Sentences with phrase «differences in school performance»

No significant differences in school performance were found, with both groups having generally low grades.

«Assessing the oppositional culture explanation for racial / ethnic differences in school performance.»

In 2016, a study concluded that 1/5 of black - white differences in school performance can be attributed to school suspensions (Perry & Morris 2016).

The differences in school performance levels were pronounced in many cases: The difference in performance between a closed and newly assigned school's policy points — the district's school accountability policy — was 21 percentage points, on average.

Public and policymaker awareness of the differences in school performance made evident by TVAAS came to public attention as schools were ranked and the top performers honored by the Education Consumers Foundation beginning in 2005.

Assessing the Oppositional Culture Explanation for Racial / Ethnic Differences in School Performance.

does not account for differences in school performance beyond test scores and graduation rates.»

What do these differences in school performance mean in layman's terms?

Recently, Chicago's two major newspapers made it very clear that charter schools can be very problematic and do not provide better academic results to justify additional millions of dollars that could be directed towards struggling neighborhood public schools («Chicago's Noble charter school network has tough discipline policy; critics say too many students are being expelled,» Chicago Tribune, 4/7/14; «Charter schools show little difference in school performance,» Chicago Sun - Times, 4/7/14).

Not exact matches

«What they find is that any difference in performance can be explained by other factors, and that faith schools aren't just religiously selective, they are socio - economically selective as well.

Along the way, certainly, those efforts have produced individual successes — schools and programs that make a genuine difference for some low - income students — but they have led to little or no improvement in the performance of low - income children as a whole.

According to Robert Hall, professor of pediatrics at the University of Missouri School of Medicine in Kansas City, there was no statistical difference in growth, language development, vision or cognitive development among the children studied, although in most categories the breast - fed infants did show slightly better performance.

Regardless of whether you stay home or work, the National Education Association's research has proven that parent involvement in schools makes a difference in a child's academic performance and how long she actually stays in school.

Evidence on the performance of academies compared to local authority schools is mixed, but on the whole suggests there is no substantial difference in performance.

According to NFER «the differences in school GCSE performance between sponsored academies that have been open for between two and four years and a group of similar maintained schools were generally small and mostly not statistically significant.»

The differences in performance then reflect school quality rather than differences in ability or family background.

Birth weight makes a difference to a child's future academic performance, according to new Northwestern University research that found heavier newborns do better in elementary and middle school than infants with lower birth weights.

«The reason for this is well documented by previous studies: parents respond to even the smallest marginal differences in the performance of local schools.

Dr Zsu is schooled in Functional Diagnostic Medicine, Clinical Nutrition, Exercise Physiology, Physical Education, NLP and Timeline Therapy; a Yoga master trainer, who is committed to making a difference and optimize performance through mindset and lifestyle.

The performance differences, however, while statistically significant, are much smaller than those found in the NAEP analysis, which supports the view that control variables used in the NAEP models are biased against private schools.

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.

PISA shows that the difference in performance between advantaged and disadvantaged students in Australia is the equivalent of around three years of schooling.

In a study that examined whether some countries are particularly effective at teaching students from disadvantaged backgrounds, Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann find little difference in the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diplomIn a study that examined whether some countries are particularly effective at teaching students from disadvantaged backgrounds, Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann find little difference in the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diplomin the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diploma.

EW: Why do you think arts integration has made such a difference in the performance of students in some low - income schools?

Some teachers may conclude that exerting additional effort will produce little difference in the overall performance of the school.

What could account for the differences in the estimated effects of SAT performance and the high - school dropout rates?

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.

These differences in school effectiveness have important consequences for students» academic performance.

A Better Way to Compare State Performance on NAEP By Matthew M. Chingos and Kristin Blagg Demographically - adjusted data provide important insights into differences in state - level school pPerformance on NAEP By Matthew M. Chingos and Kristin Blagg Demographically - adjusted data provide important insights into differences in state - level school performanceperformance.

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.

«The fact that there are large differences in subsequent performance suggests that the charter schools were indeed having an impact.

Before Putnam employed the concept to explain differences in governmental performance between northern and southern Italy, Coleman and his colleagues developed it to theorize why students in Catholic schools excel academically relative to their public school peers.

Studying the association between academy status for primary and secondary schools and their pupils» attainment in the Key Stage 2 tests and GCSE exams from last year, NFER claims that there is no significant difference between the performance of primary academies and maintained schools.

«Good and outstanding schools with the opportunity to cherry pick the best trainees may further exacerbate the stark differences in local and regional performance.

Second, most school districts ignored these important differences in performance by treating all teachers as interchangeable parts, a phenomenon dubbed the «widget effect» in a timely 2009 report by TNTP (formerly The New Teacher Project).

Most differences between performance in public and private schools, according to the report, can be attributed to elements in the family background of the students, such as family income and the parents» educational level.

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.

I think the performance assessments that should make the most difference for students should be developed by teachers to reflect state standards and the school's curriculum and provide flexibility so that students can show their capacity in multiple ways.

It's become a familiar sight for education policy mavens this election season: panel discussions, in Washington and elsewhere, hashing out the presumptive presidential nominees» differences on performance pay for teachers, private school vouchers, and other reliable topics of debate.

This analysis makes clear that large differences in the performance of high - SES students and low - SES students in the same schools do exist; that these apparent gaps are not simply reflective of gaps in preparation; and that while the variation across school districts is substantial, the variation within school districts may be even larger (at least among the largest districts in Florida).

Moreover, the cross-school differences in the relative success of advantaged and disadvantaged students argue for enacting school accountability policies that shine the light on the success of specific populations, rather than concentrating solely on overall schoolwide performance levels or gains.

Mr. Stevenson has conducted extensive research on differences in American and Asian children's school performance and parents» attitudes.

My working hypothesis is that differences in educational institutions explain more of the international variation in student performance than differences in the resources nations devote to schooling.

This large cross-school variation in SES performance gaps could be because they educate high - SES and low - SES students differently, or it could be that there are major fundamental differences across schools in the relative pre-school preparation of high - SES and low - SES students.

Examining a wide variety of possible explanations for country - to - country differences in 8th - grade performance on the Third International Mathematics and Science Study, Woessmann finds that the amount nations spend on their schools is only marginally related to how well their schools do.

There are real differences in performance at the school level.

The higher performance of students in schools using the literacy hour, coupled with the fact that this difference continues to be observed even after taking into account other differences among schools, makes us reasonably confident that we have pinned down the effect attributable to the policy.

Looking at the SAT and ACT performance of high school graduates by racial group, the percentage changes (about 5 percentage points from the third year on) are similar among white, black, and Hispanics, but the differences in impact relative to the prior performance of each group are sizable.

In OECD countries generally, a large percentage of between - school variation in student performance is «explained» by differences in students» and schools» socioeconomic circumstanceIn OECD countries generally, a large percentage of between - school variation in student performance is «explained» by differences in students» and schools» socioeconomic circumstancein student performance is «explained» by differences in students» and schools» socioeconomic circumstancein students» and schools» socioeconomic circumstances.

A straightforward national indicator of disparities between Australian schools is the percentage of total variance in students» performances attributable to «between - school» differences (with the remaining variance being «within - school»).