Sentences with phrase «demographic characteristics of students»

The brief examines the demographic characteristics of students involved in child in crisis interventions, as well as the NYPD's use of handcuffs on students as young as 5 years old during these incidents between July 2016 and June 2017.

We also control for teacher experience as well as for class and school characteristics, including class size and the academic performance and demographic characteristics of all students in the relevant classroom and school.

In the first step, test scores are adjusted for differences in prior test scores and the demographic characteristics of the students the schools serve.

Specifically, I separated out the effects on test - score gains of a student's race and ethnicity, as well as accounted for the influence of a student's peers, by evaluating the influence of demographic characteristics of the student body, including average income level and percentage of minority students.

This echoed findings from a previous study that analyzed information search patterns on the District's first public school information site and revealed that parents were most interested in demographic characteristics of the student population, followed by location, and, only then, academic performance (Schneider & Buckley, 2002).

Not exact matches

A newly published research study conducted by graduate students Jessie Green and Alan Brown under the guidance of Punam Ohri - Vachaspati, a nutrition researcher at the School of Nutrition and Health Promotion at Arizona State University, examined whether noticing and using calorie menu labels was associated with demographic characteristics of customers at a national fast food chain currently posting calorie counts.

NELS also solicited information about each student's gender as well as a variety of other demographic and socioeconomic characteristics.

Because students with adult arrest records can be tracked all the way back to kindergarten in some cases, I use all of the potential predictors of criminal behavior — test scores, demographics, behavior, and neighborhood characteristics — to calculate an index of crime risk.

Charter critics point to reports showing differences in the demographic characteristics of charter school students and their counterparts in traditional public schools as evidence that choice leads to segregation.

The study examines the impact of winning a school choice lottery on dropout rates and crime for groups of students with different propensities to commit crimes, using an index of crime risk that includes test scores, demographics, behavior, and neighborhood characteristics to identify the highest - risk group.

However, this analysis does not account for the possible sorting of students into particular schools based on characteristics not captured by their prior achievement and demographic characteristics.

The demographic and political characteristics of a state and character of the state law authorizing charter schools undoubtedly matter in some way for the fate of charter schools in a state, but most decisions about charter school formation and attendance are made within school districts — by founders who decide to start a new school, by authorizers who empower them to do so, and, ultimately, by parents who decide to enroll their students.

Indeed, all of the demographic characteristics considered in our report, as well as the lack of pre-primary education, increase the probability of low performance by a larger margin among disadvantaged than among advantaged students, on average across OECD countries.

If the socioeconomic status and demographic characteristics of the classrooms taught by National Board teachers differ from those of noncertified teachers, measures of teacher quality that rely on student performance may be biased.

After adjusting for student demographics and other school characteristics, schools with 25 percentage points more proficient students are rated 22 percent of a letter grade higher.

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.

The Florida Department of Education's Education Data Warehouse provides test scores from the Florida Comprehensive Achievement Test (FCAT) and demographic characteristics for all students in the public schools.

While selection bias is still a concern, it is worthwhile noting that the authors control for a very rich set of covariates including student demographics, parental income, parental education, student AFQT score, freshman year GPA, state of birth and various school characteristics.

We also analyzed the demographic and performance characteristics of incoming 9th - grade students during those years at all 322 schools.

We also included information from the Common Core of Data (CCD) and the Private School Universe Survey (PSS), which include data about the size, demographics, and geographic location of the high school attended when each student took the PSAT / NMSQT, as well as the Integrated Postsecondary Education Data System (IPEDS), which includes the characteristics of postsecondary institutions.

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.

A student with a growth mindset in spring 2015 has ELA and Math test scores in the spring of 2016 that are approximately 0.07 and 0.04 standard deviations (SD) higher than a similar classmate (i.e., a classmate with the same previous achievement and demographic characteristics in the same school) with a fixed mindset (approximately two standard deviations below).

CREDO controlled for the unique characteristics of students enrolled in virtual charter schools by comparing their performance to a «virtual twin,» a student with the same demographic characteristics and similar prior achievement enrolled in a traditional public school.

That is, we compare students with the same demographic characteristics, the same test scores in the current year and in a previous year, the same responses to the surveys for other social - emotional measures collected by the district, and within the same school and grade, to see whether students who look the same on all of these measures but have a stronger growth mindset learn more over the course of the following year.

We found that about half of the difference in student outcomes in schools slated for closure and the broader sample of schools can be explained by differences in incoming students» demographic characteristics, absenteeism, and achievement in middle school.

Advocates of SGPs, and of «sparse» growth models more generally, view this as an advantage; they worry that methods that do take into account student or school - level demographic characteristics effectively set lower expectations for disadvantaged students.

We can place each student in a classroom and school so we know about the demographic and educational characteristics of students» schoolmates as well as the size of their class.

So, in our research, we're looking at a whole range of individual characteristics... such as student demographic background, their academic performance and educational aspirations, the number of hours they work after school and their peers» aspirations.

Teachers who work in a given school, and therefore teach students with similar demographic characteristics, can be responsible for increases in math and reading levels that range from a low of one - half year to a high of one and a half years of learning each academic year.

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.

In February of 2011, CUNY's Office of Institutional Research and Assessment, headed by University Dean David Crook, released critical data (obtained by Director of Policy Analysis Colin Chellman using linear probability models and logistic regression) demonstrating that, all else being equal (i.e., taking into account all measurable demographic and performance characteristics), CUNY's transfer students were at a disadvantage in terms of graduation compared to native students.

The observational analysis controls for demographic and background characteristics as well as students» lagged test scores (for example, the elementary school scores of middle school students).

Looking at demographic characteristics, credits completed, high school GPAs, and disciplinary incidents, the researchers found clear evidence that the Promise reduced behavior problems for all students, and had a dramatic positive effect on the GPAs of African Americans.

We also find that perceptions of school quality in Florida are unrelated to student demographic characteristics, including the percentage of students who are poor, once we take into account levels of student achievement.

Although we can not be sure, both Floridians» greater responsiveness to test performance and their lack of responsiveness to student demographic characteristics could reflect the transparency and salience of the state's high - profile school accountability system.

The information we have on each student includes demographic characteristics, credits completed, grade - point averages, and disciplinary actions, including days of suspension and detention.

We matched each teacher to the students they were teaching and assembled data on students» demographic characteristics, performance on prior state tests, and the averages of such characteristics for the peers in their classroom.

If I use only the percentage of students eligible for FREE lunch, then the student characteristics from charter high schools would constitute an «AB» demographic profile: Less poor than students in public high schools located in an average «A» community and a little more poor than students in public high schools located in an average «B» community.

Moreover, the demographic characteristics of the rural student population continue to shift, with rural schools becoming increasingly diverse and serving larger populations of students that schools have historically not served effectively (i.e., the students for whom performance is described in terms of achievement gaps).

Equity, when used in education, refers to all students receiving the same caliber of education regardless of the neighborhood they live in or their demographic characteristics, such as their race, ethnicity, special education status or other factors.

The analysis focused on two structural characteristics — grade configuration and size — and two demographic characteristics — the percentage of students qualifying for free and reduced price meals and the proportion of African - American student enrollment.

For students of public non-charter high schools the rates are reported in 12 categories based on the school - level demographic and geographic characteristics.

Finally, standardized test scores are strongly correlated with students» demographic characteristics, which means they tend to tell us more about the number of economically advantaged students in any particular school than what they are learning.

The Achievement Trajectory Tool allows administrators to contrast the predicted longitudinal achievement growth of students with different patterns of demographic characteristics depending whether they are placed or not placed in Science IDEAS.

Additional results are reported based on students» demographic characteristics, educational experiences, and the frequency of engaging in actions available to them in word - processing software.

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.

Similarly, in the schools we studied whose plans reflected a belief that teaching and leadership affect student achievement, achievement gains were three times greater than they were in schools whose plans reflected a focus on student demographic characteristics as the primary determinants of student achievement (Reeves, in press).

However, disaggregating assessment data by combinations of students» demographic characteristics (that is, race / ethnicity by gender or disability) and by the programs in which students are enrolled (that is, race / ethnicity by specific reading or mathematics programs) enables schools to examine the effectiveness of programs for specific groups of students.

Schools in which leaders and teachers believe that their work is the fundamental cause of student achievement perform significantly better than schools in which leaders attribute student achievement primarily to student demographic characteristics.

What are the demographic characteristics and academic performance outcomes of language minority and English learner students in California public schools?