Sentences with phrase «differences between schools account»

When these factors are statistically controlled, however, it appears that differences between schools account for only a small fraction of differences in pupil achievement (pp. 21 - 22).

... When these factors are statistically controlled... it appears that differences between schools account for only a small fraction of differences in pupil achievement.

Not exact matches

In a carefully researched article (Yale Journal of Regulation, Summer 2001), Yale Law School professor Roberta Romano summarized studies on the economic impact of splitting the chair and CEO roles in U.S. companies (where combined CEO / chairs are the norm), finding that there is no statistically significant difference, in terms of stock price or accounting income, between companies that split the roles and those that don't.

Second, my account does little justice to the differences between individuals, programs and types of schools.

The OECD says results from the PISA collaborative problem - solving assessment show only 9 per cent of the differences in students» scores (after accounting for their performance in the three core domains of science, reading and mathematics), is observed between schools.

In making our estimates, we take into account differences between countries in their level of income, the average number of years students are in school, and population growth rates.

(For a fuller picture of Weingarten and a good account of the difference between political savvy and fixing our schools for kids, I suggest RiShawn Biddle's profile in the American Spectator.)

If so, what accounts for the quality differences between charter schools and traditional public schools?

Even after adjusting for observed demographic differences, researchers always wondered whether unobserved differences that were not being accounted for, such as parental motivation or the intellectual richness of home life, played a larger role than the schools themselves in causing differences in academic performance between public and private schools.

A key challenge for this research is to account for the subtle differences between students who choose to attend charters and otherwise similar children who attend traditional public schools.

One recent analysis had to discard 75 % of its research because it had failed to account for differences between the backgrounds and academic histories of pupils attending the schools.

Academics from Durham University analysed differences in attainment between state and private school pupils, taking their prior attainment, family background and gender into account.

«Overall,» the study said, «demographic differences between students in public and private schools more than account for the relatively high raw scores of private schools.

A fairly blunt instrument for assessment, levels could not take account of regional issues or the individual differences between schools.

«There was differentiation between high and low performing schools accounted for by differences in strategies.»

Yet even taking into account the possible differences in students» and parents» levels of motivation, the academic performance gap between these charter schools and public schools that serve similar students is striking.

Specifically, Section 16 of SB 302 amended NRS 387.124 (1) to provide that the apportionment of funds from the DSA to the school districts, computed on a yearly basis, equals the difference between the basic support guarantee and the local funds available, minus «all the funds deposited in education savings accounts established on behalf of children who reside in the county pursuant to NRS 353B.700 to NRS 353B.930.»

This was not surprising, because school differences accounted for little of the variation in Tripod: Only 2 - 7 percent of the variation in these indicators lay between schools.

As discussed above, these variables are used to account for the potential selection bias introduced because of the differences between the populations at choice schools compared to traditional public schools.

Has the study sufficiently accounted for the unobservable differences between students in choice schools and students in traditional public school?

The Tricky Bit — How to Account for Selection Bias Now for the important question, in the context of these data and techniques, how did I compare students in choice schools to students in traditional public school knowing that that difference in decision might be because of some unobservable characteristic obscuring the true comparison between choice students and traditional public school students?

Most crucially, and most ludicrously, WILL's study doesn't account for selection bias — differences between students whose parents and guardians decide to enroll them in voucher schools or charter schools and those who do not.

As I discussed last week, the differences between teachers only account for at most 20 % of the variance in student test scores, and more than 60 % of score variance correlates to out - of - school factors.

By reference to cases including R (SB) v Governors of Denbigh High School [2006] UKHL 15, Miss Behavin» Ltd v Belfast City Council [2007] UKHL 19, R (Stevens) v Secretary of State for Communities and Local Government [2013] EWHC 792 (Admin) and R (Nagre) v Secretary of State for the Home Department [2013] EWHC 720 (Admin), Hickinbottom J expressed the view that the differences between the approach required by ECHR jurisprudence and the traditional Wednesbury approach could be exaggerated and explained how a court should allow considerable deference to a decision, which on its face properly took into account the human rights engaged.

On average, single - parent families had only half the income of two - parent families, and this difference accounted for about half the gap between the two sets of children in high school dropout and nonmarital teen birth rates (in regression models that also controlled for race, sex, mother's and father's education, number of siblings, and residence).31

While I felt inspired by the possibilities of a parent - participation elementary school, by the end of the school year, I was struck by the marked difference between my preschool teaching experience — that genuinely accounted for whole child wellness and family partnership — and this experience with elementary education.

The main difference, and this primarily impacts what marriage and family therapists study in school and in supervised work situations, is that instead of dealing with emotions and behaviors between one individual and his or her relation to a social group, marriage and family counselors have to take into account the dynamic interplay between two or more people in a relationship.