Sentences with phrase «in test scores between»

If measured in proficiency rates, even if all schools succeed in closing the achievement gap, the «real» gap (i.e. gap in test scores between groups of students) are most likely to remain because closing the achievement gap simply means that more students are moving towards proficiency, not that the gap in academic performances between two groups of students is decreasing (Dahlin & Cronin, 2010).

Eliminating those differences in test scores between middle - class white students and minority, low - income and non-native English - speaking children is one of the key components of Obama's Race to the Top initiative and the proposed changes to No Child Left Behind.

The difference in test scores between these «young» 5 - year - olds and «old» 5 - year - olds was remarkably stable, the study found, at about two - tenths of a standard deviation.

2) Decades of research into the causes of the gap in test scores between low - income and high - income students in the United States has consistently found a limited contribution from school - based factors.

While Connecticut ranks nationally as one of the states with the highest student performance, the data mask discrepancies in test scores between economic, racial and cultural differences.

And it's true that standardized tests have played an important role in pointing out the gap in test scores between socioeconomic and ethnic groups.

For example, in order to address concerns about the fairness of using student test scores to evaluate teachers, Hillsborough County Public Schools, in Tampa, Florida, decided early on to focus on the growth in test scores between two points in time rather than a static achievement measure captured only once a year.

As Professor Reardon noted, schools do not «produce much of the disparity in test scores between high - and low - income students.»

Attempting to show that even a well - managed school district can't close achievement gaps in student learning, McRae showed Fraisse data from the state Department of Education showing significant differences in test scores between African - American and Latino students and white students in some of the administrator's former school districts.

Similarly, a study of Washington, D.C.'s, voucher program found no significant difference in test scores between students who received vouchers and those who did not.

Gaps in test scores between minority and white students have also narrowed over the past 30 years for some groups, especially Latino students.

School - level associations between average SES of the school and the gap in test scores between top and bottom SES quartile students

The loss was equal to about 15 percent of the expected gap in test scores between black and white students at that age.

In other words, what was the change in test scores for 4th graders from year to year at a school that had teacher turnover in that grade compared to the change in test scores between 4th graders at a school that did not have teacher turnover in that grade?

Not exact matches

Most notably, a Wharton professor, Adam Grant, who in his own research has reported a lack of correlation between scores on tests of emotional intelligence and business results.

In fact, the researchers report that «if similar success could be achieved for all minority students nationwide, it could close the gap between white and minority test scores by at least a third, possibly by more than half.»

Between 1960 and 1970 the fall in test scores, the doubling of teenage suicide and homicide rates, and the doubling share of births to unwed mothers can not be attributed to economic adversity.

The fact that Balde scored three goals between the 21st and the 26th minute obviously earned him the affection of the Lazio fans again after a testing time between the two parties, while a double in the subsequent derby victory over AS Roma was an ideal tonic after some fraught months of contractual disputes.

Between 2007 and 2009, Fryer distributed a total of $ 9.4 million in cash incentives to 27,000 students in Chicago, Dallas, and New York City, incentivizing book reading in Dallas, test scores in New York, and course grades in Chicago.

According to statistics from the U.S. Department of Education, the gap in eighth - grade reading and math test scores between low - income students and their wealthier peers hasn't shrunk at all over the past 20 years.

A study discussed in the Washington Post (and many other news outlets) found an inverse correlation between children's fast food consumption and their test scores, even when factors like socioeconomic status were ruled out.

As Daisy Gonzales writes, educators in the state are also exploring the link between emotional learning and test scores in subject areas.

There was a borderline statistically significant difference in balance scores associated with different lengths of breast feeding, whereas no association was found between duration of breast feeding and the two other motor development tests.

Most academic studies find that teachers account for between 1 percent and 14 percent of variability in student test scores, while Cuomo wants to base 50 percent of teacher evaluations on test scores.

The small increase in the high - dose group did not translate into beneficial effects because authors found no difference between the three study groups for changes in spine, average total - hip, average femoral neck or total - body bone mineral density, trabecular bone score, muscle mass or sit - to - stand tests.

A negative correlation between economic performance and test scores in mathematics and science subjects, which was highlighted in your look...

The estrogen recipients had greater improvement in both immediate recall of words and in their ability to flexibly switch back and forth between tasks, even when the researchers controlled for patient age and pre-treatment test scores.

Students who learned using symbols scored 80 percent on a test requiring them to apply their knowledge in a novel situation; the others scored between 40 and 50 percent.

And in 2005, US psychologist Frank J. Landy pointed out that there is no correlation between nurturing emotional intelligence and high academic test scores.

Researchers found that people who engaged in more regular sexual activity scored higher on tests that measured their verbal fluency and their ability to visually perceive objects and the spaces between them.

Then they estimated the relationship between people's neighborhood scores and their performance on cognitive tests over two years, factoring in issues like age, gender, education and wealth, that might influence people's cognitive scores independently of neighborhood characteristics.

«Strikingly, further analysis showed a strong association between DNA methylation levels of these markers in monocytes and neuropsychological test function, measured using a composite score of multiple cognitive domains,» said Dr. Maunakea, Assistant Professor, Department of Native Hawaiian Health, JABSOM and co-senior author of the study.

To determine whether expression of PD - L1 in nephrectomy specimens can be used as a surrogate for expression in the sites of metastases (and vice versa), we examined the correlation of marker expression (mean AQUA scores for all four cores) between the matched specimens using the Pearson correlation test.

Although the participation of Blacks, Hispanics, and Native Americans in advanced high school mathematics classes increased between 1982 and 1994, their scores in standardized mathematics tests were still lower than those of other students, and the discrepancy did not diminish between 1990 and 1996 (NCES, 1996).

Using linear regression, we demonstrate that the multivariate pattern of gray matter density within these brain regions significantly predicts individual intelligence scores in the remaining, i.e., independent sample used for model testing (N = 108; correlation between predicted and actual intelligence scores: r =.36).

Over an average of five weeks the blended students» improvement between the entrance and the exit test was 9 points, compared to an average score increase of 3 points for the students in the control groups during the same time period.

They scale the gain in black students» scores by the standard deviation of test scores computed for a select sample of students, and observe that the gain in their scores due to attending private school is «roughly one - third of the test - score gap between blacks and whites nationwide.»

I think we're focusing quite heavily in this study on exam results because previous studies have found the link between test scores or exam results and the gross domestic product of an economy or the vitality of a country's society.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

In addition, we have a growing body of rigorous research showing a disconnect between improving test scores and improving later - life outcomes.

But it is clear that there are fundamental differences in philosophy between the relationship - driven «data collection» of the Mary Laurie's of the world and the spreadsheet of interim test score - driven «data collection» of the Ben Marcovitz's (principal of Sci Academy) of the world.

Other than the general disconnect between test scores and later life outcomes (in both directions), I notice that the No Excuses charter model that is currently the darling of the ed reform movement and that New York Times columnists have declared as the only type of «Schools that Work» tend not to fare nearly as well in later outcomes as they do on test scores.

In his e-mail he also declared that «every study done so far has found either no or an inverse relationship between grades and test scores with success and fulfillment in life.&raquIn his e-mail he also declared that «every study done so far has found either no or an inverse relationship between grades and test scores with success and fulfillment in life.&raquin life.»

Indeed, the strength of the correlation between fluid cognitive skills and test - score growth in oversubscribed charter schools is statistically indistinguishable from the correlations we observe among students in open - enrollment district schools and exam schools.

We ran a regression analysis to estimate the relationship between states» absolute and relative poverty levels and student achievement, and the result was clear: absolute poverty is a powerful predictor of achievement, while the relationship between relative poverty and test scores in the U.S. is weak and not statistically significant (see Figure 5).

The correlations between our summary measure of fluid cognitive ability and test - score gains in math and reading were 0.32 and 0.18, respectively.

They show that the schools that are most effective in raising student test scores do so in spite of the strength of the underlying relationship between math achievement and fluid cognitive skills.

Second, even in the absence of such behaviors, the correlation between test - score gains and improvements in long - term outcomes has not been conclusively established.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.