Sentences with phrase «little difference in student»

This means that there is little difference in student performance across economic strata.

Not exact matches

When she is invited to speak at places like Princeton and people try to argue that it makes little difference that Camden spends $ 4,000 and Princeton $ 8,000 per student, she retorts, «If you don't believe that money makes a difference, let your children go to school in Camden.

Along the way, certainly, those efforts have produced individual successes — schools and programs that make a genuine difference for some low - income students — but they have led to little or no improvement in the performance of low - income children as a whole.

I hope you younger students, even you girls way back there in the sunshine yellow ties, remember that the little things you do for others really make a difference — not only for the people who you help, but for your own growth and sense of self - worth.

«I think if we can just slow down a little bit on the high - stakes assessment and get teachers comfortable using something like Toward High School Biology or units from IQWST then teachers will begin to get a feel for what [the new standards] mean and will start seeing a difference in their students learning,» Roseman said.

Being in either group made little difference to the white students.

Though obvious from start to finish - it's little more than a Public Service Announcement - there are a few moments in this that are thought - provoking: how these starlets balance their «jobs» and personal relationships (Silguero's boyfriend is clearly bothered by her sleeping with so many other people), how they regard each other (none of them likes Belle Knox, the famous Duke student who turned to porn) and especially how they view the difference between «on - screen performing» and «real - life romance» (I found the scene of the one girl awkwardly trying to get a male waiter's number to be completely adorable).

Only anecdotal evidence has been offered in support of the claim that charter schools systematically remove students with disabilities, and little rigorous research has considered the underlying causes of the difference between the percentage of charter - school students and district - school students enrolled in special education, the so - called «special education gap.»

While existing research has compared academic performance between in - person and online students, little is known about the differences among the students themselves.

In a study that examined whether some countries are particularly effective at teaching students from disadvantaged backgrounds, Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann find little difference in the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diplomIn a study that examined whether some countries are particularly effective at teaching students from disadvantaged backgrounds, Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann find little difference in the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diplomin the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diploma.

A growing body of research suggests that college remediation programs — meant to bolster the skills of students deemed underprepared for the rigors of postsecondary study — seem to make very little positive difference to students, and may even have a negative effect on overall success in college.

Most of the research that is positive about tracking or ability grouping compares two conditions: 1) heterogeneous settings in which teachers do little to attend to student differences, and 2) tracked or grouped classes, where the teacher teaches at the perceived readiness level of the students.

As hard as it is when you're a busy student, planning ahead makes a big difference; if you can slot out a little time each day on the days leading up to an exam to study in different ways — try using a study app one day, review with friends the next, create a practice test on the third — you'll be much better prepared for test day.

This year it was held in Los Angeles, California with huge celebrities from Pretty Little Liars, Glee, and Disney Channel attending to celebrate with the top 15 nominees, students from all over the country and from NO BULL's coalition of non-profit partners who were ready to make a difference back in their communities.

Differences among schools in their facilities and staffing «are so little related to achievement levels of students that, with few exceptions, their effect fails to appear even in a survey of this magnitude,» the authors concluded.

While quantitative input measures show little impact, several measures of institutional structures and of the quality of the teaching force can account for significant portions of the immense international differences in the level and equity of student achievement.

In addition, they found little difference between scores on papers students selected as «best pieces» and scores for the rest of the writing portfolio, a finding that is inconsistent with other evidence suggesting lack of generalizability across different writing tasks (Dunbar, Koretz, Hoover, 1991).

Indeed, a close look at MCAS results shows there is surprisingly little difference between the quality of teaching in so - called «good» schools (wealthy, suburban schools with high MCAS scores) and «bad» schools (inner - city schools with low scores) when the results are averaged across all teachers in the district and disaggregated by student demographics, specifically race and poverty.

It will steer us toward measurable pain points that we can turn into opportunities for professional learning so that little by little, gain by gain, we will make a tremendous difference in student learning.

Family background makes little difference in terms of how much students learn.

It turns out that the quality of state standards is not related to past gains in student achievement, the levels at which states set past proficiency standards did not make a difference in achievement, and standards have little effect on the variation on National Assessment of Educational Progress (NAEP) scores both within and among states.

While some charter schools serve some of the students in highest need, analysis of TEA data for 2016 - 17 statewide reveals that there is very little difference in the percentage of students served who are considered at risk of dropping out: 50 percent in traditional schools compared to 52 percent in charter schools.

Recently, Chicago's two major newspapers made it very clear that charter schools can be very problematic and do not provide better academic results to justify additional millions of dollars that could be directed towards struggling neighborhood public schools («Chicago's Noble charter school network has tough discipline policy; critics say too many students are being expelled,» Chicago Tribune, 4/7/14; «Charter schools show little difference in school performance,» Chicago Sun - Times, 4/7/14).

Given these convergent results, there is little reason to believe that school differences were adding extra bias in these indicators based on student perceptions.

In general, these results were interpreted as strong evidence that schools (and by inference the teachers within them) make little difference in the academic lives of studentIn general, these results were interpreted as strong evidence that schools (and by inference the teachers within them) make little difference in the academic lives of studentin the academic lives of students.

He continued on saying «But we've seen a little difference in that demographic over the years, and it's believed that student loan debt is a part of the challenge.»

And consider the difference a little green marker can make for an amateur astronomer or environmentalist, a high school student working on a science fair project, a Wikipedian struggling to build the best researched entry she can in Wikipedia, and then the reader who follows her links to learn more about the topic.

Lindsey Meleg, Medical Assistant student, participated in the Hunter Hospitality House collection and expressed her desire to help by stating, «when a family has a loved one that is in a hospital for an extended period of time sometimes the little things make a big difference.