Sentences with phrase «found significant grade»

[29] The Radiation Therapy Oncology Group study 0320 evaluated WBRT + stereotactic radiosurgery (SRS) + erlotinib and found significant grade 3 — 5 toxicity rates of 49 %, compared with a rate of 11 % for WBRT alone; the toxicities observed included cytopenias, rash, fatigue, and dehydration, among others.

In these individual models, we found a significant graded relationship between the ACE score and ever attempting suicide.

Not exact matches

But I wasn't sure that I could find one that could handle the significant grade along the sides of our home.

While the downhill running resulted in the largest peak force on the runners, Neves and fellow researchers Bill Myrer, Wayne Johnson, and Iain Hunter, were surprised to find no significant differences in Achilles tendon thickness changes between running grades.

We did not find significant excess mortality associated with grade 1 obesity, suggesting that the main contribution to excess mortality in obesity comes from higher levels of BMI.

Nevertheless, studies have found that, after controlling for the size and structure of the school and the social background of its students, schools in provinces with external exams taught their students a statistically significant one - half of a U.S. grade - level equivalent more math and science by 8th grade than comparable schools in provinces that did not give curriculum - based external tests.

Resistance to evaluating teachers on results is well - founded at one level: Unsophisticated administrators might use unsuitable measures like norm - referenced tests or unfairly evaluate teachers for failing to reach grade - level standards with students who were poorly taught the year before or who had significant learning deficits.

These associations were statistically significant even after we controlled for the strongest predictors of on - the - job peer interactions found by prior research: teaching multiple grades, having a leadership position, the number of years of experience, teaching the same grade, and network size.

«Overall, across all grades, we found that implementing any SIG - funded model had no significant impacts on math or reading test scores, high school graduation, or college enrollment.»

And what these studies found is yes, there is an influence, it's a significant influence, it's not huge but in a usual task where we're assigning grades, it might amount to four or five points on a zero to 100 scale.

Only in 8th grade reading does NAEP fail to find significant nationwide gains (Figure 1).

The researchers also point out there were 1290 unique school and grade combinations in the study sample — an average of 40 students per combination — which meant it «lacked statistical power to find significant differences between treatment conditions or grade levels».

This study found statistically significant results in grades three to eight but not in kindergarten to second grade.

Specifically, while the Impact Study found some initial effects, by third grade the control and treatment groups showed no significant differences.

«We also find that «F» - graded schools engaged in systematically different changes in instructional policies and practices as a consequence of school accountability pressure, and that these policy changes may explain a significant share of the test score improvements (in some subject areas) associated with «F» - grade receipt.»

Though the increased emphasis on the mechanics of taking tests should be considered a factor in the increase of mathematics and reading scores throughout this period, survey results also found signs of significant changes in teachers» emphasis on content in language arts and in the time devoted to content appropriate to grade level in mathematics.

The school board did not publicly release an official grade for Mr. Hornbeck, but found he had «met the management objectives agreed upon as well as made other significant contributions,» according to a board letter.

In the third grade, there is no evidence that retention led to greater achievement growth two years after the promotional gate, and in the sixth grade, we find significant evidence that retention was associated with lower achievement growth (emphasis added).

The combination of KIPP pre-K and early elementary school had «positive and statistically significant impacts on reading and math achievement» by second grade, researchers found.

In grades 5 — 6 and 7 — 8, we find a significant worsening of the situation for the following measures: hyperactivity, anxiety, physical aggression, interpersonal competencies and emotional quotient.

Looking at the top of the distribution (90th percentile), we also find negative effects across all grades, but the estimates are generally not significant.

Researchers found significant achievement gains for students in small kindergarten classes and additional gains in 1st grade, especially for black students.

While there was no significant difference in the grade point averages of students in the program and their district peers, graduation rates were higher for dual enrollees than their peers, the analysis found.

And a 2007 study by the Urban Institute found a failing grade led to subsequent and significant academic gains for students.

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

The study included a caveat: «Given the expense of grade retention and the emotional toil retention exacts on students, a finding of «no significant difference» for retention on achievement calls into question the educational benefits of grade retention policies.»

That report found significant benefits, particularly for high school students: After school participation was associated with higher test scores, and led to much higher rates of grade level progression for students in grades nine to 12.

Findings provide support for the hypothesis that Children Achieving reforms are related to students» school achievement and components demonstrate significant realtionship to fourth grade reading achievement.

The study compared students in the Milwaukee voucher program and students in Milwaukee public schools for grades 3 - 9 and found no significant achievement growth for reading or math between voucher and public school students for the first three years.

This doesn't address the other class size challenges in higher grades, and it doesn't provide funding for much needed school construction which many local districts will find a significant challenge.

A P - 3 Approach and its Effectiveness in Closing Achievement Gaps: Hawaii's P - 3 Initiative describes implementation of the Hawaii P - 3 Initiative, along with findings from a five - year RAND evaluation of the Initiative which showed a statistically significant improvement in third grade reading scores in the five communities, narrowing the achievement gap.

But the Tennessee preschool evaluation, which had a randomized design, failed to find significant positive effects through first grade.

We find some significant gaps between advantaged and disadvantaged students in the value added of the teachers to which they are assigned in these grades, although gaps in middle school grades are sensitive to the specification of value added.

Miller (1998) found that high school grades had strong, significant relationships with earnings nine years after high school, for both men and women, even after controlling for educational attainment and school effects.

However, given the statistical controls employed and the consistency of their findings with other studies at different grade levels, one can conclude that the question as to whether effective teachers make a significant difference in student achievement has been answered.

Due to the issues above we found that at each grade level there were significant numbers of critical activities that could not be correlated against a relevant Descriptor yet the actual activities themselves clearly belonged at that level.

The researchers of this evaluation find that this large effect is driven by even larger significant, negative effects for students who started in earlier grades — first through third grades — and somewhat smaller nonsignificant, negative effects for students who started in later grades: fourth through sixth.19

Some preliminary research by Scott Behrens at Adrian College in Adrian, Michigan, found a significant positive correlation between the habits of mind as measured on his survey and college grade point average (personal communication, April 4, 2005).

Or make the marked up text a group project, finding six passages that seem significant and each making a comment that the teacher could read and respond to or even grade.

And in this search for higher yields, we find investors are reaching deeper and deeper into lower - grade fixed - income products, which come with significant credit and interest rate risks,» says Som Seif, president and CEO of Purpose Investments, through a statement.

In 2007, Professor Curcio gave her first - year Civil Procedure class five single - issue essay questions over the course of the semester.134 After students turned each assignment in, the professor provided an annotated model answer.135 In addition, the professor spent some class time discussing the models and providing time for self - and peer - edits.136 The students in Professor Curcio's class and in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.142

No significant interaction of intervention condition (control vs full) with the attrition variable was found for effects on related fifth - grade measures, reinforcing the internal validity of the study with respect to all comparisons of the full intervention and control groups.

For mothers with a less than ninth - grade literacy level, the only statistically significant effect was found for BB and related to provision of toys.

No significant differences in school performance were found, with both groups having generally low grades.

Results of hierarchical linear modeling indicated that statistically significant but substantively minor changes in SOC scores existed across the three grades; these findings support the use of the Grade 5 SOC scores as predictors of subsequent development.

No significant changes were found in the career maturity and grades of children whose parents took the course; however, significant changes in parental attitudes towards childrearing were found.

One paper by Kristen Kirkland and her colleagues at the State University of New York - Albany used seven - year follow - up data from a randomized controlled trial to find that home visiting has significant positive impacts on the school readiness of children entering first grade.

Observers ratings showed that teachers in the intervention group had significant improvements in warmth, social / emotion, inconsistent, and harsh / critical compared with control teachers; Head Start intervention teachers showed significant improvements in effective discipline compared with Head Start control teachers, but no effect was found for first - grade and kindergarten teachers.

On one hand, Okagaki and Frensch (1998) found that when SES and other parental involvement variables were controlled, a measure of parental expectations was a significant predictor of fourth and fifth graders» grades for European American and Asian American students.