Sentences with phrase «examines differences in outcomes»

Using statewide longitudinal data, the study analyzes dual - credit participation rates by race / ethnicity, gender and math and reading achievement on state tests and examines differences in outcomes for dual - credit participants and nonparticipants.

Not exact matches

The briefing is intended to highlight the differences in economic outcomes of individuals, households and regions observed when examining data in more granular detail than at the aggregate level.

«We did not see statistically significant differences between hatha yoga and a control group (health education) at 10 weeks, however, when we examined outcomes over a period of time including the three and six months after yoga classes ended, we found yoga was superior to health education in alleviating depression symptoms.»

In the present study, performed by Prof. Latzer who is also the director of the Eating Disorders Clinic at Rambam Medical Center, the research student Adit Zohr - Beja, and Dr. Eitan Gur from the Eating Disorders Department, Sheba Medical Center, Tel Hashomer, the researchers sought to examine claims concerning the ineffectiveness of involuntary hospitalization and examined whether there is a difference in outcome between patients in extreme condition who were forcibly hospitalized and those who were hospitalized willinglIn the present study, performed by Prof. Latzer who is also the director of the Eating Disorders Clinic at Rambam Medical Center, the research student Adit Zohr - Beja, and Dr. Eitan Gur from the Eating Disorders Department, Sheba Medical Center, Tel Hashomer, the researchers sought to examine claims concerning the ineffectiveness of involuntary hospitalization and examined whether there is a difference in outcome between patients in extreme condition who were forcibly hospitalized and those who were hospitalized willinglin outcome between patients in extreme condition who were forcibly hospitalized and those who were hospitalized willinglin extreme condition who were forcibly hospitalized and those who were hospitalized willingly.

The Gender Summit is a platform for dialogue where scientists, policymakers, gender scholars and stakeholders in science systems examine new research evidence showing when, why, and how biological differences (sex) and socio - cultural differences (gender) between females and males impact on outcomes.

Quiz Ref IDLiterature has shown that female physicians may be more likely to adhere to clinical guidelines,1 - 3 provide preventive care more often,4 - 11 use more patient - centered communication,12 - 15 perform as well or better on standardized examinations, 16 and provide more psychosocial counseling to their patients than do their male peers.14 Although studies suggest differences in practice patterns and process measures of quality between male and female physicians, these studies have not examined patient outcomes, what we arguably care about the most.

More recent research has examined non-test score outcomes, uncovering differences by race / ethnicity in teacher expectations for students» educational attainment and subjective evaluations of students» academic ability.

To truly understand the differences in long - term effects across these three programs and to ultimately answer the question of when and how private school choice works, we need to examine more programs and variation in outcomes across different private schools within each program to learn more about program design.

If you were to design a comparative study of differences in student achievement between school environments that use annual standardized tests and those that do not, what measures of achievement or other outcomes would you examine to reveal differences, and why?

Given the limited size of our New York City sample, we could examine differences only in outcomes in terms of gender.

However, additional research is needed to further establish the efficacy of dual enrollment as a promising high school and CTE reform strategy, including analyses using randomized or quasi-experimental designs to eliminate some of the shortcomings of our regression analyses and further examining sub-group differences in outcomes in order to better understand which groups of students may benefit most from dual enrollment participation.

This is the second of a 2 - day program during which we will gather, collate and examine evidence from your class (es) and transfer this into action that will make a positive difference to the outcomes of students in your school.

The Charles H. Houston Center for the Study of the Black Experience in Education conducts empirical research, disseminates scholarly information, examines research - based best practices, addresses critical educational issues, and strives to produce research that makes a difference which informs the development of practices, policies, programs, and scholarship impacting educational and workforce outcomes among African Americans.

This is the first of a 2 - day program during which we will learn how to gather, collate and examine evidence from your class (es) and transfer this into action that will make a positive difference to the outcomes of students in your school.

Continuing to gather, collate and examine evidence from your class (es) and transfer this into action that will make a positive difference to the outcomes of students in your school beyond your first Visible Learningplus year.

SI Appendix, Table S6 shows that whether we examined self - control as measured by observers, teachers, parents, or children's self - reports, individual differences in childhood self - control were significantly related to each of the adult health, wealth, and public safety outcomes; that is, the results were not sensitive to the use of any particular source of information about children's self - control and were robust to the data source in measuring self - control.

«We examined differences between counties that had and did not have a Planned Parenthood affiliate, finding worse outcomes in places impacted by the exclusion; whereas places unaffected by the exclusion continued as they had before,» said Amanda Jean Stevenson, lead author and doctoral candidate at the The University of Texas of Austin.

A decomposition methodology examined the contribution from different sources in explaining the SES gradient in early cognitive outcomes.34 Similar to the methodology used in the UK Millennium Cohort Study, we focus on the quintile 1 — quintile 5 (Q1 — Q5) and quintile 1 — quintile 3 (Q1 — Q3) gaps and calculate the percentile points and the percentage of the raw gaps explained by each candidate explanatory factor and each domain of factors.2 This was done by taking the product of the mean gap in each explanatory factor (mean difference between Q1 — Q5 and Q1 — Q3) by the β coefficients from linear regression models that predict reading and math ability from SES and all candidate explanatory factors.

Over the next several years, the SHM evaluation will continue to examine how these relationship and marriage education programs develop lessons about operating in varied settings with diverse populations over time and, ultimately, will provide information on whether these services make a difference in a range of outcomes for low - income married couples and their children.

Summary: (To include comparison groups, outcomes, measures, notable limitations) The purpose of this study was to examine the aggregate of pre — post differences in the three training components Project SafeCare [now called SafeCare ®] of all families who completed each component.

Studies to develop strategies to increase client participation and retention and analyses are being conducted in partnership with the Children's Hospital of Philadelphia to examine differences in implementation and outcomes across communities implementing the model in Pennsylvania.

The pattern of results for predictors and moderators needs to be examined in the context of the overall study findings, which showed no overall difference between the minimal intervention bibliotherapy group and the therapist - led treatments, no differences in outcomes overall between the two types of therapists, nurses, and psychologists, and dose effects when parents attended a sufficient number of sessions, a number that exceeds the number of sessions that families often attend in clinic settings.

We plan to: (a) identify high risk adolescents based on elevated scores on a screening measure of depressive symptoms that is delivered in primary care; (b) recruit 400 (200 per site) of these at - risk adolescents to be randomized into either the CATCH - IT or the Educational group; and (c) assess outcomes at 2, 6, 12, 18 and 24 months post intake on measures of depressive symptoms, depressive diagnoses, other mental disorders, and on measures of role impairment in education, quality of life, attainment of educational milestones, and family functioning; and to examine predictors of intervention response, and potential ethnic and cultural differences in intervention response.

This study examines if differences in achievement and socioemotional outcomes arise based on having attended center - based care in both prekindergarten and kindergarten years, versus in only one of those years or in neither of those years.

Chi square analyses and t - tests were conducted to examine potential differences in the demographic, predictor, and outcome variables as a function of accelerometer wear adherence (wearing the accelerometer for less than 4 versus 4 or more days).

Further, as research has indicated that sex differences emerge during adolescence with girls experiencing both higher levels of depressive symptoms as well as a greater occurrence of depressive episodes (Hankin et al. 2007), we examined whether gender predicted differential outcomes in all models.