Sentences with phrase «between weak schools»

Not exact matches

In the controversy between the historians who say that Virginia and other southern Anglican religion was weak versus those who say it was «not so weak,» Butler sides with the «really, really weak» school.

We find that, while statistically significant, the strength of the relationship between living with a single - parent family and educational attainment is comparable to the relationships for family size and the age of the mother at the time of the child's birth and weaker than the relationship for maternal schooling.

But the same effort to predict similarity between students will be weak if it is based only on knowledge of whether the students grew up in the same family or attended the same schools.

For males who entered the labor market directly after high school graduation in 1972, the difference between mastery of basic mathematical skills (fractions, decimals, and line graphs) and weak understanding of these concepts translated into an hourly wage differential at age 24 of $ 0.48 per hour (or $ 960 per year for year - round, full - time workers).

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.

Private schools may be disproportionately located in communities with low - quality public schools, causing the relationship between private school competition and public school performance to appear weaker than it actually is.

Their conclusion: «at least for school choice programs, there is a weak relationship between impacts on test scores and later - life outcomes.»

In fact, the weak relationship between pupil - teacher ratio and school ratings is in the opposite of the expected direction: schools with larger classes receive somewhat higher grades, perhaps because effective schools attract more families to the neighborhood.

To give but one of several examples, the authors offer a nuanced discussion of ability grouping in schools that highlights the potential tensions between the value of improving the performance of the weakest students and the consequences of increasing the gap between them and the most gifted, since the latter are likely to reap the greater gains from ability grouping.

The level variable is highly correlated with the school quality measure (percent proficient) used in the national analysis, but the correlation between the growth variable and percent proficient is considerably weaker.

Given this weak statistical evidence of positive relationships between student achievement and district or school data use (as reflected in the principal and teacher survey items), we turned to our qualitative data, which provided the following insights:

In today's report, commissioned to update on progress made in this area, Ofsted warned that the sharing of information between schools and providers was «generally weak, even in those schools where learners were taking part in taster and link courses».

Since the support of families is considered crucial to educational achievement, weak relationships between schools and parents in segregated minority environments highlight a critical disadvantage that racially and socioeconomically isolated schools must overcome, on top of a myriad of other well - documented deficits, including high teacher turnover.

However, we consider six possible reasons for the weak correspondence between value - added calculated with two different tests: 1) the timing of the tests; 2) statistical imprecision; 3) test content; 4) the cognitive demands of the tests; 5) test format; and 6) the consequences of the test for students, teachers, or schools.

In 2009, teachers at the Urban Assembly Academy of Arts and Letters — a public school serving grades 6 — 8 in Brooklyn, New York, began the fact that the gap between children with strong literacy skills and those with weak skills widens year by year as curriculum becomes more demanding.

Sue Baldwin, director for academies and maintained schools at the agency, said she had concerns about the «weak financial position and financial management» at Otley Prince Henry's Academy Trust, which runs Prince Henry's Grammar School, despite «cooperation and extensive discussions» between the trust and officials.