Sentences with phrase «difference in student outcomes for»

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In one key study, researchers at Stanford University and the University of Texas at Austin found that a simple, one - sentence note of encouragement made a huge difference in academic outcomes for African - American students, who often have fraught power relationships with teacherIn one key study, researchers at Stanford University and the University of Texas at Austin found that a simple, one - sentence note of encouragement made a huge difference in academic outcomes for African - American students, who often have fraught power relationships with teacherin academic outcomes for African - American students, who often have fraught power relationships with teachers.

In its most simple form, this technique could estimate simple mean differences using the following equation for outcome Y of student i in matched pair In its most simple form, this technique could estimate simple mean differences using the following equation for outcome Y of student i in matched pair in matched pair m:

More recent research has examined non-test score outcomes, uncovering differences by race / ethnicity in teacher expectations for students» educational attainment and subjective evaluations of students» academic ability.

Controlling statistically for differences in student characteristics avoids crediting schools for producing outcomes that are instead the result of differences in the students that attend them.

In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooIn a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin a charter school.

This objection also applies to several popular methods of standardizing raw test scores that fail to account sufficiently for differences in test items — methods like recentering and rescaling to convert scores to a bell - shaped curve, or converting to grade - level equivalents by comparing outcomes with the scores of same - grade students in a nationally representative sample.

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.

The best of this work has taken advantage of the lottery - based admissions processes used by many school - choice programs, enabling researchers to draw far stronger conclusions about how schools affect student outcomes than the methods Coleman employed, which relied on simple regression techniques to adjust for differences in students» family background.

In its simplest form, this technique can estimate mean differences using the following equation for outcome Y of student i in matched pair In its simplest form, this technique can estimate mean differences using the following equation for outcome Y of student i in matched pair in matched pair m:

It is time to invest in our school leaders if we are to make a real difference in outcomes for our students.

«We found that how schools implement blended learning — such as orientation sessions to prepare students and staff for what may be a new style of learning — makes a huge difference in student experiences and ultimately on student outcomes,» said Marianne Bakia, Ph.D., senior policy analyst at SRI International's Center for Technology in Learning and lead author of the report.

For instance, because there was greater between - school variance in outcomes for African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differencFor instance, because there was greater between - school variance in outcomes for African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differencfor African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differencfor white students (especially in the South), Coleman concluded that black students would be more responsive to school differences.

Does school diversity make a difference in outcomes for students?

At the next meeting, the Leadership Team identified numerous explanations for differences in outcomes among students of diverse racial, ethnic, cultural and linguistic backgrounds.

After analyzing student outcome data and comparing current student performance with annual yearly progress benchmarks for student achievement, the leadership team agrees that there are significant differences in outcomes among students of diverse racial, ethnic, cultural and linguistic backgrounds unrelated to socioeconomic status???.

The big «aha» is when teachers realize that those stellar outcomes aren't really so stellar as they have reproduced their own ignorance and entitlement in their students and left them with no valuable skills for community building across difference.

Differences in schools» ability to respond to such challenges may lead to better or worse academic outcomes for students who use their vouchers to attend these schools.

«Never have we been more optimistic about transforming achievement and making a real and measurable difference in the outcomes for students — in their academic pursuits, in their careers, and in their contributions to our nation and to their own communities.»

The difference between student outcomes for online and face - to - face classes... was larger in those studies contrasting conditions that blended elements of online and face - to - face instruction with conditions taught entirely face - to - face.

For instance, if there is a set of classrooms that are using some new piece of educational software, we should be able to go out and find other classrooms that have very similar students, that have students with similar prior achievement, similar demographics and so forth, and then just track them over time and just automatically report the differences in outcomes for the students receiving the software and then the comparison group of students that arenFor instance, if there is a set of classrooms that are using some new piece of educational software, we should be able to go out and find other classrooms that have very similar students, that have students with similar prior achievement, similar demographics and so forth, and then just track them over time and just automatically report the differences in outcomes for the students receiving the software and then the comparison group of students that arenfor the students receiving the software and then the comparison group of students that aren't.

In Term 2, Identifying and Teaching to Student Differences proceeded with greater depth related to behavior, ability and language and strategies to differentiate, scaffold and assess fairly for high student ouStudent Differences proceeded with greater depth related to behavior, ability and language and strategies to differentiate, scaffold and assess fairly for high student oustudent outcomes.

How can teacher effectiveness accomplish the Herculean task society has set for it, of eliminating the achievement gap, when the differences between teachers only account for, at most, about 20 % of the variance in student outcomes?

You will have the opportunity to explore the dat you've collected in your school in order for you to plan actions that will make a positive difference to the outcomes for the students in your school.

I know it is a guessing game for all but when you are a small district like us, 2 students make a difference in the overall outcomes for the school.

In spite of the many millions of dollars poured into expounding the theory of paying teachers for higher student test scores (sometimes mislabeled as «merit pay»), a new study by Vanderbilt University's National Center on Performance Incentives found that the use of merit pay for teachers in the Nashville school district produced no difference even according to their measure, test outcomes for studentIn spite of the many millions of dollars poured into expounding the theory of paying teachers for higher student test scores (sometimes mislabeled as «merit pay»), a new study by Vanderbilt University's National Center on Performance Incentives found that the use of merit pay for teachers in the Nashville school district produced no difference even according to their measure, test outcomes for studentin the Nashville school district produced no difference even according to their measure, test outcomes for students.

And if there are differences, it allows the students to discuss the merits of different approaches.117 Providing sample or model email responses for students to review after class can allow students to self - assess their work and to improve for future email tasks.118 But students may struggle to understand what separates the quality of their work from the quality reflected in the model.119 So giving students multiple, annotated responses that highlight the positive aspects of the model and giving students the chance to review the model answers in groups can maximize the chances that students can learn from model answers.120 And a checklist or grading rubric can be another useful tool — either for the professor to effectively and efficiently assess student learning outcomes or for students to self - assess their own learning.121

Given clustering in data and ROE delivery, we used multi-level modelling (SAS PROC MIXED) to account for three levels of variability: intra-individual change in students over time (in the three outcomes), inter-individual differences between students (gender) and inter-group differences between classrooms (assignment to ROE or control group, grade level).