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for differences in schools.
The alternative and, in my view, more plausible hypothesis is that the measures are misleading due to reference bias stemming from
differences in school climate between district and charter schools.
And it highlighted
differences in school funding, which could mean that «some schools receive about # 3,000 a year more than others per disadvantaged pupil».
The results of this analysis again provide little evidence that low middle - school quality stems
from differences in the school characteristics we can observe.
There is a big
difference in school cultures and with a positive, caring school culture children's transitions can make a huge difference in helping children to begin school.
At least part of the variation in teacher value - added may have
reflected differences in school organization effectiveness or differences in community and peer effects.
The results are comparable to those reported above, indicating that the estimated effects of charter high schools are not due to
differences in school size.
These findings are consistent with — but not definitive proof of — the argument that systematic
differences in the schools attended by white and black children may explain the divergence in test scores.
It is very surprising to hear that children raised in poverty have such
dramatic differences in school than children not raised in poverty, so much so that their actual brain is physically different.
Networking between schools helps district leaders to identify
differences in school needs and to enable school personnel to find solutions among themselves, rather than relying solely on the district for help.
The wide differences between them could be said to be a function of zip code,
individual differences in a school's fund raising capabilities and consistent, coherent leadership.
The author suggests that in order
detect differences in school quality, the evidence we gather must reflect the extent of student mastery of learning targets that are much more precise.
Without annual tests, however, that potential is lost, and states» accountability metrics will likely revert to being almost entirely correlated with student characteristics, rather than
real differences in school performance — a huge setback for low - income schools and communities.
Nber Working Paper Series
Do Differences in School's Instruction Time Explain International Achievement Gaps in Math, Science, and Reading?
While noting that race - based
differences in school success measures are still a problem, Gates makes it clear that he still believes in schools as the «unit of change» when it comes to boosting student achievement.
Examining the relationship between the percentage of English Learners enrolled in bilingual education in a school and test scores for English Learners, taking into
account differences in schools» pre-Prop 227 test scores and the percentage of schools» students eligible for free lunch, reveals another indicator of Prop 227's effect on achievement.
The Coleman Report focused
on differences in schooling resources available to white and minority students and on the degree of racial segregation in America's public schools.
The U.S. public school system is characterized by large funding differences across districts, but what about
differences in school spending within districts?
Jackson, Johnson, and Persico claim that a 22.7 percent spending increase is large enough to eliminate the average
outcome difference in school attainment between the poor and non-poor.
As noted above, this initial estimate of the variability in principal effectiveness may partly reflect
differences in school characteristics that are not under the principal's control, such as the quality of the school building, or decisions made by district administrators as well as unmeasured parental influences.
Racial differences in school discipline are widely known, and black students across the United States are more than three times as likely as their white peers to be suspended or expelled, according to Stanford researchers.
The Public Account Committee, highlighted
where differences in school funding resulted in «some schools receive about # 3,000 a year more than others per disadvantaged pupil».