Sentences with phrase «effect than math»

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- GDP per capita is still lower than it was before the recession - Earnings and household incomes are far lower in real terms than they were in 2010 - Five million people earn less than the Living Wage - George Osborne has failed to balance the Budget by 2015, meaning 40 % of the work must be done in the next parliament - Absolute poverty increased by 300,000 between 2010/11 and 2012/13 - Almost two - thirds of poor children fail to achieve the basics of five GCSEs including English and maths - Children eligible for free school meals remain far less likely to be school - ready than their peers - Childcare affordability and availability means many parents struggle to return to work - Poor children are less likely to be taught by the best teachers - The education system is currently going through widespread reform and the full effects will not be seen for some time - Long - term youth unemployment of over 12 months is nearly double pre-recession levels at around 200,000 - Pay of young people took a severe hit over the recession and is yet to recover - The number of students from state schools and disadvantaged backgrounds going to Russell Group universities has flatlined for a decade

Children born before 34 weeks gestation have poorer reading and maths skills than those born at full term, and the difficulties they experience at school continue to have effects into adulthood: by the age of 42, adults who were born prematurely have lower incomes and are less likely to own their own home than those born at full term.

There are several possible explanations for the effects of charter schools being larger in math than in reading.

Moreover, a 2014 Public Health England report found that the amount of moderate to vigorous physical activity students engaged with at 11 years of age had an effect on academic performance across English, maths and science, including final GCSE exam results, with active students found to achieve up to 20 per cent higher results than non ‑ active students.

The results indicate that the effect of a later start time in both math and reading is more than twice as large for students in the bottom third of the test - score distribution than for students in the top third.

• Duke researchers Charles Clotfelter, Helen Ladd, and Jacob Vigdor found that being taught by a sub for 10 days per year has a larger effect on a child's math scores than if he'd changed schools, and about half the size of the difference between students from well - to - do and poor families.

than the value of an additional year of experience and that things like teachers» college selectivity, whether they had a math major, or their prior coursework in math had no effect at all.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

Given the underrepresentation of students who enter during early grades, this difference suggests that the average effects of attending a charter school across all grades, 4 through 8, may be less negative than indicated by our final analysis, at least for math.

The Duke researchers found that being taught by a sub for 10 days a year has a larger effect on a child's math score than if he'd changed schools, and about half the size of the effect of poverty.

A 2012 Brookings study by Russ Whitehurst and Matt Chingos demonstrated that the «effect size» of choosing a better second - grade math curriculum was larger than replacing a fiftieth - percentile teacher with a seventy - fifth - percentile teacher.

This praise can have significant effects upon students: citing longtitudinal studies with Year 7 maths students, Dweck has shown how students with a growth mindset are far more likely to take on more challenging work and succeed at it than students with a fixed mindset - even if all other factors remain the same.

Now, look back up at urban charter effects and you'll see the three year results in math are about at the floor of what the SIG study could detect, and the results in reading are much lower than what the SIG study could detect (the SIG study also tracked children for 3 years).

Overall, the effects of teachers» educational levels were larger in science than in math.

The only difference between the results for math and science is that the effects of standardization seem to be more positive in math than in science.

The estimated effects of the private school share on student achievement are somewhat smaller in science and reading than in math, but they remain substantial, positive, and statistically significant (see Figure 2).

Among student subgroups, the study also finds that «grade configuration has a larger effect on the math scores of traditionally disadvantaged subgroups than on other students.

Getting into a charter school doubled the likelihood of enrolling in Advanced Placement classes (the effects are much bigger for math and science than for English) and also doubled the chances that a student will score high enough on standardized tests to be eligible for state - financed college scholarships.

But once the data are adjusted for the effects of the key background characteristics identified above, black students appear to lose much more ground than they do in the raw averages, falling 0.16 standard deviations in math and 0.19 standard deviations in reading relative to white students (see Figure 1).

Thus adjusting the data for the effects of socioeconomic status reduces the estimated racial gaps in test scores by more than 40 percent in math and more than 66 percent in reading.

In Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8; increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on academic readiness (effect sizes in the 0.4 — 0.6 range) at school entry.

Interventions have had stronger effects on math achievement than on reading comprehension.

We found that the positive effects of higher grading standards were restricted to those students who were no more than 0.8 and 0.9 standard deviation below the average score in reading and math, respectively.

This is consistent with a number of studies that show larger effects in math than in reading, presumably because reading achievement is more strongly influenced by family and other factors besides schooling.

Similarly, English teachers in Miami - Dade County Public Schools demonstrate a persistent effect on math that is 46 percent as large as their effect on English, while math teachers in the district have a persistent effect on English that is less than five percent as large as their persistent effect on math.

Data from New York City show that English teachers» persistent effect on math is 70 percent of their persistence effect on English, while math teachers» persistent effect on English is less than 5 percent of their persistent effect on math (see the following figure).

While the effects that math and English teachers have on students» test scores in the year that they have them similarly persists in their own subject in subsequent years, the gains in English scores due to English teachers have far greater effects on students» subsequent math performance than the gains in math scores due to math teachers have on students» subsequent English performance.

Most of the researchers examining the effects of teachers on student test performance have concluded that math teachers have a greater effect on students» performance on math exams than English language arts teachers have on students» performance on English exams.

It appears that the effects were somewhat larger for math than for reading.

Grade configuration has a larger effect on the math scores of traditionally disadvantaged subgroups than on other students.

Whether these estimates should be zero or not is unclear ex ante because there could be curriculum spillover effects, but at most they should be smaller than the math effects.

A 2017 multi-state review of voucher programs by Carnoy with the Economic Policy Institute found that students in voucher programs scored significantly lower than traditional public school students on reading and math tests and found no significant effect of vouchers leading to improved public school performance.

While general motivation toward school (as measured by attendance and punctuality) also had a direct effect on math achievement, it was smaller than that of math attitude.

This manuscript includes a brief review of research findings suggesting that providing students with worked out examples is more effective than the conventional math instruction method a discussion of the probable reasons for this effect comments on what this body of research suggests for teaching today's math students, with specific consideration of a recently developed math - learning resource.

A 2011 study of the effects of teacher turnover on the performance over five years of more than 600,000 fourth - and fifth - graders in New York City found that students who experienced higher teacher turnover scored lower in math and English on standardized tests — and this was «particularly strong in schools with more low - performing and black students.»

The Advocate Guest column: School choice data doesn't reflect classroom reality As school choice continues to gain support, we must broaden the conversation about effectiveness to include more than scores, and we must seek access to more data that can help us determine not just how students are performing in math and reading, but what effect expanding educational options has on them beyond graduation.

A recent study of the Texas program, which enrolls more than 224,000 children, looked at the effects of the program by third grade and concluded that it had a «substantially meaningful» impact, and that children who attended saw increased scores in math and reading and decreases in grade retention and special education services.

and for math, being homeschooled had an effect size of about 23 percentile points higher than if public schooled (z - score of.60).

They conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading.

The study nds negative effects that are greater in math than in English language arts.

A 2011 paper that investigated the effects of tutoring provided by teachers found that students who received tutoring in either reading or math performed significantly better on the state standardized test than a control group of students with similar prior scores who did not receive tutoring.19 Even when programs are less structured and instruction is not provided by trained teachers, tutoring can have a notable effect on student performance.

A side effect of the adjustments in scoring is that on 5 of the 12 math and English tests this year, a student had a better - than - even chance of earning a Level 2 mark — a failing grade that reflects «partially meeting learning standards» — simply by guessing.

But your understanding is almost certainly not better than many commenters here and even more unlikely to be superior to that of a mathematician like Lewis who can actually work the math in the models and understands the effect that the fudgeable parameter EOD has on model runs.

As he watches these difficulties, Ralph Keeling contemplates the unbending math of carbon dioxide emissions first documented by his father more than a half - century ago and wonders about the future effects of that increase.

Peer - reviewed research, physics, and math all tell us that a grand solar minimum would have no more than a 0.3 °C cooling effect, barely enough to put a dent in human - caused global warming.

But the math (according to many more qualified folk than I) doesn't support that; though waste heat can be detectable in some UHI measurements, the effect is too small to have a real impact on any but local scales.

A recent study of the Texas program, which enrolls more than 224,000 children, looked at the effects of the program by third grade and concluded that it had a «substantially meaningful» impact, and that children who attended saw increased scores in math and reading and decreases in grade retention and special education services.