Sentences with phrase «differences in student performance in»

The paper suggests that international differences in educational institutions explain the large international differences in student performance in cognitive achievement tests.

«Non-Cognitive Abilities and Spanish Regional Differences in Student Performance in PISA 2009.»

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.

Average Year 9 reading results for schools in three ICSEA groups (2009 to 2013) Of particular concern is the observation that, since 2000, between - school differences in student performance in PISA have been increasing.

Research has shown that «the difference in student performance in a single academic year from having a good as opposed to a bad teacher can be more than one full year of standardized achievement.»

Not exact matches

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.

The attacks continued when Assemblywoman Inez Barron (D - Brooklyn) blasted Deputy Chancellor John White over the difference in performance between white and black students.

From my experience (looking at other PhDs in my faculty), I do not see much difference in the performance of Dutch vs foreign Phd students.

«But I was blown away by the difference retrieval practice made in the students» performance.»

During his time as an undergraduate student, he was a member of two cognitive neuroscience laboratories, where he worked on research studies examining how structural differences in the brain correlate with performance on cognitive tests.

In conducting this type of study, one must rule out other differences, such as those in family background or those in state education policies that might also affect student performance over timIn conducting this type of study, one must rule out other differences, such as those in family background or those in state education policies that might also affect student performance over timin family background or those in state education policies that might also affect student performance over timin state education policies that might also affect student performance over time.

A major study, issued in 1966 by James S. Coleman and his co-authors, documented extreme differences in student performance by race.

While existing research has compared academic performance between in - person and online students, little is known about the differences among the students themselves.

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.

To measure gains in student achievement, we calculate the difference between 8th - grade performance in each subject and the performance level that would have been expected based on performance in both subjects in 4th grade.

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?

The paper also cites PISA data from 2012 showing girls studying physics «had lower confidence than their male classmates, despite tests revealing no difference in academic performance; and that students confidence in their maths abilities were more likely to embark on STEM careers».

Hattie also also criticises performance pay models in the report, saying that it is «difficult to find a performance - pay model that has made much, if any, difference to student learning» and that they often cause higher stress levels for teachers, which can cause them to lose enthusiasm.

[xi] Di Xu and Shanna Jaggars, «Performance Gaps Between Online and Face - to - Face Courses: Differences Across Types of Students and Academic Subject Areas,» Journal of Higher Education 85 (3), 633 - 659, 2014; Cassandra Hart, Elizabeth Friedmann, and Michael Hill, «Online Course - Taking and Student Outcomes in California Community Colleges,» Education Finance and Policy, forthcoming.

In addition, the differences in the success rates of students meeting key performance levels on each test are not due to differences in the tests» underlying ability to predict college outcomeIn addition, the differences in the success rates of students meeting key performance levels on each test are not due to differences in the tests» underlying ability to predict college outcomein the success rates of students meeting key performance levels on each test are not due to differences in the tests» underlying ability to predict college outcomein the tests» underlying ability to predict college outcomes.

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.

In ELA, students in PARCC's college - ready performance category were about 8 percentage points more likely to achieve a 3.0 GPA than students rated as proficient on MCAS, but the difference is not statistically significanIn ELA, students in PARCC's college - ready performance category were about 8 percentage points more likely to achieve a 3.0 GPA than students rated as proficient on MCAS, but the difference is not statistically significanin PARCC's college - ready performance category were about 8 percentage points more likely to achieve a 3.0 GPA than students rated as proficient on MCAS, but the difference is not statistically significant.

The college - level studies find «no significant difference» in student performance in online courses versus traditional face - to - face courses, and in particular programs that students learning online are performing «equally well or better».»

If the gains observed for 4th graders were a function of differences in the type of students entering that grade due to the retention policy, then the performance of those entering 3rd grade should look essentially the same after 2002 as it did before the retention policy was put into place.

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.

A 2004 NCREL meta - analysis of 116 effect sizes from 14 web - delivered K — 12 distance - education programs between 1999 and 2004 found «no significant difference in performance between students who participated in online programs and those who were taught in face - to - face classrooms... in almost every comparison, students in distance education programs performed as well as students in classroom - based programs.»

Since this exercise compares each teacher only to his own prior performance, we can be more confident that it is differences in the use of the TES practices themselves that promote student achievement growth, not just the teachers who employ these strategies.

They found that writing is one area in which «deep and sustained» access to technology has made a difference in student academic performance.

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.

To eliminate the effects of any chance differences in performance caused by other observable characteristics, our analysis takes into account students» age, gender, race, and eligibility for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004).

PISA results show that when students discuss money matters with their parents, they have significantly higher financial literacy skills, even after accounting for differences in socio - economic background and their performance in other subjects.

The socioeconomic differences in student performance are well - known and extensively documented.

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.

Notwithstanding this debate, the international variation in student performance levels in mathematics and science is a fact, and it is generally accepted that differences in the amount of resources given to the education sector do not fully explain why performance levels vary.

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.

To test this, we made a second set of comparisons that adjust for differences in the background characteristics and prior performance of incoming students.

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.

With one exception (immigrants benefited less than native - born students from a performance pay regime), I found only small differences in the impact of performance pay on the math achievement of subgroups in the population.

Many have identified variations in teacher quality as a key factor in international differences in student performance and have urged policies that will lift the quality of the U.S. teaching force.

Finally, because the student - teacher pairings were initially random, any statistically significant difference in performance between students with and without career - ladder teachers should be attributable to true differences in the quality of the teachers.

Thomson says most of the difference in scores is due to the lower socioeconomic level of Indigenous students and their weaker performance in mathematics and reading.

But changing the way principals are selected, trained, and (perhaps, one day) licensed would make a crucial difference in the nation's capacity to raise student performance dramatically.

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.

Even in places where low - income and minority students are disproportionately assigned less - effective teachers, such differences explain only a small share of the total difference in performance between high - income and low - income students.