Sentences with phrase «group mean score»

The group mean score rose from 3.7 to 4.2 on the 5 - point scale from the initial to the ending survey.

Not exact matches

A score of 80 or higher puts your business into the best risk group, meaning that your history of payments has demonstrated a low risk of late payment.

The sample size was estimated on the basis of the difference between groups in the mean NPSC score.

Squares represent mean differences in NPSC scores between label groups, and horizontal lines represent CIs.

Overs went 28 -18-2 in the group stages but scoring tends to slow down as the elimination games take on more meaning.

It really looks like this group thrives when they push the pace which in turn means they can score a ton of points on any given night.

Sevilla did their job at Maribor, which means that the Reds are now two points behind the Spaniards in Group E, ahead of tonight's opponents on goals scored.

Figure 3 shows the cluster - adjusted mean child verbal IQ scores at age 6.5 years across maternal education in each randomized group.

Because mean child IQ scores at age 6.5 years, verbal IQ scores in particular, were higher among children in the intervention than the control group, 16 we might expect that socioeconomic inequalities in child IQ would be widened in the intervention group, owing to the increase in observed inequalities in breastfeeding.

With respect to the adequacy of weight gain in these infants, using > 2z score units (standard deviations) below a mean of 0 to define inadequate weight gain, 8 % and 6 % of infants in the fluoxetine and the no medication groups, respectively, fell into this classification at the time of the first postnatal measurement.

The difference in mean adjusted z scores by medication group from the repeated measures analysis is shown in Fig 3.

There were no differences between groups for fetal loss equal to / after 24 weeks and neonatal death, induction of labour, antenatal hospitalisation, antepartum haemorrhage, augmentation / artificial oxytocin during labour, opiate analgesia, perineal laceration requiring suturing, postpartum haemorrhage, breastfeeding initiation, low birthweight infant, five - minute Apgar score less than or equal to seven, neonatal convulsions, admission of infant to special care or neonatal intensive care unit (s) or in mean length of neonatal hospital stay (days).

The mean scores were similar for both groups for shaking knowledge and reported maternal responses to crying, inconsolable crying and self - talk responses.

The GRE scores» correlation with students» background doesn't mean that the exam is biased against certain groups, but that it reflects differences in environment and access to opportunities, says David Payne, vice president and chief operating officer of global education at ETS.

No significant age - related difference was found in the severity of symptoms cited before concussion (mean symptom score 6.77 in the younger group and 5.43 in the older group, p = 0.333).

An older test group, he adds, would have a lower mean starting score and more variability in performance, leaving more room for training to cause meaningful improvement.

Similarly, no significant age - related difference was found in the severity of symptoms cited after concussion (mean symptom score 19.40 in the younger group and 17.72 in the older group, p = 0.531).

Overall, at 12 weeks, the mean fatigue score in the GES group was 4 points lower than in the control group, consistent with a moderate size effect.

The mean physical function score was 6 points higher in the GES group than in the control group, consistent with a statistically significant but relatively small effect.

If two distant groups of neurons are active, but their activity is synchronized, the PCI equation compresses them, meaning they contribute less to the overall score.

B. Mean score and standard error of the mean (S.E.) for eosinophils as percent of infiltrating cells for each vaccine dosage group.

Those groups given the DI vaccine (DIV) without alum had higher mean scores than did those given DI vaccine (DIV) with alum (p = 0.001, Mann - Whitney U); similarly, the group given the VLP vaccine without alum had a higher mean score than for those given VLP vaccine with alum (p = 0.008, Mann - Whitney U).

The mean eosinophil scores for the lung infiltrations were lower for the S protein vaccine groups [SV vs. DIV p < 0.001; SV vs. BPV, p < 0.001, Tukey HSD]; however, they were clearly greater than seen in those given PBS or live virus earlier (p < 0.001, Tukey HSD)(figure 4B).

A. Mean lesion score and standard error of the mean (S.E.) for each vaccine dosage group.

Scores are mean of scores for seven to eight mice per Scores are mean of scores for seven to eight mice per scores for seven to eight mice per group.

After 12 months, mean symptoms scores for people in both groups had improved substantially, but there was no significant difference in the degree of symptom improvement between the groups.

Compared to the placebo group, who took a sugar pill, the probiotic takers scored significantly lower on the Ledien Index of Depression Sensitivity scale - meaning they ended up as happier (14)!

The difference between groups in the mean ACS score between the same timepoints was 11 · 8 (95 % CI 9 · 2 — 14 · 5; p < 0 · 0001).

Magnitude is based on the relative difference in the change score, a relative percent difference, using the baseline mean in the meditation group as the denominator.

A positive relative percent difference means that the score improved more in the intervention group than in the control group.

Regression to the mean can not explain the gains of high - scoring F schools relative to low - scoring D - schools because both groups begin with similarly low scores.

Rather than provide the best means for confronting «difficult truths about the inequality of America's political economy,» such a pedagogy produces the swindle of «blaming inequalities on individuals and groups with low test scores.»

These scored the highest means for both groups and relate to curriculum demands and time parameters.

The mean of these school - level values for each district tells us, for example, that a district with an imbalance score for any particular racial group that is positive has, on average, public high schools that over represent that group relative to their neighborhoods.

Connecticut just released new state test scores, and we've heard a lot from different groups, educators, parents, and elected officials on what the results mean.

Four of the seven signs are negative, meaning that the control group scored better than the pre-k group.

Making an issue of using test scores to evaluate teachers means taking on powerful teacher unions, pitting a core Democratic interest group against a major goal of the Obama administration.

Parent groups can work with school leaders to plan programs and events that will help the school reach its test score goals (which can mean, at least temporarily, postponing other events and programs).

After two years of enrollment, LSP scholarship users scored 0.18 standard deviations (roughly six months of learning) lower than the control group in English Language Arts (ELA), but this point estimate was not statistically significant, meaning that we can not rule out no effect or a positive effect;

Yet, again, when these systems are implemented in practice, 70 + % of teachers are assigned a school - level student growth score, meaning that all teachers in any given school who fall into this group will all receive the same score.

The initial mean score for the entire group was 4.1 on a 5 - point scale.

A score of more than zero - above the horizontal line - means the school group has improved faster than previously similar schools.

You guessed it: the media interpreted the Steele and Aronson results as meaning that group differences in test scores are illusions that will evaporate if only we can get students to ignore the stereotypes that hold down their performance.

In his insightful critique of the Flynn effect, Rodgers (1999; see also Rowe & Rodgers, 2002) notes that changing means in a distribution of IQ scores does not identify which (sub) groups in the distribution actually experienced change.

Do low reading scores recorded years after a group of teachers enter the classroom, for instance, mean their training program had a bad curriculum or weak instructors?

Although the viewing group still had a higher mean confidence score (3.16), the coding group's mean confidence score after viewing the second set of videos had risen to 2.95, and there was again no significant difference between the confidence of students in both video groups, t (41) = 1.6766, p =.10.

Do low reading scores recorded years after a group of teachers enters the classroom, for instance, mean their training program had a bad curriculum or weak instructors?

This means that similar students (i.e. students that score similarly on state standardized tests) have been making more progress (score better the next year than students with similar scores in the past) in Denver than Boulder across all student groups.

Contrary to our expectation, both the mean scores and pass rates suggest that the less - complex guided video viewing condition led to better performance on the written classroom observation test by this group of early - stage teacher education students.

The mean instructional level scores for the treatment group improved significantly (7 months during the 9 - week study).