Not exact matches
Walliyulla showed that these
differences were trivial and
at a deeper
level there was much in common between the two
schools.
Your participation
at any
level is appreciated and makes a
difference to the health of our
school.
Your participation
at any
level is appreciated and will make a
difference to the health of the
School.
During the same
school year in New York City, the
differences at the same two grade
levels were about 4 and 7 percentage points, respectively (see Figure 1a).
Not sure many understand the
difference, even
at the high
school level.
Another study, by Eric Hanushek and Margaret Raymond, both also
at Stanford, evaluated the impact of
school - accountability policies on state -
level NAEP math and reading achievement measured by the
difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.
We know that education
at the middle
school level can make a huge
difference.
This study introduces two empirical strategies that circumvent these obstacles by examining
differences in cohorts of students - a
school's group of 3rd graders in one year versus the next year's group of 3rd graders - rather than cross-sections of classrooms
at the same grade
level.
We know that
differences can be made
at the high
school level from a stand and deliver experiment...» Nisbett said.
At the high
school level, educators can empower immigrant students to facilitate conversations across
difference with native - speaking peers and staff.
At their most elegant, they can responsibly test only a modest number of interactions between different treatments or between any one treatment and individual differences at the school, classroom, or individual leve
At their most elegant, they can responsibly test only a modest number of interactions between different treatments or between any one treatment and individual
differences at the school, classroom, or individual leve
at the
school, classroom, or individual
level.
Finally, in Kenya, where the raw test scores showed students in private and public
schools performing
at similar
levels, the fact that private
schools served a far more disadvantaged population resulted in a gap of 0.1 standard deviations in English and 0.2 standard deviations in math (after accounting for
differences in student characteristics).
If a
school leader balances the teaching talent on each team so that there are no discernable
differences between teams
at different grade
levels, then parents don't worry so much about «poor» teachers, because they know that there will be strong and less - strong teachers on every team that their child could be on.
There are real
differences in performance
at the
school level.
Sonnemann says that, while the aim is to influence change
at a broader policymaking
level, there is plenty that
schools, principals and teachers can do now to make a
difference.
The Coleman team reported that sophomores and seniors
at Catholic
schools outperformed their public -
school peers by roughly a full grade
level after adjusting for
differences in an extensive set of family background measures.
The results of the pilot showed that SMART Squad made a significant
difference to primary
school pupils» knowledge of energy efficiency, bringing them closer to the
level of understanding that secondary
school pupils already have and leading to a direct change in their energy efficient behaviours both in
school and
at home.
A short - term objective should be to reduce between -
school differences to
levels that existed
at the turn of the century.
With around 50 % of mental health difficulties occurring before the age of 14, North Woodvale realised that we have the opportunity to make a
difference by building positive mental health
at a primary
school level.
The expansion of the learning material is down to the success of the previous trial, which made a significant
difference to primary
school pupils» knowledge of energy efficiency, bringing them closer to the
level of understanding that secondary
school pupils already have and leading to a direct change in their energy efficient behaviours both in
school and
at home.
Comparing
levels of satisfaction among charter -
school parents to parents
at district
schools of choice, there are no significant
differences by race or ethnicity.
The
difference between the percentage of National
School Lunch Program eligible White students scoring Proficient and Above on the NAEP mathematics assessment and those from more prosperous families scoring
at that
level was 31 points.
Such efforts share a single set of beliefs: Low - income kids are capable of achieving
at the highest
levels; great
schools can make a world of
difference; the traditional urban
school district is not the only path to great
schools.
For the class of 2006, the
difference was quite large — 21 percent of black high
school graduates completed college, but just 16 percent left high
school at a college - ready
level in reading (almost exactly the inverse of the numbers for Hispanic students).
Commenting on the small
differences in satisfaction
levels among parents with children in the charter and chosen district sectors, Paul E. Peterson, professor of government and director of the Program on Education Policy and Governance
at Harvard Kennedy
School, notes that «chosen district
schools serve a smaller percentage of students of color than charters do, and they are more likely to use examinations as entry requirements, while most charter
schools must accept all applicants or use a lottery to select among them.»
While data may show economic integration
at the
school level, segregation can still take place
at the classroom
level due to tracking or
differences in treatment, supports, and services students receive.
When mathematics proficiency for
school year 2005 - 06 is used as a final sorting mechanism (independent variable) for the high - vs. low - scoring principals, the greatest
differences, once again, appear
at the secondary
level.
In contrast to statistically nonsignificant
differences for the teachers within
levels of
school effectiveness, these statistically significant
differences among teachers across
schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others
at the
school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communication).
Despite little or no
difference in performance
at the elementary -
school level, girls assume that math is for boys as early as second grade.
There were larger
differences among students from low income and higher income high
schools, however, when looking
at enrollment rates by the institution
level.
Students in CAPE
schools performed better in reading and mathematics than students from comparison
schools, however, the
difference was statistically significant only
at the elementary
school level and not
at the high
school level.
The Index accounts for
differences in state exams and poverty concentration
at the
school level.
At all
levels, undergraduate to doctoral, we prepare educators to make a
difference in
schools and in the lives of students.
But unlike Connecticut's statewide data and the results from other urban
school distrticts, the SBAC achievement results
at Achievement First charter
schools had incredible fluctuations between grade
levels —
differences that suggest that students in some grades may of had some «assistance» filling in the answers.
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.
The
difference between MATs and local authority
schools was more pronounced
at secondary
school level, with a # 49 saving on running expenses for those in MATs compared to in a local authority
school.
ERIC JENSEN is a former teacher who has taught
at all
levels, from elementary
school through university, and who is deeply committed to making a positive, significant, and lasting
difference in the way we learn.
Much, but not all, of the racial and socioeconomic sorting we document is accounted for by
differences in achievement, particularly
at the high
school level.
Mutual respect for individual
differences at all
levels of the
school — student - student; adult - student; adult - adult.
The second essay leverages the recent implementation of CR options in North Carolina high
schools for a
difference - in -
differences approach to explore the impact of adding CR options
at the
school level on graduation and dropout rates.
«Continued inaction by Congress to resolve sequestration, to complete annual appropriations and to reconcile
differences between House and Senate budget proposals means that the nation's public
schools are funded
at pre-2004
levels —
at a time when they are educating an additional five million - plus students.
In light of recent research by Sean Reardon and associates
at Stanford's Center for Education Policy Analysis that achievement / opportunity gaps are due primarily to
differences that occur before third grade, it is significant that
school effectiveness can move the needle
at the third - grade
level.
The overall goal is to create
schools where more students across more
differences are achieving
at a higher
level and engaging deeply, without giving up who they are.
In a 2014 meta - analysis, Pahlke and her colleagues reviewed the studies and found when examining
schools with the same type of students and same
level of resources — rather than «comparing [those
at] the public co-ed
school to [their counterparts
at] the fancy private
school that's single - sex down the road» — there isn't any
difference in how the students perform academically.
Notable Quotable: «When districts pay for teachers using average salaries, it creates a loophole that allows for vast
differences in dollars spent per student
at the
school level.
In particular, focusing on college - bound high
school students, we use a
difference - in -
difference methodology to analyze the impact of the end of race - based affirmative action
at the University of California in 1998 on both the overall
level of SAT scores and high
school GPA, and the racial gap in SAT scores and high
school GPA.
One teacher submitted data on 54 fourth - graders (fifth year of
school), demonstrating no
difference at all in the median alphabet - printing rates between children who had been formally identified as reading below grade
level, and the other students.5
No
differences were found
at the high
school level.
Discrimination and
difference at the high
school level will never end until the adults running these
schools can go about their own lives without judging others for their race, religion, sexual orientation, etc..
This
level helps young students consider the
difference between something that is essential for a
school day, versus other things that are not needed (either because they are not required for the activities
at the user's
school, or because they are wants not needs).