Sentences with phrase «explaining differences in student achievement»

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.

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

Not exact matches

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).

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.

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.

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.

In 2012, one of my graduate students and I explored this question using data of 191 high schools in Connecticut and found that multiple linear regressions revealed that 69 % of the difference (variance) in a school's average student achievement can be explained by the percentage of students living in povertIn 2012, one of my graduate students and I explored this question using data of 191 high schools in Connecticut and found that multiple linear regressions revealed that 69 % of the difference (variance) in a school's average student achievement can be explained by the percentage of students living in povertin Connecticut and found that multiple linear regressions revealed that 69 % of the difference (variance) in a school's average student achievement can be explained by the percentage of students living in povertin a school's average student achievement can be explained by the percentage of students living in povertin poverty.

Beginning with the now - famous evidence reported by Coleman and his colleagues (1966), study after study suggests that socioeconomic status (SES) of families explains more than half of the difference in student achievement across schools; it is also highly related to violence, dropping out of school, entry to postsecondary education and levels of both adult employment and income.

The paper suggests that international differences in educational institutions explain the large international differences in student performance in cognitive achievement tests.

Achievement goal theory is one way to examine the motivational orientations of our students, and it can explain significant differences in students» patterns of learning and aAchievement goal theory is one way to examine the motivational orientations of our students, and it can explain significant differences in students» patterns of learning and achievementachievement.