Sentences with phrase «differences in student body»

TVAAS scores measure gains in student achievement and permit schools to be compared regardless of differences in student body composition.

Allowing for possible differences in student bodies, those students opting out of government schools through a voucher program on average score better than those who apply for vouchers but do not receive them.

Not exact matches

And with more than 325 higher - education establishments in the UK, the collective efforts of the entire student body for one day a week could make a huge difference.

There has to be an equal treatment of genders in sports (proportional to the gender breakdown of the student body), but there's a difference of opinion in how equal it has to be and what constitutes a sport.

A recent assessment of undergrads reveals a gender difference in how the students see their bodies after their first sexual intercourse.

«This study supports a growing body of work demonstrating that teaching students a contextual understanding of difference — i.e., recognizing that people's differences come from participating in and adapting to diverse sociocultural contexts — can be leveraged to foster student success and close achievement gaps,» summarizes Hamedani.

The resources in Science Buddies» Medical Biotechnology section are designed to help students investigate the ways in which drugs and medications work in the body — and the impact of individual biological and genetic differences.

In the Modeling Blood Flow activity, students create model arteries to mimic blood flow through the body and see firsthand the differences in blood flow between healthy arteries and plaque - clogged arterieIn the Modeling Blood Flow activity, students create model arteries to mimic blood flow through the body and see firsthand the differences in blood flow between healthy arteries and plaque - clogged arteriein blood flow between healthy arteries and plaque - clogged arteries.

The mind - body - spirit effect of yoga, along with the camaraderie and shared information our students experience in one class, can make a huge difference in our students» energy, strength, balance, focus and ability to live their lives to the fullest, rather that to just endure through their chronic disease.

A growing body of research suggests that college remediation programs — meant to bolster the skills of students deemed underprepared for the rigors of postsecondary study — seem to make very little positive difference to students, and may even have a negative effect on overall success in college.

To see how the degree of internal integration within a school affects acting - white patterns, I calculated the difference from what I would expect in the total number of cross-ethnic friends in a school based on the ethnic make - up of the student body.

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.

There is a significant body of high - quality evidence showing that part of this difference is causal (not explained by differences in student characteristics between two - and four - year colleges), although community colleges likely increase educational attainment relative to not attending college at all (http://papers.ccpr.ucla.edu/papers/PWP-CCPR-2012-004/PWP-CCPR-2012-004.pdf).

Teaching children to read is central to a teacher's calling, but a large body of evidence shows that teachers get weak training in individual learning differences and in teaching reading to students with diverse backgrounds and abilities.

The ubiquity of «satisfactory» ratings stands in contrast to a rapidly growing body of research that examines differences in teachers» effectiveness at raising student achievement.

Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills,» writes Associate Professor Martin West.

A growing body of evidence suggests that these differences in college quality will translate into substantial differences in the college graduation rates and lifetime earnings of the students who received the ECO-C Intervention.

A significant body of literature also points to differences in access to reading materials by students from low - income families in comparison to their more affluent peers (Allington & McGill - Franzen, 2008).

While much more research is needed to understand the effectiveness of virtual schooling for students in K — 12, the small body of research available points to no significant differences in student performance in online courses versus face - to - face learning.

Since the three groups of schools are similar in their observable characteristics, such as the student body's ethnic makeup, and most likely in other characteristics as well, the only major difference between the always - D schools and the other two groups is the competition they face from vouchers.

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.

A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills.

There is a growing body of evidence that providing regular opportunities for students to read and recite poetry and songs makes a real difference in their reading development.

A high - quality teacher can make all the difference to a student who is struggling, according to a growing body of research that has found teachers are the largest in - school factor affecting student achievement.

Teachers can make great strides in improving student achievement by leveraging this body of research and teaching to commonalities, not differences.

When I served as student body president at AU and began working on the issues I had always cared about — gender equity, racial justice, opportunity regardless of economic background, and, yes, LGBTQ equality — it became clear that making a difference in the world wouldn't diminish or dilute my own pain and incompleteness.