Sentences with phrase «difference in test scores of»

So far, the Education Department has found little if any difference in the test scores of kids who got vouchers to attend private school.

Studies have shown no statistical difference in test scores of homeschooled children taught by parents who were certified teachers and homeschooled children who were taught by parents without teaching certificates.

As far back as 1928, studies that measured the effectiveness of the correspondence schools reported, «no differences in test scores of college classroom and correspondence study students enrolled in the same subjects».

Not exact matches

A study in the «Journal of Individual Differences» found that people who scored higher on IQ tests as children tended to be more curious and open to new ideas as adults.

Comparing national test scores, Catholic schools in general (as with most private schools) perform better in both reading and math than public schools although the advantage is stronger in reading than in Math though the difference in Math was still statistically significant; however, this could be due to the self selecting nature of the students in Catholic schools where the parents have made the decision to value education to the extent of paying for it.

Differences in Kaufman Brief Intelligence Test — Second Edition Verbal Scores at Age 7 Years According to Duration of Any Breastfeeding, With Linear Trend Line

There was a borderline statistically significant difference in balance scores associated with different lengths of breast feeding, whereas no association was found between duration of breast feeding and the two other motor development tests.

The results showed there were no statistically significant differences in test scores or students» assessments of the flipped classes compared to a traditional lecture course of study.

In the main study group, exposure to anesthesia for surgery before the age of 4 was associated with an average difference of 0.41 percent lower school grades and 0.97 percent lower IQ test scores.

The absolute differences in scores were hardly dramatic: On average, the literary group outperformed the popular group by about two questions (out of 36) on the RMET test, and missed one fewer question (out of 18) on the DANVA2 - AF.

«Assisted reproduction not associated with reduced academic performance in adolescence: US Nationwide analysis of more than 8,000 ART children finds no difference in educational test scores.»

In the case of a significant F score, a Bonferroni post hoc test was performed to determine where significant differences lay.

Ladner found that the reading and math test scores of 3rd graders were higher in schools that offered all - day kindergarten or pre-K, but by 5th grade the differences had disappeared.

Ferguson noted that the quality of the teacher (as determined by test scores, level of education, and experience) accounts for 43 percent of the difference in math scores of students in grades 3 to 5.

But it is clear that there are fundamental differences in philosophy between the relationship - driven «data collection» of the Mary Laurie's of the world and the spreadsheet of interim test score - driven «data collection» of the Ben Marcovitz's (principal of Sci Academy) of the world.

«Instead of relying on intellect to produce good grades and high test scores,» Gauld writes in Character First: The Hyde School Difference, «students at Hyde learn to follow the dictates of their conscience so they can develop the character necessary to bring out their unique potential.»

Evaluations led by Harvard's Tom Kane and MIT's Josh Angrist have used this lottery - based method to convince most skeptics that the impressive test - score performance of the Boston charter sector reflects real differences in school quality rather than the types of students charter schools serve.

It cites 2011 TIMSS (Trends in International Mathematics and Science Study) data showing no significant difference in the scores of Australian boys and girls in Year 4 and Year 8, and notes that male and female students perform equally in international comparative testing in Singapore — a top five country in PISA (Programme for International Student Assessment) mathematics.

Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition.

In addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearIn addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearin test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearin math over the middle school years.

Could variation in other factors such as test - score performance explain some of those remaining differences?

This statistically significant difference of -0.23 standard deviations is in the opposite direction of that expected, based on the student - level relationships between self - control and test - score gains displayed above.

Differences across schools in treatment intensity enable us to measure the impact of ERI - induced retirements on test scores.

Moreover, to the extent that testing nonalignment explains some of the very large 0.4 standard deviation difference in math scores, it is unlikely that it explains all or even most of that difference.

The test scores, we knew, were just the most obvious manifestations of what is a difference in practice underneath, but nobody was systematically trying to find ways to measure those differences in practices.

Controlling for 10th - grade test scores explains about half the graduation differential for charter high schools in Florida but less than 20 percent of the difference in Chicago.

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.

Specifically, I examine whether the results change when I adjust my results to account for differences in student characteristics, including prior (age 7) test scores; gender; eligibility for free lunch; special education needs; month of birth; whether first language is English; ethnic background; and census information on the home neighborhood deprivation index.

Murray's earlier books — Losing Ground in 1984, on welfare policy, and The Bell Curve (with Richard Herrnstein) in 1994, on the significance of differences in intelligence as measured by intelligence tests — aroused controversy, because, implicitly or explicitly, they focused attention on black Americans, who play a disproportionate role in welfare policy, and as a group score lower than whites on IQ tests.

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).

We combined all of the available earlier test scores into a single composite measure of quality and introduced it into statistical models that explain differences in growth rates across nations during the period 1960 to 1990.

Because of the need for nationally standardized achievement tests to provide fine - grained, percentile - by - percentile comparisons, it is imperative that these tests produce a considerable degree of score spread — in other words, plenty of differences among test takers» scores.

This rich dataset allows us to study students» math and reading test - score growth from year to year in grades four through eight (where end of year and prior year tests are available), while also taking account of differences in student backgrounds.

Finally, we evaluate the degree to which differences in relative test score performance (or growth) of high - SES versus low - SES students are largely occurring within school districts or across school districts.

Without accounting for any differences in students» socioeconomic status, the Spanish language and mathematics test scores of students who attend network schools are considerably higher than the scores of those attending stand - alone schools.

The study found «no significant difference between the samples in reading test scores as a result of chronological age

The smallest differences after two years were observed in New York City, where the combined test scores of African - American students attending private schools were 4.3 percentile points higher than those of the control group.

Differences between the two tests in the utility of the cutoff scores in English language arts are not statistically significant.

We compare the test scores of students in each of the seven categories, taking into account differences in the students» socioeconomic characteristics, including parent schooling, self - reported household income, the number of non-school books in the home, and the quality of the peer groups (calculated by averaging family background and home resources for all students in the classroom).

In short, institutional variation across countries explains far more of the variation in student test scores than do differences in the resources devoted to educatioIn short, institutional variation across countries explains far more of the variation in student test scores than do differences in the resources devoted to educatioin student test scores than do differences in the resources devoted to educatioin the resources devoted to education.

Among each of the ten largest districts in Florida, the observed range between the 10th and 90th percentile of the SES test score gap is larger than the observed difference between the school district with the largest SES gap and the school district with the smallest SES gap (among the ten largest school districts in Florida, that is).

The first paper, released in July 2009 by Roland Fryer and Steven Levitt, found that while there are no mean differences between boys and girls in math when they start school, girls gradually lose ground, so that the gap between boys and girls after six years of schooling is half as large as the black - white test score gap.

As statistical theory anticipates, the average difference in the combined reading and math test scores of African - Americans in all three cities remained exactly the same - 6.3 NPR points - after the adjustments for family background characteristics were introduced.

One full standard deviation (an effect size of 1.0) is roughly equal to the average difference in test score performance between a 4th grader and an 8th grader.

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

Regardless of initial differences in test score levels, all schools appear to help their students make similar improvements in reading and math over two years.

Scores on both tests, in both math and English language arts (ELA), are positively correlated with students» college outcomes, and the differences between the predictive validity of PARCC and MCAS scores are mScores on both tests, in both math and English language arts (ELA), are positively correlated with students» college outcomes, and the differences between the predictive validity of PARCC and MCAS scores are mscores are modest.

Reporting test - score levels will allow policymakers to clearly see absolute differences in achievement across schools, regardless of which growth measure is adopted.

However, one year's worth of test - score data is insufficient to discern such differences in a meaningful way.

We found negligible differences in teacher quality between programs, amounting to no more than 3 percent of the average test - score gap between students from low - income families and their more affluent peers.