Sentences with phrase «high school characteristics»

After accounting for ethnicity, gender, and other demographic traits; parental education and income; and high school characteristics, more - advanced mathematics courses still had an effect on annual earnings.

Not exact matches

Mendel is perhaps the more familiar figure; most high school biology classes explain how the Moravian monk developed gene theory and the theory of inherited characteristics (with its distinction between recessive and dominant traits) from his studies of the humble pea.

The poll also identified characteristics among evangelicals which correspond to other characteristics already noted as significant in distinguishing the religious television audience from the non-audience: the typical U.S. evangelical was characterized as a white female Southerner, aged 50 or over, with a high - school education and a modest income.

«We have all the characteristics of an old - fashioned hometown - in our downtown area, we have a high school and a library and a post office that people can walk to.

An assessment of the effect that the national funding formulae for schools, high needs and central school services blocks will have on groups with protected characteristics.

Those characteristics include tree - lined streets, parks, historic structures, high levels of volunteerism and philanthropy, conservative government traditions, well - performing schools and top - flight park districts.

Participant characteristics: mean age: 24.4 years; married n = 47 (78 %); white n = 55 (93 %); completed high school n = 58 (97 %); income of USD ≤ 20,000 n = 13 (22 %)

Participant characteristics: all enrolled in WIC program; mean age 23.1 years; 87 % African Americans; 26.5 % with less than high school education; 79.6 % single; 17.4 % not employed or in school; 26.6 % caesarean births; 50.6 % first time mothers; 32.3 % with previous breastfeeding experience

«Student characteristics and behaviors were rewarded in high school and led to higher educational attainment, which in turn was related to greater occupational prestige and income later in life,» she said.

«Veterans with PTSD had a very high sleep disorder prevalence of 16 percent, the highest among the various health conditions or other population characteristics that we examined,» said Principal Investigator and senior author James Burch, PhD, Associate Professor in the Department of Epidemiology and Biostatistics in the Arnold School of Public Health at the University of South Carolina.

Data from a 1999 NSF report, Characteristics of Recent Science and Engineering Graduates, disputed the S&E shortage by reporting that 68 % of those with S&E baccalaureates and masters were working in non-S & E fields in 1997.2 However, some observers attribute S&E losses to higher enrollments in professional schools.

But, when these predictors are part of the analyses, it demonstrates that African - American men and women attain higher educational levels than white students with the same high school GPA and background characteristics.

The researchers hope their research will help students, counselors and other stakeholders better match high school elective options to student interests and personal characteristics.

In California, both NME and pertussis clusters were associated with factors characteristic of high socioeconomic status such as lower population density; lower average family size; lower percentage of racial or ethnic minorities; higher percentage of high school, college, or graduate school graduates; higher median household income; and lower percentage of families in poverty.

Great characteristic since this is a high school event and most girls are more than likely budgeting.

We eventually learn that Lester works as a high school substitute teacher — it's characteristic of the chummy, upscale narrowness of Baumbach's world that details such as what people do for a living usually aren't accorded much importance.

Maria Puolakkainen, a high school student from Helsinki, Finland, was invited to share her own ideas and insights; read about her experiences in» #StuVoice Finland Shares the «Characteristics of an Effective Teacher».»

Comparing the demographic characteristics of high - scoring F schools and low - scoring D schools confirms that the two groups are quite similar.

The study examines the impact of winning a school choice lottery on dropout rates and crime for groups of students with different propensities to commit crimes, using an index of crime risk that includes test scores, demographics, behavior, and neighborhood characteristics to identify the highest - risk group.

This fact sheet provides information on the characteristic traits that high learning potential children with Asperger Syndrome share, problems which may arise at home or at school and useful strategies and ideas to help deal with those issues.

The most important characteristic included among our statistical controls is 8th - grade test score, which aims to capture differences in student ability and students» educational experiences prior to high school.

Next, we change one characteristic of either the parent or school and calculate how this change would affect the percent of parents who would choose the high - satisfaction teacher.

Controlling for key student characteristics (including demographics, prior test scores, and the prior choice to enroll in a charter middle school), students who attend a charter high school are 7 to 15 percentage points more likely to earn a standard diploma than students who attend a traditional public high school.

In Chicago, students who attended a charter high school were 7 percentage points more likely to earn a regular high school diploma than their counterparts with similar characteristics who attended a traditional public high school.

After adjusting for student demographics and other school characteristics, schools with 25 percentage points more proficient students are rated 22 percent of a letter grade higher.

In addition, the variance of our value - added measure is significantly higher within higher - poverty schools than in lower - poverty schools, even after we control for the experience level and other observable characteristics of teachers within each school, which supports the second prediction.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

I then examine whether these survey measures, which are not observed by the inspectors, are higher in schools that received better inspection ratings, controlling for various characteristics of the schools and survey respondents.

My analytical strategy relied on a simple economic argument: If schools that face stronger competition prefer certain characteristics in their teachers, then they should hire more teachers who possess those characteristics and pay them a higher wage.

Our basic value - added model measures the effectiveness of a principal by examining the extent to which math achievement in a school is higher or lower than would be expected based on the characteristics of students in that school, including their achievement in the prior year.

Level 2 addresses the most commonly cited characteristic of effective schools: high - quality instruction in every classroom.

Researchers at California State University, East Bay; the Buck Institute for Education; and the College of Marin analyzed data from 252 economics students at 11 high schools, while controlling for individual characteristics, such as verbal ability.

These high profile incidents in our schools share some characteristics.

Statistically, students with such characteristics often drop out of high school or are among the lowest achievers.

-- that by offering a viable alternative to the values of contemporary society, the Catholic high school has a unique niche in the educational scheme of things, especially given the lack of consensus about educational goals characteristic of so many public urban schools.

We also included information from the Common Core of Data (CCD) and the Private School Universe Survey (PSS), which include data about the size, demographics, and geographic location of the high school attended when each student took the PSAT / NMSQT, as well as the Integrated Postsecondary Education Data System (IPEDS), which includes the characteristics of postsecondary instituSchool Universe Survey (PSS), which include data about the size, demographics, and geographic location of the high school attended when each student took the PSAT / NMSQT, as well as the Integrated Postsecondary Education Data System (IPEDS), which includes the characteristics of postsecondary instituschool attended when each student took the PSAT / NMSQT, as well as the Integrated Postsecondary Education Data System (IPEDS), which includes the characteristics of postsecondary institutions.

A student with a growth mindset in spring 2015 has ELA and Math test scores in the spring of 2016 that are approximately 0.07 and 0.04 standard deviations (SD) higher than a similar classmate (i.e., a classmate with the same previous achievement and demographic characteristics in the same school) with a fixed mindset (approximately two standard deviations below).

Males defined as high - risk based on baseline characteristics (i.e. prior to high school) realized the largest benefits from the program.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

We also confirm that we obtain similar results when we control for student characteristics measured at or before the PSAT / NMSQT, including sex, parental education, family income level, whether a student took the PSAT / NMSQT in 10th grade and his or her previous score, indicators for ethnic background (for example, Mexican, Cuban), and controls for the type of high school attended, including affiliation (public or private), urbanicity (that is, city, suburban, rural), size, and concentration of Hispanic students.

The researchers recently released two independent studies: One expands the common characteristics of a dropout, and the other offers an alternate method of measuring dropouts and tracking those at high risk of dropping out by computer throughout their school careers.

However, a key assumption here is that, after controlling for observable student and school characteristics, the students attending high schools with fewer graduation requirements are identical to those attending high schools with more graduation requirements.

High achievement in reading and mathematics is surely the defining characteristic of an exemplary school.

Teachers who work in a given school, and therefore teach students with similar demographic characteristics, can be responsible for increases in math and reading levels that range from a low of one - half year to a high of one and a half years of learning each academic year.

Community members acknowledged that Jefferson did not have the same characteristics or inspire sentiment that Lincoln High School did.

We also found a similar pattern of results after controlling for a variety of student characteristics, including gender, high school GPA, and number of days to consent to participate in the study.

Working for the past 20 years to define the characteristics and fundamental elements of an evidence - based high - quality induction program that accelerates the development of both teachers and their students, New Teacher Center (NTC) established the Teacher Induction Program Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for success.

«High needs» schools were identified by characteristics such as fewer experienced teachers; more socioeconomically disadvantaged students; a lower neighborhood median income; and fewer students passing state exams.

A characteristic of high performing schools is strong and effective leadership; but, what is it about leadership (at all levels in a school) that can move a school towards improvement and transformation?

The current study can not draw causal conclusions, but altering the structural characteristics of schools associated with higher suspension rates should be considered in future reform efforts.