 2002 - 03 in schools» demographic characteristics, such as the share of students participating in the federal school lunch program and the ethnic breakdown of the student body.

Now, after we get these two measures from the data set, we're looking at the relationship between cognitive engagement and emotional engagement in relation to individual characteristics and the school factors.

Since the three groups of schools are similar in their observable characteristics, such as the student body's ethnic makeup, and most likely in other characteristics as well, the only major difference between the always - D schools and the other two groups is the competition they face from vouchers.

Okay, you've walked down the hallways and found lots of symbols, artefacts and mottos that foster positive interactions between teachers, students, parents and the community, but you want to see if the school has those six characteristics of healthy school cultures I've just listed.

Given the correlation between family socioeconomic advantage and the student characteristics that schools look for, this concern on the part of private schools will restrict access for voucher - bearing students.

Using the indicators of teacher cheating described above, we conducted a series of analyses to examine the relationship between cheating and a variety of classroom and school characteristics.

The volume examines the relationship between student performance and socio - economic status, and describes how other individual student characteristics, such as immigrant background and family structure, and school characteristics, such as school location, are associated with socio - economic status and performance.

To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth - graders, controlling for school context and student characteristics such as prior achievement.

Pilot teachers have characteristics between those of teachers working at traditional BPS schools and charter schools, as can be seen in columns 3 and 8 of Table 1.

To measure the effects of private school choice, we compare the long - term outcomes of more than 10,000 low - income students who first used FTC vouchers between 2004 and 2010 with outcomes of students with similar characteristics who never participated.

We found no significant differences between lottery winners and losers on characteristics, including gender, age at high school entry, and the math and reading scores and racial composition of their middle schools.

But we find little evidence that shifting student characteristics explain flat scores, or that periods of increasing high school persistence coincide with periods of divergent scores between older and younger students.

Using a 3 model approach, we first examined the relationship between professional community and focused instruction, adding principal behaviors and characteristics in model 2, and finally adding school level, which has been shown in previous studies to affect both professional community and instruction.

The demographic data suggest that charter high schools serve a student population with poverty and special education characteristics somewhere between those served by high schools located in «A» or «B» communities.

This study describes the characteristics of high school students who enroll in dual credit at Oregon community colleges, focusing on equity gaps in participation and the relationship between students» participation in dual credit and high school graduation, postsecondary enrollment and postsecondary persistence.

Her research interests include the interplay between structural characteristics of schools and student outcomes, including gender and racial disparities in achievement and attainment.

The relationship between decreased high school graduation rates and these characteristics is supported by a wealth of evidence.

It compares Title I schools with migrant students to all Title I schools in the areas of social, demographic, and organizational characteristics and the implementation of Title I provisions between 1998 - 99 and 2000 - 01.

Differences between high and low boundary participation neighborhoods in terms of demographic characteristics, indicators of economic opportunity, and neighborhood characteristics are not significant at middle and high school levels.

Small schools, the National School Climate Center says, tend to exhibit several characteristics that enhance a school climate, such as greater parent participation, better student engagement in school, warmer relationships between adults and students, more opportunity for school involvement, and better school achievSchool Climate Center says, tend to exhibit several characteristics that enhance a school climate, such as greater parent participation, better student engagement in school, warmer relationships between adults and students, more opportunity for school involvement, and better school achievschool climate, such as greater parent participation, better student engagement in school, warmer relationships between adults and students, more opportunity for school involvement, and better school achievschool, warmer relationships between adults and students, more opportunity for school involvement, and better school achievschool involvement, and better school achievschool achievement.

To explore the relationship between neighborhood characteristics and school participation rates, we compare the characteristics of neighborhoods where in - boundary schools draw the highest proportions of students (e.g., those with boundary participation rates above the 75th percentile) to other school neighborhoods.

Looking at other characteristics that may influence school choice, we find that the most important differentiator between high and low boundary participation neighborhoods is the presence of charter schools in the neighborhood.

This assertion is best evidenced by a recent review of research examining the relationship between school principal characteristics and student achievement published by the U.S. Department of Education published in November of 2015 — A Systematic Review of the Relationships Between Principal Characteristics and Student Achievement.The implications for school districts within this report mention the preparation and development of school principals, however, selection of principals is not disbetween school principal characteristics and student achievement published by the U.S. Department of Education published in November of 2015 — A Systematic Review of the Relationships Between Principal Characteristics and Student Achievement.The implications for school districts within this report mention the preparation and development of school principals, however, selection of principals ischaracteristics and student achievement published by the U.S. Department of Education published in November of 2015 — A Systematic Review of the Relationships Between Principal Characteristics and Student Achievement.The implications for school districts within this report mention the preparation and development of school principals, however, selection of principals is not disBetween Principal Characteristics and Student Achievement.The implications for school districts within this report mention the preparation and development of school principals, however, selection of principals isCharacteristics and Student Achievement.The implications for school districts within this report mention the preparation and development of school principals, however, selection of principals is not discussed.

According to the party's analysis of data in the government's April data release on school leadership characteristics and trends, 31.7 per cent of those who became school leaders between 2011 and 2015 were not retained in their positions.

examines the connections between neighborhood characteristics and boundary school enrollment rates among the District of Columbia's public school students, and finds there's only one pocket of the city where a majority of families in public school choose their in - boundary middle or high school.

In 2009, Fryer identified five characteristics of successful charter schools that have made great strides in eliminating the achievement gap between low income minority students and their white peers.