Sentences with phrase «examine school characteristics»

Not exact matches

A newly published research study conducted by graduate students Jessie Green and Alan Brown under the guidance of Punam Ohri - Vachaspati, a nutrition researcher at the School of Nutrition and Health Promotion at Arizona State University, examined whether noticing and using calorie menu labels was associated with demographic characteristics of customers at a national fast food chain currently posting calorie counts.

«Veterans with PTSD had a very high sleep disorder prevalence of 16 percent, the highest among the various health conditions or other population characteristics that we examined,» said Principal Investigator and senior author James Burch, PhD, Associate Professor in the Department of Epidemiology and Biostatistics in the Arnold School of Public Health at the University of South Carolina.

In collaboration with Dr. Betsy Keller in the School of Health Sciences and Human Performance at Ithaca College, we are examining the physiological and molecular basis of the exercise intolerance characteristics of CFS / ME patients.

We can gain further insight into the factors associated with teacher mobility by examining the pre - and post-move school characteristics for teachers moving to a new school within the same district.

The report first examines students» demographic characteristics using data from the 2010 — 11 school year.

The study examines the impact of winning a school choice lottery on dropout rates and crime for groups of students with different propensities to commit crimes, using an index of crime risk that includes test scores, demographics, behavior, and neighborhood characteristics to identify the highest - risk group.

I then examine whether these survey measures, which are not observed by the inspectors, are higher in schools that received better inspection ratings, controlling for various characteristics of the schools and survey respondents.

Our basic value - added model measures the effectiveness of a principal by examining the extent to which math achievement in a school is higher or lower than would be expected based on the characteristics of students in that school, including their achievement in the prior year.

As a first test for nonrandom selection of students into or out of particular schools and cohorts of students, we examined whether peer family violence appears to have an effect on cohort size or student characteristics such as race, gender, and income.

We examined whether larger networks are more effective than smaller ones and found that, both with and without correcting for student and peer socioeconomic characteristics and selection bias, students at schools that are part of networks of three or more schools consistently outperform students at schools in networks of only two schools.

The report examines the role of states in the charter movement, describes basic characteristics of charter schools and their students, and examines why people create charter schools and what barriers they encounter.

It is not possible to use this methodology to examine elementary schools because testing begins in third grade, so for those schools we compare test - score growth in traditional public schools and charter schools while taking into account student characteristics such as race, age, and special education status.

Using the indicators of teacher cheating described above, we conducted a series of analyses to examine the relationship between cheating and a variety of classroom and school characteristics.

The volume examines the relationship between student performance and socio - economic status, and describes how other individual student characteristics, such as immigrant background and family structure, and school characteristics, such as school location, are associated with socio - economic status and performance.

Using data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.

This glum view was fostered by sociologist James Coleman's 1966 study examining the first large - scale collection of data on school characteristics and student achievement.

In a report released by Bellwether Education Partners, Andy Smarick examines the state policies that can hinder or foster the growth of rural charter schools and argues for a new approach to charter schooling in rural America — one that's prudent and respectful of the unique characteristics of rural communities but more open to charter growth than in the past.

To explore why this might be the case, we first examine several characteristics of Florida elementary, middle, and K — 8 schools.

In the study, to be published in the Spring 2011 issue of Education Next and available at www.educationnext.org, authors Stuart Buck and Jay P. Greene examined the key characteristics of performance pay plans currently in place in school districts, in light of increased attention given to merit pay in national debate and in the Obama Administration's Race to the Top (RttT) competitive grant program.

We examine whether race - match effects vary based on a range of other student and school characteristics.

These analyses examine how the sizes of the overall effects reported above vary based on the density of nearby charter schools, the quality of the charter school (based on test - score performance and charter operator), and a range of student characteristics.

Second, we examine whether the size of the drop in relative achievement suffered by students entering middle school in grade 6 varied with the characteristics of the middle school they attended.

The study also examined the effects that gender, race and ethnicity, family characteristics, type of school attended, and residential and school mobility had on student achievement.

Using a 3 model approach, we first examined the relationship between professional community and focused instruction, adding principal behaviors and characteristics in model 2, and finally adding school level, which has been shown in previous studies to affect both professional community and instruction.

Participants will examine characteristics of 90-90-90 schools and create research - based action plans to increase the odds for success in their classrooms.

In this brief examining absences in September and later schools attendance, we found the September absences predicted later chronic absence, missing more than 20 days a year) after controlling for student demographic characteristics, service receipt, and attendance the previous school year (2011 - 12).

State and Local Implementation of the No Child Left Behind Act, Volume I — Title I School Choice, Supplemental Educational Services, and Student Achievement (2007) examines the impact of participation in Title I school choice and supplemental educational services (SES) on student achievement, as well as the characteristics of participating stuSchool Choice, Supplemental Educational Services, and Student Achievement (2007) examines the impact of participation in Title I school choice and supplemental educational services (SES) on student achievement, as well as the characteristics of participating stuschool choice and supplemental educational services (SES) on student achievement, as well as the characteristics of participating students.

This exploratory study examined the extent to which the reform processes of the schools reflected characteristics and strategies found in the research, whether schools improving at different rates differed in systematic ways, and the most significant challenges faced in both securing and sustaining dramatic school improvements.

However, disaggregating assessment data by combinations of students» demographic characteristics (that is, race / ethnicity by gender or disability) and by the programs in which students are enrolled (that is, race / ethnicity by specific reading or mathematics programs) enables schools to examine the effectiveness of programs for specific groups of students.

Existing research has examined the role that school quality plays in families» school choices, but because boundary participation rates diverge based on location, it is possible that school enrollment patterns are related to neighborhood characteristics.

This assertion is best evidenced by a recent review of research examining the relationship between school principal characteristics and student achievement published by the U.S. Department of Education published in November of 2015 — A Systematic Review of the Relationships Between Principal Characteristics and Student Achievement.The implications for school districts within this report mention the preparation and development of school principals, however, selection of principals ischaracteristics and student achievement published by the U.S. Department of Education published in November of 2015 — A Systematic Review of the Relationships Between Principal Characteristics and Student Achievement.The implications for school districts within this report mention the preparation and development of school principals, however, selection of principals isCharacteristics and Student Achievement.The implications for school districts within this report mention the preparation and development of school principals, however, selection of principals is not discussed.

This blog post examines public charter school outcomes as a follow up to the D.C. Policy Center report, Schools in the Neighborhood: Can Neighborhood Characteristics Explain Enrollment at In - boundary Schools?

examines the connections between neighborhood characteristics and boundary school enrollment rates among the District of Columbia's public school students, and finds there's only one pocket of the city where a majority of families in public school choose their in - boundary middle or high school.

This article examines the role of student demographic characteristics in standardized achievement test scores at both the individual level and aggregated at the state, district, school levels.

In this Hamilton Project interactive, you can examine the variation in charter school access and enrollment by state, both over time and across student characteristics.

This brief examines differentiation among New Orleans public schools and finds that New Orleans schools differentiate themselves on certain measurable characteristics, creating an education market made up of distinct groups of schools and schools that seem unique.

Divided into four sections, this book: * looks at large scale studies that have recently examined characteristics of effective schools and teachers; * provides case studies of five schools in which children are achieving at high levels in reading; * deals with case studies of effective teachers of reading; and * contains a summary of research on effective schools and teachers.

When selecting indicators to classify schools into categories, states should also examine three additional characteristics for each indicator: differentiation between schools, relationship to key student outcomes, and ability to drive behavior.

This study uses data from North Carolina to examine the extent to which survey based perceptions of working conditions are predictive of policy - relevant outcomes, independent of other school characteristics such as the demographic mix of the school's students.

In addition, it highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio - economic status.

The EPI research examined the governance arrangements, religious character and other characteristics of grammar schools.

In Part Two, our investigation of leadership and student achievement examines in further detail certain characteristics of school districts (some previously identified — see Section 2.3; others introduced here) as they shape the role districts play in initiatives aimed at change.

The five schools were selected from a pool of more than 1,000, and were examined in depth, regarding the following characteristics: organization; collection; participation in committees; principal support; technology access, use, and integration; collaboration and teaching; impact; usage; promotion; collaboration with the public library; and strengths.

The characteristics examined for each attorney include 1) where they practice; 2) prior or current governmental attorney service; 3) law school; 4) clerkships; 5) top three most represented clients; 6) and top three federal courts where they litigated most frequently.

Namely, we examined the characteristics and relationships between secondary vocational school students» character strengths, psychological stress, and psychological symptoms in order to understand the factors influencing this sample's psychological health.

To examine patterns of change in social, emotional and behavioural characteristics between pre-school and entry to primary school in more detail, children were again divided into three groups according to their score on each of the scales at age 3 and at primary school entry indicating different severities of difficult behaviour (normal, borderline or abnormal, see Appendix 2 for details of the score ranges each SDQ scale for these classifications).

The socio - economic characteristics which were associated with difficulties at school entry - after controlling for other possible confounding factors - varied according to the domain being examined.

The study examined the main effects of intervention as well as how outcomes were affected by characteristics of the child (baseline level of problem behavior, gender) and by the school environment (student poverty).

This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well - being of teachers (depression and job satisfaction) on students» attachment to school.