Sentences with phrase «cohort size»

The estimate assumes a minimum cohort size of 10 and that sufficient schools are in the programme to make it viable.

The mean cohort size was 212, and the mean pass rate on the 8th - grade math exam was 56 percent.

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

This segment focuses on known disease state sample vs treatment outcome or normal samples and cohort sizes of 50 - 100 range.

We estimate that an 8th grader who attends school with 200 other 8th - grade students will score 0.04 standard deviations lower in both math and English than he would if he attended a school with 75 other 8th graders, the average cohort size for a K — 8 school.

We tested the output of our simple funding model with a more sophisticated curriculum - led theoretical model, as well as by simulating random school cohort sizes.

One critique of Success Academy is that the school is pushing out low achievers, resulting in decreasing cohort sizes as students reach higher grades.

Factors such as subject cohort size and applied training regimen, as well as the supplemented protein may strongly modulate the outcome of such studies.

We also find that the impacts on both math credits and long - range outcomes grow with cohort size and with the number of students who previously failed an 8th - grade exam, suggesting that students particularly benefited from accountability pressure when it prompted schoolwide reform efforts.

The CAS Network of Excellence has proved that it helps schools increase cohort sizes and improve GCSE results.

Meanwhile, the number of looked - after children in year 11 (age 16) dropped by 3 per cent overall — again related to a change in the overall cohort size.

Adjusted cohort sizes by subgroup were estimated using graduation rates and the number of graduates.

In the New York City schools we studied, the average cohort size was 75 students in K — 8 schools, 100 students in K — 5 and K — 6 schools, and over 200 students in middle schools for grades 6 — 8 and 7 — 8 (see Figure 3).

In contrast, school populations closer to the high end of the performance spectrum were only about 5 percent African American, 10 percent Hispanic, and 16 percent poor, with a mean cohort size of only 114 and a mean pass rate of 84 percent on the 8th - grade math exam.

What we found was that cohort size has a pronounced influence on student achievement during these school years.

We went back to our data and analyzed the effect of these cohort size differences on test scores.

With this strategy, the variation in class size we considered is strictly a consequence of fluctuations in the cohort size from one grade to the next.

As a first test for nonrandom selection of students into or out of particular schools and cohorts of students, we examined whether peer family violence appears to have an effect on cohort size or student characteristics such as race, gender, and income.

It is recommended that the cohort size be at least 50 people.

Because other school characteristics may also influence perceptions of school quality, we incorporated into our analysis data from the National Center for Education Statistics on the racial / ethnic composition of each school, the percentage of students eligible for free or reduced - price lunch (an indicator of poverty), average cohort size (our preferred measure of school size), and pupil - teacher ratio (a proxy measure of class size) in the 2007 — 08 school year.

In short, we find little evidence that the negative effects of attending a middle school are attributable to differences in resources, cohort sizes, or educational practices.

Within the data, a breakdown of school cohort size revealed that pupils scored nearly the exact same average scaled score regardless of cohort size — although there was a slight benefit of smaller cohorts in reading.

Others worry that even when the cohort size is large enough the data can be over-simplistic and misleading at times.

An interesting finding, although perhaps worth being pedantic and noting that class size and cohort size aren't necessarily the same thing.

Neil Short, an education consultant and chair of the National Association for Small Schools (NASS), said that today's statistics «proves that if you have good teachers working hard then it doesn't matter what the cohort size is, you will achieve good results.

UNO's young graduates have performed fairly well in math and social studies (particularly math); those were the only two areas where the cohort size is large enough to be captured in the study.