Sentences with phrase «increased by a standard deviation»

Assuming that pupils who are not allergic to pollen are also not affected by the pollen count, the results show that one in ten pupils with hay fever dropped one grade when the pollen count increased by a standard deviation.

Not exact matches

Analyzing patients covered by Medicare, the study finds that increasing emergency - care spending by one standard deviation about the mean generates roughly a 10 percent (and 4 percentage point) reduction in mortality.

Insulin resistance increased by 17 % for every 10.6 µg / m3 (2 standard deviations [SDs] from the mean) increase in ambient nitrogen dioxide (NO2) and 19 % for every 6 µg / m3 (2 SDs) increase in particulate matter of up to 10 μm in diameter.

Every standard deviation increase in the inflammation score was also associated with a hippocampus volume that was 110 cubic millimeters smaller and the volume of other areas affected by Alzheimer's disease was 532 cubic millimeters smaller.

Association of Genetically - Elevated Waist - to - Hip Ratio Adjusted for Body Mass Index (One Standard Deviation Increase) With Type 2 Diabetes and Coronary Heart Disease, Overall and by Quintile of WHRadjBMI

Meanwhile, the average achievement in the new districts increased by 0.35 standard deviations (14 percentile points), and the shares of African - American and Hispanic students decreased by 14 and 20 percentage points, respectively.

An increase of one standard deviation in the level of maternal schooling increases the likelihood of graduating from college by 14 percentage points, nearly three times as much as the corresponding effect for single - parent family structure (5 percentage points).

Overall, receiving a school tour of an art museum increases student tolerance by 7 percent of a standard deviation.

Our results show that each year of attendance at an oversubscribed Boston charter school increases the math test scores of students in our sample by 13 percent of a standard deviation.

In reading, student achievement is estimated to increase by 0.14 of a standard deviation.

Winning the lottery increased the average achievement of students» classroom peers by as much as a full standard deviation in some subjects.

We find that the accountability provisions of NCLB increased 4th - grade math achievement by roughly 7.2 scale points (0.23 standard deviations) by 2007 in states with no prior accountability policies relative to states that adopted accountability systems in 1997.

• Each year of attendance at an oversubscribed charter school increased the math test scores of students in the sample by 13 percent of a standard deviation, a roughly 50 percent increase over the progress typical students make in a school year, but had no impact on their fluid cognitive skills.

For example, in 4th - grade math, we find that NCLB increased scores at the 10th percentile by roughly 0.29 standard deviations compared with an increase of only 0.17 standard deviations at the 90th percentile (see Figure 3).

Relative to the median, a teacher at the 84th percentile increases math and English scores by 12 and 8 percent of a standard deviation, respectively — equivalent to approximately 3 months of additional instruction.

Weighted by student enrollment, the average increase is 2 percentage points with a standard deviation of 4 percentage points.

Our estimates indicate that, for each teacher who left under the ERI, test scores increased by 0.01 and 0.04 student - level standard deviations in math and reading, respectively.

The sum of the reliable evidence indicates that, on average, private school choice increases the reading scores of choice users by about 0.27 standard deviations and their math scores by 0.15 standard deviations.

They also found «an increase in cultural capital of one standard deviation is estimated to increase the likelihood of completing upper secondary education by 12.5 percentage points.»

We further tested to see whether a one - student reduction in class sizes would increase TIMSS scores by just one point, or 1 percent of an international standard deviation.

The strength of this relationship may be gauged by comparing the change in quality associated with changes in the school's position in the national test - score ranking: the results show that an increase of 50 percentile points is associated with an increase of 0.15 standard deviations in student perceptions of teacher practices (see Figure 1).

The results indicate that adding one troubled boy to a classroom of 20 students decreases boys» test scores by nearly 2 percentile points (7 percent of a standard deviation) and increases the probability that a boy will commit a disciplinary infraction by 4.4 percentile points (17 percent).

For every 1.1 miles closer to the nearest private school, public school math and reading performance increases by 1.5 percent of a standard deviation in the first year following the announcement of the scholarship program.

As can be seen in Figure 2, the schools that have larger kindergarten readiness gaps also have larger test score gaps in third and fifth grades: as the kindergarten readiness gap increases by 10 percentage points, the test score gaps increase by around 0.06 of a standard deviation.

In reading, student achievement is estimate to increase by 0.14 of a standard deviation.

We therefore report the estimated effects of a one standard deviation increase in the amount of competition faced by a given public school by each measure.

In its first year, the EITP increased student achievement in the Cohort 1 schools by 5.4 percent of a standard deviation in math and 9.9 percent of a standard deviation in reading, relative to the Cohort 2 schools.

When they calculate the simple correlation between income and math achievement, Helen Ladd's approach, they find that a $ 4,000 increment (a 50 percent increase in the $ 8,000 average income reported by the families in this study) in the income of the poor family will lift student achievement by 20 percent of a standard deviation (close to a year's worth of learning in the middle years of schooling), a substantial impact that seems to support the Broader, Bolder claims.

Adjusting for the effect of instructional days, we estimate that scores increased by roughly 0.25 standard deviations, nearly 40 percent less than the reported gains.

Overall, scale scores increased by 0.4 standard deviations from 2001 — 02 to 2004 — 05.

That enables them to evaluate interventions aimed at increasing student achievement by 2 percentile points, or.08 standard deviations.

While reducing class sizes and increasing teacher quality have also been estimated to increase student achievement by roughly 0.1 standard deviation, the costs of such programs far exceed those of the literacy hour program, which focuses only on changing teachers» practices.

For example, in a school with three equal - sized 4th - grade classrooms, the replacement of a teacher with a VA estimate of 0.05 standard deviations with one with a VA estimate of 0.35 standard deviations should increase average test scores among 4th - grade students by 0.1 standard deviations.

• Similarly, if a pair of staff increases their overlap in «functional zones,» or the areas of a building they are likely to visit, by 121 feet (one standard deviation) their chance of interacting about math increases from 30 % to 38 %.

Using this relationship, increasing per - pupil spending by 10 percent is associated with about 0.12 standard deviations higher test scores (this relationship is statistically significant at the 1 percent level).

Danish Shakeel, Kaitlin Anderson, and I conducted a meta - analysis of the 16 experimental studies, finding that the private - school - choice programs evaluated in the United States have increased student achievement by an average of.13 standard deviations in reading by the fourth year after the study started.

The 25th percentile mathematics score for 13 - year - old white students also increased, but by just 0.29 standard deviations over the same period.

Between 1996 and 2008, the corresponding scores increased by 0.36 and 0.11 standard deviations.

(These teachers increased their students» test scores by about 10 percent of a standard deviation relative to the control group.)

Impressively, attending the school with the strongest civic climate (where 85 percent of students listed voting as a component of good citizenship) rather than the school with the weakest civic climate (where 46 percent chose voting) increased anticipated participation by a quarter of a standard deviation, or by about twice the effect of the individual student's having listed voting as a component of good citizenship.

It finds that the reform increased school - average student test performance by roughly a third of the school - level standard deviation.

For example, adding eight weeks (40 days) to the school year would require a class size of 24 (four students larger than the current average) and would increase test scores by 0.12 standard deviations.

National data indicate that student achievement increases by roughly 0.30 standard deviations in math and 0.25 standard deviations in reading each year for typical 6th - and 7th - grade students.

The research on class size is decidedly mixed, but the largest estimates (from the Tennessee STAR study) imply that a three - student increase in class size in the early grades would decrease test scores by 0.05 standard deviations after one year (and by less in future years).

All else being equal, endorsing voting as a mark of good citizenship boosted anticipated engagement by about one - eighth of a standard deviation - a slightly larger impact than resulted from an increase in parents» education of one standard deviation.

The results indicate that adding one troubled boy to a classroom of 20 students increases the probability that a boy will commit a disciplinary infraction by 17 percent and decreases boys» test scores by nearly 2 percentile points — or 7 percent of a standard deviation — each year.

Last year, MDRC released results of a randomized evaluation of a volunteer - based tutoring program, Reading Partners, that increased reading achievement by 0.1 of a standard deviation for an out - of - pocket cost to the schools of only $ 320 per student.

On a composite measure of their responses, there was no evident change in teacher - reported support after year one of the SIG award, but by the second year, SIG teachers reported significant increases in support (0.26 standard deviations) that grew even greater by in the third year (0.41 standard deviations).

But even if those costs doubled the class - size increase needed to keep costs the same — an unlikely scenario — ending summer vacation would still increase achievement by 0.05 standard deviations, or 10 days of learning.

The achievement of a nationwide sample of 4th and 8th grade students with the same racial make - up as Chicago students, as measured by the National Assessment of Educational Progress (NAEP), increased roughly 0.25 standard deviations in math during the 1990s, though there was no gain in reading.