Sentences with phrase «family characteristics explain»

Given its analysis, the Coleman Report should have concluded only that family characteristics explain achievement through

Not exact matches

If the benefits of marriage for children can be explained by other observable characteristics of the family, and especially money or parenting behavior, then policy may be more successful if focused on those pathways.

The researchers looked at several factors that might explain this racial difference, such as whether there were differences in tumor characteristics between black patients and white patients, or differences in a family history of breast cancer — both factors that a doctor must consider before deciding whether a genetic test will likely benefit a particular patient.

She actually has confusing color characteristics and is often mistakenly determined Autumn, sometimes even a Summer - both color families have Muted in their genetic makeup which explains it.

The Tonal color families are quite simple to explain - it's just when one color characteristic is stronger than the others - so it's easier to feature in the Color Quiz.

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).

As research has demonstrated, school factors explain only about 20 percent of achievement scores — about one - third of what student and family background characteristics explain.

It is a regression in which student achievement is explained by a combination of school inputs (resources such as funding per student, class size, teacher qualifications, etc.) and the characteristics of peers (percentage of schoolmates who are white and who are black, etc.), families (race, ethnicity, parents» education, number of siblings, etc.), and neighborhoods (the share of households who rent versus own, etc.).

Coleman found that family and peer characteristics explained a statistically and consequentially significant amount of variation in the measure of achievement.

These differences may be partially explained by family background characteristics such as parental education and income.

As research has found, school factors explain only about 20 percent of achievement scores — about a third of what student and family background characteristics explain.

In 1966, a groundbreaking government study — the «Coleman Report» — first identified a «one - third in - school factors, two - thirds family characteristics» ratio to explain variations in student achievement.

Fourth, can associations between poverty, family instability and cognitive functioning be explained through previous characteristics of the parent and / or current housing conditions.

(PDF - 92 KB) AdoptUSKids (2014) Explains the historical context of diligent recruitment before providing key characteristics of best practices for recruiting families that reflect the ethnic and racial diversity of foster children.

If the benefits of marriage for children can be explained by other observable characteristics of the family, and especially money or parenting behavior, then policy may be more successful if focused on those pathways.

3 FACTORS WHICH HELP OR HINDER IMPROVEMENT 3.1 Introduction 3.2 Key findings 3.3 Domains of influence on cognitive development 3.3.1 Demographic characteristics 3.3.2 Family composition 3.3.3 Parenting factors 3.3.4 Experience of childcare and pre-school 3.3.5 Child health and early development 3.3.6 Parenting support 3.3.7 Maternal health and health behaviours 3.3.8 Material and economic circumstances 3.4 Summary of single domain effects 3.5 Combined domain effects 3.5.1 Summary of combined domain effects 3.5.2 Explaining the effect of education on gaps in ability

Only a few studies, including two of our own, assess families during the preschool period and again after the child has entered elementary school.8, 12,13 The basic finding is of considerable consistency across the transition in terms of mothers», fathers», and children's characteristics; both mothers» and fathers» authoritative parenting style during the preschool period explains significant variance in children's academic achievement and externalizing or internalizing behaviour with peers two and three years later.

Fact:» [H] ypotheses posit that the impact of family structure on adolescent behavior is, in part, explained by the different types of communities within which families reside and that community characteristics moderate the impact of family structure on drug use.