Sentences with phrase «high average standard deviations»

There is also the continued lack of certainty associated with lower discount rates quantified by their high average standard deviations, as was the case with the outdated Roe — Baker distribution.

Not exact matches

These conditions comprise the following: S&P 500 overvalued with the Shiller P / E (the ratio of the S&P 500 to the 10 - year average of inflation - adjusted earnings) greater than 18; overbought with the S&P 500 within 3 % of its upper Bollinger band (2 standard deviations above the 20 - period average) at daily, weekly, and monthly resolutions, more than 7 % above its 52 - week smoothing, and more than 50 % above its 4 - year low; overbullish with the 2 - week average of advisory bullishness (Investors Intelligence) greater than 52 % and bearishness below 28 %; and yields rising with the 10 - year Treasury bond yield higher than 6 - months earlier.

After the third longest bull market advance on record, fresh deterioration in key trend - following components within our measures of market internals (see Support Drops Away) recently joined this extended, overvalued, overbought, overbullish peak, even as the S&P 500 hovers at the top of its monthly Bollinger bands (two standard deviations above the 20 - period average) and cyclical momentum rolls over from a 9 - year high.

Over the entire sample period, the average daily / weekly / monthly returns of the world stock index are higher than those of gold, and gold returns have higher standard deviations than stock returns.

Fourth, 262 MPs receive the London accommodation budget, which has a standard rate of # 20,600 but can climb as high as # 32,725 for MPs with five dependants (average of # 22,000 and standard deviation of # 2,500).

An extremely high outlier was defined as having a personal average of greater than two standard deviations, or 2.41 cuts per case, above all physicians in the study.

«Then, if the flash rate suddenly jumps to at least twice the standard deviation of that running average, there is a high probability the updraft in that cell has strengthened, a supercell is forming and severe weather is more likely with that storm.»

The average job switcher moving from one district to another moved to a district whose average achievement was 0.07 standard deviations higher on the TAAS than the district the teacher left.

Their peers» average test scores are about 0.15 standard deviations higher, and the new schools have higher - quality teachers, measured in terms of the fraction of teachers with less than three years» experience, the fraction that are new to the school that year, the percentage of teachers with an advanced degree, and the share of teachers who attended a «highly competitive» college as defined by the Barron's rankings.

On average across middle and high school math, TFA teachers out - performed veteran teachers by 0.07 standard deviations, the equivalent of 2.6 additional months of instruction or helping a student move from the 27th to the 30th percentile on a normal distribution of test scores.

Students also scored nearly 0.20 standard deviations higher on the verbal portion of the ACT, were substantially more likely to pass trigonometry and chemistry classes by 11th grade, and earned higher grade point averages (GPAs) after 9th grade.

However, the graduates of «endangered» St. Petersburg lifted average student math performance by 1.6 to 1.8 percent of a standard deviation higher during the course of a year than did the graduates of top - ranked Florida State.

For example, states with an Hispanic - population of 14 percentage points (two standard deviations) higher than the average were about 10 percent more likely to pass a charter law.

In other words, a student in a classroom that prohibits computers is on equal footing with a peer who is in a class that allows computers and whose GPA is one third of a standard deviation higher — nearly the difference between a B + and A - average.

The average achievement of the peers in G&T students» classrooms were between 0.25 and 0.33 of a standard deviation higher in each core academic subject.

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).

A 2013 quasi-experimental analysis found that, «on average, extended learning time (ELT) tutorials at Match Charter Public High School raised student achievement on the 10th grade English language arts examination between.15 and.25 standard deviations per year.»

The average female scored 0.1 points higher than the average male - a difference of only 0.03 standard deviations.

The reforms seem to have moved the average student up by 0.2 to 0.4 standard deviations and boosted rates of high school graduation and college entry.

On the 3rd grade reading test, the average female scored 1.1 points - about half a standard deviation - higher than the average male.

Nevertheless, even the most conservative of our three methodological approaches suggests substantial variation in principal effectiveness: a principal in the top 16 percent of the quality distribution will produce annual student gains that are 0.05 standard deviations higher than an average principal for all students in their school.

Students whose teachers receive an overall rating one standard deviation above the mean are predicted to score roughly 0.06 standard deviations higher in reading than students whose teacher received an average rating.

We observe that there is virtually no relationship between the relative affluence of the overall student body of the school and the SES test score gap in that school: schools serving primarily high - SES students and those serving primarily low - SES students have the same average SES test score gaps (around 0.8 standard deviations) in both third and fifth grades.

The typical high - SES student in this sample scored about 0.6 to 0.7 standard deviations above the state average (depending on grade considered), while the typical low - SES student in the sample scored about 0.1 to 0.2 standard deviations below the state average.

Among schools where high - SES students fall back around 0.2 standard deviations relative to the state average between third and fifth grades, there are some schools where low - SES students lose only around 0.1 standard deviation of relative ground, and others where low - SES students lose nearly 0.4 standard deviations of relative ground.

On average, students in countries with performance - related pay score 24.8 percent of a standard deviation higher on the PISA math test; in reading the effect is 24.3 percent of a standard deviation; and in science it is 15.4 percent (see Figure 1).

Given the same initial effectiveness as a traditionally certified teacher, an uncertified third - year teacher's students would score 3 percent of a standard deviation higher, on average, in math.

Taking the average of students» scores on math and literacy exams, we find that students in tracking schools scored 0.14 standard deviations higher than students in nontracking schools overall.

Specifically, the average teacher's students score 0.05 standard deviations higher on end - of - year math tests during the evaluation year than in previous years, although this result is not consistently statistically significant across our different specifications.

Given the same initial effectiveness as a traditionally certified teacher, our results indicate that, after two years on the job, a teaching fellow's students would score 3 percent of a standard deviation higher on average in math and reading.

Rigorous studies consistently show that the impact of a more - effective teacher is substantial A high - performing teacher, one at the 84th percentile of all teachers, when compared with just an average teacher, produces students whose level of achievement is at least 0.2 standard deviations higher by the end of the school year.

Thus, an increase in the level of achievement in high school of a standard deviation yields an average increase of between $ 110,000 and $ 230,000 in lifetime earnings.

If one country's test - score performance was 0.5 standard deviations higher than another country during the 1960s — a little less than the current difference in the scores between such top - performing countries as Finland and Hong Kong and the United States — the first country's growth rate was, on average, one full percentage point higher annually over the following 40 - year period than the second country's growth rate.

If we then turn to the labor market, a student with achievement (as measured by test performance in high school) that is one standard deviation above average can later in life expect to take in 10 to 15 percent higher earnings per year.

We found that the positive effects of higher grading standards were restricted to those students who were no more than 0.8 and 0.9 standard deviation below the average score in reading and math, respectively.

The 44 higher - performing schools (those with average school - wide math and English test scores a full standard deviation above the mean) «create a shared, school - wide intense focus on the improvement of student outcomes,» it says.

An increase of 18 percentage points in percent proficient (i.e., one standard deviation) is associated with a rating that is on average 0.16 grade points higher, or about one - sixth of a letter grade.

In 2004, for example, average learning gains in math were only 7 percent of a standard deviation higher in A schools than in those given a B (see Figure 2).

They found that a principal in the top 16 percent of the quality distribution will produce annual student gains that are at least 0.05 standard deviations higher than will an average principal for all students in their school, or roughly two additional months of learning.

The first column, FRPM 0 - 33 %, represents schools in wealthier communities; the far right column, FRPM > 89 %, represents high - poverty schools; and the middle column represents schools that are closer to the state average on the indicator, ranging from one standard deviation above to one standard deviation below the mean.

In a recent study by Goldhaber and Liddle, the most highly rated programs in Washington state produced teachers with value - added of.046 student standard deviations higher than the average teacher in math.

Although Gaetz's bill does not include fiscal expenditures, as noted in the main text (§ IV, supra), in reviewing the start time / academic achievement studies undertaken by fellow economists, Columbia University Assistant Professor of Finance and Economics Jonah Rockoff and the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Professor of Education at the University of Michigan, Brian Jacob, concluded that delaying middle and high school start times «from roughly 8 a.m. to 9 a.m. -LSB-,]» will increase academic achievement by 0.175 standard deviations on average, with effects for disadvantaged students roughly twice as large as advantaged students, at little or no cost to schools; i.e., a 9 to 1 benefits to costs ratio when utilizing single - tier busing, the most expensive transportation method available.

Baron finds that Act 10 resulted in a decline in average high school test scores in math and science by.15 to.18 standard deviations.

[23] This means that students attending a high - achieving school will tend to score around 1.5 standard deviations higher, on average, than students attending a low - achieving school.

Economists from MIT and Harvard, among other co-authors, found in one paper that voucher winners «were about 10 percentage points more likely than (lottery) losers to have completed eighth grade, primarily because they repeated fewer grades,» and that «on average, lottery winners scored about 0.2 standard deviations higher than losers.»

These are the calculations of sales rank information displayed on the book's details page that show lowest, highest, averages, and standard deviation for that book's sales rank.

Trade: Sell U.S. government bonds when credit appetite is high, as signaled by the CAI being more than one standard deviation above its 50 - day moving average, and buy when it is low, or more than one standard deviation below its 50 - day moving average.

The higher the number, the greater the volatility; for a stock fund that has an average annual return of 12 % and a standard deviation of 20 %, you can expect to earn between 32 % and -8 % in about two out of every three years.

The standard deviation of the overall stock market has historically averaged about 16 %, so 18 % would be a little high, he explains.

Generally, quantitative funds have a higher average return and a lower average standard deviation than qual funds.