Sentences with phrase «classroom characteristics»

ABSTRACT Title of Thesis: THE INFLUENCES OF CLASSROOM CHARACTERISTICS AND TEACHER - STUDENT RELATIONS ON STUDENT ACADEMIC ACHIEVEMENT

D.C.'s model doesn't account for classroom characteristics, but Florida's model accounts for the percentage of students scoring at similar levels in a class, a variable that may partly address the issue.

For our primary analysis, we controlled for the average annual gain made by all students in the relevant school during the period of analysis; for such classroom characteristics as the share of white students, the share eligible for free lunches, and the students» average math score in 3rd grade; and for the teacher's years of experience, education level, and the selectivity of his or her undergraduate institution.

[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).

Discrete - time multinomial - logit - hazard model estimates indicate that classroom characteristics play a larger role than school average student characteristics in determining teacher mobility.

Abstract: This article analyzes the impact of classroom characteristics and opportunity wages on four possible labor market choices of teachers in Florida: remaining at their present school, switching schools within a school district, changing school districts, and leaving teaching.

We identified the following school or classroom characteristics as statistically associated with lower suspension rates for students of color:

The three other models also control for previous scores, but they often control for other factors, as well: Mathematica's DC IMPACT model removes variability due to differences in student background, [16] Mathematica's Pittsburgh model removes variability due to average classroom characteristics, and AIR's Florida VAM removes variability that may be due to school - wide factors.

When estimating the effect of a teacher's gender, I use standard statistical techniques to adjust for the effect of several other teacher and classroom characteristics that may affect student outcomes.

To estimate the value added by a teacher, we examine the performance of her students after accounting for a wide variety of student and classroom characteristics that could affect achievement independent of the teacher's ability.

Throughout, we accounted for differences in previous student achievement, student demographics, and classroom characteristics.

That is, if we take two students who have the same 4th - grade test scores, demographics, classroom characteristics, and so forth, the student assigned to a teacher with higher VA in grade 5 does not systematically have different parental income or other characteristics.

At any such point, is a random variable with Still conditioning on, consider counterfactual outcomes as varies over, averaging over the conditional distribution of given: There is a structural function interpretation for: within a school with, we can obtain potential expected output for various assigned values of the teacher input, holding constant the distribution of classroom characteristics (at the conditional distribution of given).

It also underscores several characteristics that can lead to successful retention prevention programs, such as classroom characteristics (individualized instruction and accelerated learning), community characteristics (parental and community support), and school characteristics (early warning systems and professional development).

Teacher and classroom characteristics and their relations to mathematics achievement of the students in the TIMSS

Each scenario provides information on the student population, teacher and classroom characteristics, and other details about the school and constraints on the principal.

Title of Thesis: THE INFLUENCES OF CLASSROOM CHARACTERISTICS AND TEACHER - STUDENT RELATIONS ON STUDENT ACADEMIC ACHIEVEMENT Phuong Anna Vu, Master of Arts, 2009 Thesis directed by: Professor Gary

That said, the reduction in the achievement gap is more modest when we control for measures of teacher value added that do not control for classroom characteristics (8 % and 9 %, respectively), while gaps actually increase slightly when we control for measures of value added that control for classroom characteristics.