Sentences with phrase «differences at all levels of the school»

Mutual respect for individual differences at all levels of the school — student - student; adult - student; adult - adult.

Not exact matches

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.

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.

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.

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 leveAt 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 leveat 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).

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.»

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).

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.

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.

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.

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.

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.

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

Children enter school with different levels of skill, and these initial differences often affect children's subsequent language growth, cognitive development, literacy and academic achievement.6, 7,8 Children who exhibit delays at the onset of schooling are at risk for early academic difficulties and are also more likely to experience grade retention, special education placement, and failure to complete high school.9, 10,11