Sentences with phrase «explaining differences in student»

The importance of additional school resources for student achievement has long been debated, with many researchers arguing that school resources do not matter much in explaining differences in student achievement between schools, and therefore that money does not matter.

This is a significant opportunity, given that the evidence suggests that teacher quality is the most important school factor in explaining differences in student performance.

In one example presented in Instructional Rounds, four teachers were struggling to explain the difference in student achievement in their various classes.

school - based factors that explain differences in student performance and program implementation (e.g., instructional expertise, curriculum implementation, learning gaps, staffing, leadership, material resources);

Answering that question in different voucher programs will help explain differences in students» outcomes between private and public schools, both within and between different states.

Not exact matches

While these differences are not problematic in and of themselves, they may explain broader trends that do have a much bigger impact on a student's educational progress.

1) That while it's possible that genes may play some role in explaining these differences, much of it comes down to culture, environment, and the fact that the questions on IQ tests are all written by graduate students from Connecticut and begin, «Teddy leaves Sag Harbor on the brunchtime jitney...»

The findings might have departed from prior studies because of the difference in size and study design, he said, explaining that much of the previous work in this area has been conducted in groups of 100 or fewer and mostly involved student subjects.

The study demonstrates how differences in wealth, family background, postsecondary educational differences and parental contributions to college, may explain this disparity in student loan debt between blacks and whites.

Schools, teacher quality and family income all play a large role in student success, but these factors do not fully explain the academic differences seen in the U.S. between whites and disadvantaged racial / ethnic minorities, including blacks and Hispanics.

However, when adjusting for other factors, they found no statistically significant differences between lower - income and middle - class students that might explain higher myopia prevalence in richer areas.

But those differences in representation are not explained by differences in persistence from the bachelor's to Ph.D. degree, said David Miller, an advanced doctoral student in psychology at Northwestern and lead author of the study.

If, for instance, the families of students who were and were not awarded a seat through a lottery had the same effect on reading and families controlled half the gains in reading, then the difference between the estimated math and reading effects would be fully explained.

The disparate findings regarding the relationship between Texas's scores on TAAS and NAEP can be partially explained by differences in the time periods and grade levels examined, and by the presence or absence of controls for student demographics.

Differences are unable to explain the much larger differences in student achievement between the United States and otherDifferences are unable to explain the much larger differences in student achievement between the United States and otherdifferences in student achievement between the United States and other countries.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

To see whether this disparity could explain my findings, I adjusted the data to eliminate the effect of differences in the number of students at each school with similar GPAs.

The file contains brief notes to explain the main differences, which the students can then expand on in their own responses.

He has identified a «hinge point» of 0.40 to identify actions «that could be considered «working» in terms of making a visible difference in student learning,» as he explains in Visible Learning for Teachers.

There is a significant body of high - quality evidence showing that part of this difference is causal (not explained by differences in student characteristics between two - and four - year colleges), although community colleges likely increase educational attainment relative to not attending college at all (http://papers.ccpr.ucla.edu/papers/PWP-CCPR-2012-004/PWP-CCPR-2012-004.pdf).

50 Years Ago, One Report... Chalkbeat, 7/13/16 «In fact, differences in school funding do not explain students» different outcomeIn fact, differences in school funding do not explain students» different outcomein school funding do not explain students» different outcomes.

These findings also illustrate vividly the problem introduced by the Coleman analytical approach: finding that measured teacher differences have limited ability to explain variations in student achievement is very different from concluding that schools and teachers can not powerfully affect student outcomes.

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.

Steinberg and Lacoe note a shortcoming of this work is its inability to control for students» prior disciplinary records, suggesting that might explain justifiable differences in severity of punishment for similar infractions — in this case, the results would overestimate discrimination's impact.

We investigate whether these differences across schools can be explained by differences in relative kindergarten readiness of advantaged and disadvantaged students, and we find that pre-school preparation is unlikely to explain the cross-school differences that we find.

[12] We investigate the degree to which schools vary in the gap between high and low socioeconomic status students, and then see whether these differences can be explained by differences in the pre-school preparation of high and low socioeconomic status students.

And could differences in teachers» expectations of white students and black students help to explain gaps in key outcomes such as college enrollment and completion?

In short, institutional variation across countries explains far more of the variation in student test scores than do differences in the resources devoted to educatioIn short, institutional variation across countries explains far more of the variation in student test scores than do differences in the resources devoted to educatioin student test scores than do differences in the resources devoted to educatioin the resources devoted to education.

We found that about half of the difference in student outcomes in schools slated for closure and the broader sample of schools can be explained by differences in incoming students» demographic characteristics, absenteeism, and achievement in middle school.

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.

There's no reason to believe that the absence of high school sports explains the difference between student achievement in the US and countries like Finland and South Korea.

The Education Next research article «Stuck in the Middle,» featured in the Fall 2010 issue of Education Next, finds that the steep drop - off in middle - school students» academic achievement may be linked to the larger number of students in each grade level but can not be explained by differences in per - pupil spending or class size, which were similar in middle and K - 8 schools.

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.

In OECD countries generally, a large percentage of between - school variation in student performance is «explained» by differences in students» and schools» socioeconomic circumstanceIn OECD countries generally, a large percentage of between - school variation in student performance is «explained» by differences in students» and schools» socioeconomic circumstancein student performance is «explained» by differences in students» and schools» socioeconomic circumstancein students» and schools» socioeconomic circumstances.

Explain the difference in results (i.e., the students» size gets smaller with increasing distance).

As Stern Strom explains, after so many years, «we've been able to demonstrate what we said we were doing, in a full way,» in part because there's a much better understanding of the complex issues Facing History explores with students and teachers — issues like racism, prejudice, hatred, difference, and anti-Semitism.

Meanwhile, in the United Kingdom, a recent study of the design principles of 153 primary classrooms concluded that «differences in the physical characteristics of classrooms explain 16 percent of the variation in learning progress over a year,» and that «ownership and flexibility» — the ability to adapt the surroundings to individual student preferences — accounted for a quarter of that difference.

Students explain the similarities and differences in the life cycles of organisms.

Hanushek points out that actual spending increases during the time period they studied was more like 100 percent, gaps have not closed, and other explanations for low performance such as increases in the numbers of students in poverty don't explain the difference.

«We found higher levels of classroom engagement after lessons in nature than after carefully matched classroom - based counterparts; these differences could not be explained by differences in teacher, instructional approach, class (students, classroom, and class size), time of year, or time of day, nor the order of the indoor and outdoor lessons on a given topic.

Recognizing that disparities in disciplinary rates may be caused by a range of factors, the U.S. Departments of Education and Justice said in a joint letter that these differences can not be explained by more frequent or more serious behavior by students of color, but rather, «schools may be engaging in racial discrimination that violates the federal civil rights law.»

In comparing the results of the Program for International Student Assessment in 65 countries, OECD researchers found that differences among countries grade - retention trends could explain up to 15 percent of the variance among average scores on the 2009 PISIn comparing the results of the Program for International Student Assessment in 65 countries, OECD researchers found that differences among countries grade - retention trends could explain up to 15 percent of the variance among average scores on the 2009 PISin 65 countries, OECD researchers found that differences among countries grade - retention trends could explain up to 15 percent of the variance among average scores on the 2009 PISA.

[26] Differences in random error could also explain lower reliability in middle schools if the reliability of the tests is lower, which would offset the advantage of having more students.

In this lesson, students conduct a comparative analysis of different financial institutions and explain the differences between checking and savings accounts.

In this activity students analyze data on the expression of the tb1 gene and use it to formulate an explanation as to how a specific difference in the corn version of the gene explains the phenotype of less branchinIn this activity students analyze data on the expression of the tb1 gene and use it to formulate an explanation as to how a specific difference in the corn version of the gene explains the phenotype of less branchinin the corn version of the gene explains the phenotype of less branching.

They then use as an example the 0.044 (p < 0.05) coefficient (as related to more classroom observations with explicit feedback tied to the Common Core) and explain that «a difference of one standard deviation in the observation and feedback index was associated with an increase of 0.044 standard deviations in students» mathematics test scores — roughly the equivalent of 1.4 scale score points on the PARCC assessment and 4.1 scale score points on the SBAC.»

The process can include assessing whether certain characteristics — such as the qualifications of teachers or counselor - student ratios — can explain some of the differences in the number of advanced courses schools offer.

The study's author suggests (without really explaining why) that iPads are preferable to other kinds of devices, but we haven't seen that the difference in the kind of device that is used by students makes much difference.

In a separate study, Hough, Demetra Kalogrides, and Susanna Loeb of Stanford found 5 percent of the differences in schools» math growth in elementary school and 6 percent of the differences in math growth in middle schools, as well as 11 percent of the differences in high schools» graduation rates, could be explained by differences in their school climate and student - reported social skillIn a separate study, Hough, Demetra Kalogrides, and Susanna Loeb of Stanford found 5 percent of the differences in schools» math growth in elementary school and 6 percent of the differences in math growth in middle schools, as well as 11 percent of the differences in high schools» graduation rates, could be explained by differences in their school climate and student - reported social skillin schools» math growth in elementary school and 6 percent of the differences in math growth in middle schools, as well as 11 percent of the differences in high schools» graduation rates, could be explained by differences in their school climate and student - reported social skillin elementary school and 6 percent of the differences in math growth in middle schools, as well as 11 percent of the differences in high schools» graduation rates, could be explained by differences in their school climate and student - reported social skillin math growth in middle schools, as well as 11 percent of the differences in high schools» graduation rates, could be explained by differences in their school climate and student - reported social skillin middle schools, as well as 11 percent of the differences in high schools» graduation rates, could be explained by differences in their school climate and student - reported social skillin high schools» graduation rates, could be explained by differences in their school climate and student - reported social skillin their school climate and student - reported social skills.