Sentences with phrase «differences in school quality»

Because fifty years of research show that differences in school quality only account for about a third of the variation in student achievement.

She also acknowledged differences in school quality when she announced her candidacy for president — a concern that is most apparent in low - income, non-majority-white school districts.

The author suggests that in order detect differences in school quality, the evidence we gather must reflect the extent of student mastery of learning targets that are much more precise.

Perhaps surprisingly, homeowners are no more sensitive to differences in school quality than are other citizens.

Still, there are significant weaknesses in the argument that differences in school quality explain the divergent trajectories of whites and blacks.

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.

Second, NCLB relies on a simplistic difference in the proportion of proficient students between a minority group and the White peers, ignoring confounding factors such as social - economic inequities and differences in school qualities.

Not exact matches

There's James Heckman, a Nobel Prize - winning economist at the University of Chicago, who found in the late 1990s that students who earned high school diplomas through the General Educational Development program, widely known as the GED, had the same future prospects as high school dropouts, a discovery that led him to conclude that there were qualities beyond courses and grades that made a big difference in students» success.

Tough draws on neuroscience, economics, psychology and child development to show how qualities such as self - mastery and optimism are what make children succeed and persevere, and how, in the light of this, good parenting, supportive mentoring and thoughtful, character - based schooling can make all the difference.

And it's not just the number of schools in our program but the quality of efforts being made in those schools that make the difference.

Georgia Health News surveyed the state's 20 largest public school systems about their lead testing policies and found many differences in how school systems evaluated their water quality.

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

These rates plus differences in quality may account for only about half of entering kindergartners having mastered skills needed for school success.

Schools, teacher quality and family income all play a large role in student success, but these factors do not fully explain the academic differences seen in the U.S. between whites and disadvantaged racial / ethnic minorities, including blacks and Hispanics.

And a second study, involving more than 1,200 high school athletes, found no differences in self - reported quality of life over two years of follow - up, regardless of whether or not they'd had a concussion.

In sum, we observe strong differences between the more - and less - educated white respondents on assessments of school quality, school spending, teacher salaries, immigration policy, teacher tenure, merit pay, and school vouchers.

While we may have our differences from time to time, our end goal is the same: to ensure that every child in every ward in Newark has access to a high - quality school that prepares them for college and the competitive world beyond.

NCTQ nonetheless detected a noticeable difference in teacher preparation quality among the six schools.

A large body of evidence suggests that differences in quality between schools affect how students learn, but it will take creative policies to tap this potential.

In the 1972 decision in San Antonio Independent School District v. Rodriguez, the Court accepted to a considerable degree the argument that the funding of schools primarily through local property taxes resulted in significant differences in school spending and quality from district to districIn the 1972 decision in San Antonio Independent School District v. Rodriguez, the Court accepted to a considerable degree the argument that the funding of schools primarily through local property taxes resulted in significant differences in school spending and quality from district to districin San Antonio Independent School District v. Rodriguez, the Court accepted to a considerable degree the argument that the funding of schools primarily through local property taxes resulted in significant differences in school spending and quality from district to disSchool District v. Rodriguez, the Court accepted to a considerable degree the argument that the funding of schools primarily through local property taxes resulted in significant differences in school spending and quality from district to districin significant differences in school spending and quality from district to districin school spending and quality from district to disschool spending and quality from district to district.

These within - school differences likely understate the overall import of teacher effectiveness because, as recent evidence suggests, there are also differences in teacher quality across schools.

As noted above, this initial estimate of the variability in principal effectiveness may partly reflect differences in school characteristics that are not under the principal's control, such as the quality of the school building, or decisions made by district administrators as well as unmeasured parental influences.

Its main drawback is that it ignores all differences in principal effectiveness between schools, potentially underestimating the amount of variation in principal quality.

The difference is that these students» teachers have helped them develop the skills and mindsets necessary to produce work of exceptional quality, and have built classroom and school cultures in which exceptional work is the norm.

In our work with public school educators seeking to close the achievement gap for disadvantaged students, we have confronted this question often and have come to believe that the critical difference between schools that excel and schools that do not is the quality of execution.

And the fact that the Coleman findings are based on differences between schools means that it ignores important differences in resources — teacher quality in particular — that we know today exist within schools.

But since the report's publication, scholars have developed more precise data on teacher effectiveness, and, by probing at differences in teacher quality within schools, have found very large impacts of teacher quality on student achievement.

This pattern provides strong evidence that the smaller gains made by these charter school students are indeed due to the quality of the schools they attend rather than to any unobserved differences between charter school students and students in traditional public schools.

But teachers have a direct impact on only those students in their classroom; differences in principal quality affect all students in a given school.

These differences also correlate with important long - run economic outcomes as documented in a new work by Chetty and co-authors, where they find suggestive evidence that «quality of schools — as judged by outputs rather than inputs — plays a role in upward mobility.»

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).

Research has found that quality, early childhood programs make a difference in helping get children ready for school.

However, he writes, «the variations in the quality of teachers, even within schools, are startling, and the implications of quality differences are even more startling.»

Given that they have the same powers and organizational interests, the only difference I can see between PM and School District boards is that the PM is imagined to be a good guy, who will properly be motivated by quality and avoid interfering unproductively in school operations, while School District board members (even if appointed) are imagined to be bad guys who are more concerned with satisfying special interests and following procedures than with school quSchool District boards is that the PM is imagined to be a good guy, who will properly be motivated by quality and avoid interfering unproductively in school operations, while School District board members (even if appointed) are imagined to be bad guys who are more concerned with satisfying special interests and following procedures than with school quschool operations, while School District board members (even if appointed) are imagined to be bad guys who are more concerned with satisfying special interests and following procedures than with school quSchool District board members (even if appointed) are imagined to be bad guys who are more concerned with satisfying special interests and following procedures than with school quschool quality.

Finally, the school - related factor that makes the most difference in the lives of students who live in poverty (or all students, for that matter) is the quality of teaching that occurs in the classroom.

Studies by the Renzulli folks at the University of Connecticut have shown that there is little or no difference between the quality of work on school projects, for example, between these 120 - something kids and those in the top 5 percent of the intelligence scale.

School location may also explain differences between schools... Between - school differences in performance may also be related to the quality of the school or staff or to the education policies implemented in some schools and not in oSchool location may also explain differences between schools... Between - school differences in performance may also be related to the quality of the school or staff or to the education policies implemented in some schools and not in oschool differences in performance may also be related to the quality of the school or staff or to the education policies implemented in some schools and not in oschool or staff or to the education policies implemented in some schools and not in others.

Kevin Anthony Perry: Quality relationships between students themselves makes a very positive difference to the learning and wellbeing in the school.

While there are inevitably differences in the nature, quality and extent of distributed leadership from one school to another, it is still within the amalgam of factors contributing to high performance.

Working in collaboration with a diverse group of educators, advocacy groups, community organizations, and policymakers, the project ultimately aims to grow the number of quality schools where all children can have equitable learning outcomes, feel like their culture is valued, learn to live together with appreciation of differences, and be engaged in understanding how to dismantle racism and systemic oppression.

Hear how the conditions — collaboration in a real team, a compelling purpose, the right people, clear norms of conduct, support and appropriate coaching — were created to enable high school students to deliver enterprise quality solutions that made a real difference to the campus community.

This method allows us to address two sources of bias: (i) differences in the types of schools that Asian Americans and whites are likely to attend (e.g., school quality, course difficulty, socio - demographic composition of student body) and (ii) self - selection of Asian Americans into school districts.

For at - risk and low - income students, a high - quality afterschool program can prove the crucial difference in school success.

Each of appellees» possible theories of wealth discrimination is founded on the assumption that the quality of education varies directly with the amount of funds expended on it, and that, therefore, the difference in quality between two schools can be determined simplistically by looking at the difference in per - pupil expenditures.

In study after study, scholars have investigated the effects of differences among white and black students in their socioeconomic status, family structure, and neighborhood characteristics and in the quality of their schoolIn study after study, scholars have investigated the effects of differences among white and black students in their socioeconomic status, family structure, and neighborhood characteristics and in the quality of their schoolin their socioeconomic status, family structure, and neighborhood characteristics and in the quality of their schoolin the quality of their schools.

An admittedly indirect way to evaluate the effects of these unobserved differences in teacher quality is to consider how the performance gain associated with having a teacher of the same race varies across different types of schools.

This is a significant opportunity, given that the evidence suggests that teacher quality is the most important school factor in explaining differences in student performance.

The results of this analysis again provide little evidence that low middle - school quality stems from differences in the school characteristics we can observe.

The national sample allows us to examine the degree to which citizen ratings of school quality are responsive to performance levels relative to the nation or simply to differences in performance within specific states.

If these assumptions hold, evidence that the effects of being assigned to a teacher who shares one's race are concentrated in disadvantaged or highly segregated schools would suggest that differences in teacher quality are influencing the findings to some degree.