Sentences with phrase «differences in test scores between»

Eliminating those differences in test scores between middle - class white students and minority, low - income and non-native English - speaking children is one of the key components of Obama's Race to the Top initiative and the proposed changes to No Child Left Behind.

Attempting to show that even a well - managed school district can't close achievement gaps in student learning, McRae showed Fraisse data from the state Department of Education showing significant differences in test scores between African - American and Latino students and white students in some of the administrator's former school districts.

Similarly, a study of Washington, D.C.'s, voucher program found no significant difference in test scores between students who received vouchers and those who did not.

The difference in test scores between these «young» 5 - year - olds and «old» 5 - year - olds was remarkably stable, the study found, at about two - tenths of a standard deviation.

Not exact matches

There was a borderline statistically significant difference in balance scores associated with different lengths of breast feeding, whereas no association was found between duration of breast feeding and the two other motor development tests.

The small increase in the high - dose group did not translate into beneficial effects because authors found no difference between the three study groups for changes in spine, average total - hip, average femoral neck or total - body bone mineral density, trabecular bone score, muscle mass or sit - to - stand tests.

But it is clear that there are fundamental differences in philosophy between the relationship - driven «data collection» of the Mary Laurie's of the world and the spreadsheet of interim test score - driven «data collection» of the Ben Marcovitz's (principal of Sci Academy) of the world.

In addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearIn addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearin test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school yearin math over the middle school years.

This statistically significant difference of -0.23 standard deviations is in the opposite direction of that expected, based on the student - level relationships between self - control and test - score gains displayed above.

Differences in test scores, college attendance, and graduation rates between wealthy and poor students are reaching an unprecedented disparity, with tremendous implications for the American public schooling system.

The study found «no significant difference between the samples in reading test scores as a result of chronological age

Differences between the two tests in the utility of the cutoff scores in English language arts are not statistically significant.

To refine the comparison, we account for the slight differences in the observable traits, including earlier test scores, that emerged by chance between lotteried - in and lotteried - out applicants.

Looking at earlier test scores and demographic characteristics, we find no statistically significant differences between the lotteried - in and lotteried - out groups.

Among each of the ten largest districts in Florida, the observed range between the 10th and 90th percentile of the SES test score gap is larger than the observed difference between the school district with the largest SES gap and the school district with the smallest SES gap (among the ten largest school districts in Florida, that is).

The first paper, released in July 2009 by Roland Fryer and Steven Levitt, found that while there are no mean differences between boys and girls in math when they start school, girls gradually lose ground, so that the gap between boys and girls after six years of schooling is half as large as the black - white test score gap.

One full standard deviation (an effect size of 1.0) is roughly equal to the average difference in test score performance between a 4th grader and an 8th grader.

Scores on both tests, in both math and English language arts (ELA), are positively correlated with students» college outcomes, and the differences between the predictive validity of PARCC and MCAS scores are mScores on both tests, in both math and English language arts (ELA), are positively correlated with students» college outcomes, and the differences between the predictive validity of PARCC and MCAS scores are mscores are modest.

If one country's test - score performance was 0.5 standard deviations higher than another country during the 1960s — a little less than the current difference in the scores between such top - performing countries as Finland and Hong Kong and the United States — the first country's growth rate was, on average, one full percentage point higher annually over the following 40 - year period than the second country's growth rate.

We found negligible differences in teacher quality between programs, amounting to no more than 3 percent of the average test - score gap between students from low - income families and their more affluent peers.

On average, black students typically score one standard deviation below white students on standardized tests — roughly the difference in performance between the average 4th grader and the average 8th grader.

By year four, there was no statistically significant difference in math test scores between students who remained in private schools and the matched comparison group.

One study found that the black - white gap in scores on the Armed Forces Qualifying Test in 1964 could account for only a quarter of the difference in wages between black men and white men.

A key difference between school reviews in England and the United States is that U.S. schools are held accountable primarily through test scores and other quantifiable data, whereas in England, test scores are supplemented by observational data inspectors gather.

In most studies, differences in grades and test scores between students with adequate nutrition and those without it are smalIn most studies, differences in grades and test scores between students with adequate nutrition and those without it are smalin grades and test scores between students with adequate nutrition and those without it are small.

In fact, the company says, in New York there was no significant test - score difference between students who attended private school on vouchers and those who stayed in public schooIn fact, the company says, in New York there was no significant test - score difference between students who attended private school on vouchers and those who stayed in public schooin New York there was no significant test - score difference between students who attended private school on vouchers and those who stayed in public schooin public school.

We say that the difference between effective and ineffective teachers, at least in terms of raising test scores, isn't so wide since out of school factors dominate in terms of impacting achievement.

First, we know from earlier studies that student attainment levels - high school graduation or enrollment in post-secondary education - may be higher among voucher users even when test score differences between them and their public school counterparts are nonexistent.

While Connecticut ranks nationally as one of the states with the highest student performance, the data mask discrepancies in test scores between economic, racial and cultural differences.

Concerns over differences between the online and paper / pencil versions of the annual ISTEP + test will cause a delay in the release of this year's scores.

That test - focused approach served to highlight the vast difference in scores between more affluent students — who, in D.C., are almost all white — and poor and minority students.

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.

There's a stark difference between the city's overall opt out numbers and the state's, and it's certainly true that parents at some schools in wealthier neighborhoods, whose schools can count on high test scores (as they are largely correlated with socioeconomic status), may have more time, a bigger platform to speak up, and, above all, more access to accurate information about the tests, their impacts and the right to refuse them.

However, to the dismay of teachers, Governor Cuomo balked at a proposal by legislators to impose a two - year moratorium on the use of Common Core standardized test scores in teacher evaluations, saying, «There is a difference between remedying the system for students and parents and using this situation as yet another excuse to stop the teacher - evaluation process.»

The achievement gap, as it is usually reported, is NOT the difference in achievement test scores between two groups of students.

«No report... has found major differences in achievement test scores between MPCP students and similar MPS [Milwaukee Public Schools] students.

Our study, «Relationships between Observations of Elementary Mathematics Instruction and Student Achievement: Exploring Variability across Districts» explores a potential explanation as to why differences in the relationships between classroom observation scores and student test scores exist across different contexts.

The differences between QHD and Full HD displays is quite stark, with Full HD smartphones rating an average battery life of 8 hours and 24 minutes, which is 64 percent higher than the QHD phones in our test, which scored an average of 5 hours and 8 minutes.

It's worth mentioning that there isn't a great difference between the three smartphones in terms of benchmark results, as the Galaxy S8 and Xperia XZ Premium managed to score 1929 and 1943 points in the single - core test, while the results were 6084 and 5824 in the multi-core test.

Although the score difference between the tested phones is marginal, we can see the Lumia phones still have a clear advantage over the brand new Samsung in many of the scenes.

Effect size for the adjusted mean difference between each treatment was calculated by dividing the mean difference in test score by the square root of the within mean square error for the adjusted post-test score.

There were no statistically significant differences in Whiteley - 7 scores at index consultation between patients completing the questionnaires and patients declining to complete at any follow - up times (Mann - Whitney U test, p > 0.086 or higher)(details available from the authors on request).

There were no statistically significant (p > 0.36, Mann - Whitney U test) differences in PCS or MCS scores at index between patients completing the questionnaires and non-completers, nor at any of the follow - up periods.

Results of grouped t tests and Mann - Whitney U tests to show t or z values, degrees of freedom, and p values for the differences in the changes in scores from baseline to follow up between the control and intervention group

Results of grouped t tests and Mann - Whitney U tests to show t or z values, degrees of freedom, and p values for the significant differences in the changes in scores between the control and intervention group

ANCOVA, MANCOVA, and Bonferroni test in addition to partial eta squared were also used to check the observed differences between the pre - and post-test scores of clinical variables, and calculate effect size, respectively.

After controlling for poverty and test scores from previous years, the Responsive Classroom (RC) approach contributed to the gains in both reading and math, with a greater difference between the intervention and control schools seen in math.

In tests of the main study hypotheses, the experimental group showed a significant decrease in attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tesIn tests of the main study hypotheses, the experimental group showed a significant decrease in attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tesin attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tesin attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tesin anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tesin avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-test.

In this study, we employed one - sample t - tests to test for differences between the various measure mean scores obtained here and mean scores found in other studieIn this study, we employed one - sample t - tests to test for differences between the various measure mean scores obtained here and mean scores found in other studiein other studies.

Differences in the strengths of correlations between boys and girls were tested by converting the two correlations to z - scores, dividing the difference between the z - scores with the standard error of difference between the two correlations, and then testing the significance of the z value of the difference score.