Sentences with phrase «little effect on»

Switching between Sport, Green or Mid drive modes had little effect on the handling, but changed engine response considerably.

Every engine comes with the choice of six - speed manual or seven - speed dual - clutch DSG automatic transmission, with the latter having little effect on running costs or performance.

There is some minor porpoising when in «Normal» mode, but this is eradicated (with little effect on overall ride comfort) when you select Sport.

The study found little effect on the total percentage of marijuana - THC positive drivers, though there was an increase in the percentage of male drivers and the percentage of daytime drivers positive for marijuana.

These glitches annoyed but did not alarm us, as they had little effect on drivability.

Since the electric Verraro is front - wheel - drive, its PVC - wrapped rear wheels have little effect on the trike's traction (until you want them to, that is).

DOT Report Finds Rule Prohibiting Tarmac Delays Over Three Hours Has Virtually Eliminated Long Tarmac Delays, Has Little Effect on Cancellations.

These accommodations, however, had little effect on improving the scores of ELLs.

Not wanting to stir up tensions created in Boston and other cities over forced busing of white students, then - MPS Superintendent Lee McMurrin developed a plan to integrate schools via «choice,» specialty magnet schools and a busing scheme that once again disrupted black students» lives, but had little effect on white students.

Recent demographic changes are creating more diverse cities and suburbs, but these changes so far have had relatively little effect on schools.

Rather, they find that it either has little effect on traditional district schools or that it seems to spur modest improvement.

Educational leaders soon found out that the strategy had little effect on the dropout rate and that type of alternative school tended to be discontinued as district budgets began to shrink in the 1970s.

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.

To the contrary, consider the following statement from the Brookings Institution: «The empirical evidence suggests that the Common Core will have little effect on American students» achievement.

In fact, several studies have concluded that the typical PTO activities of volunteering at school, going to events, and making connections with other parents have — in and of themselves — little effect on student performance.

So is it true that spending has little effect on results?

The study, conducted for the U.S. Department of Education by Mathematica Policy Research, found that participation in federally funded 21st Century after - school programs had little effect on academic performance.

Results indicated that: (1) individual differences in decoding ability have little effect on children's reading comprehension, and vice versa; (2) early language understanding predicts reading comprehension; (3) emerging knowledge about reading predicts subsequent decoding ability; (4) children's early interest in and involvement in literacy predicts gains in reading and (5) home problems had a negative prediction on reading.

The National Research Council determined that 10 years of No Child Left Behind test - based accountability has had zero to little effect on student achievement.

Despite its gradual roll out, all of this spending and effort had very little effect on student outcomes on Florida's state tests known as FCAT, according to a policy brief by the Brookings Institution titled, «Class Size: What Research Says and What it Means for State Policy».

Research by John Hattie and Helen Timperley has shown that simply delivering feedback on its own has little effect on students; rather effective feedback gains its power from the context in which it is given, most particularly when students can put it to use.1 Using Hattie and Timperley's research as a framework, the teams sought to give feedback that pushed students to answer three questions: 1) Where am I going?

East Asian systems such as those in Japan, Korea, Hong Kong, and Taipei, Taiwan, are relatively meritocratic; students» socioeconomic background has little effect on students» success.

«The legislation is designed to move schools away from one - time teacher workshops that have little effect on classroom practice to ongoing, job - embedded professional development that results in student learning gains,» said Carter.

[22] Given that performance incentives have little effect on teacher performance in the short run, it may not be worth pursuing them as a means for improvement at all.

Suggested individual or study team activity: Research conducted by Wiliam (2010), Amrein & Berliner (2002), and Cizek (2005) has found that use of accountability tests has little effect on student achievement.

The school district spent «hundreds of millions» on remedial efforts that had little effect on students» progress, he said, siphoning money away from early education.

«GCSE results suggest that converting already high - performing schools to academies has little effect on their academic performance, so it's not true to think that academy conversion raises standards across the board,» says Mr Hannay.

People can debate whether the flood of international, comparative data is helpful, but we can agree that, because educational systems have historically been locally controlled, international test results have had little effect on state and local educational policies and practices... until now.

Exams intended for a set of elite schools or advanced courses influence standards at the top, but they have little effect on the rest of the students.

Civics courses in particular appear to have little effect on civic knowledge and even less on civic values.

If we do, we would conclude that, in general, education expenditures have little effect on student performance, that increasing teacher pay yields no effect, that the effects of class - size reduction depend very much on the state in which it is implemented, that monies should be set aside so that teachers who say they need them have more materials.

And transfers had surprisingly little effect on racial distributions across the sites: Typically, students transferring to charter schools moved to schools with racial distributions similar to those of the TPSs from which they came.

The press release at least mentioned the study's finding that «having a higher percentage of teachers with master's degrees and extensive teaching experience appears to have comparatively little effect on student achievement across states.

Indiana's action will have little effect on the rest of the country, although it may isolate Indiana and present special challenges for Indiana teachers.

Private schools have little effect on the educational opportunities of Black students from low - income families in either Mississippi or Michigan.

Instead we spend a lot of money on things that have little effect on teaching or learning — like seniority.

It seems that family income has surprisingly little effect on eighth - grade mathematical performance of New York City's Black students.

In other words, to make the very large effects disappear, you have to make either the very strong assumption that student learning has little effect on the U.S. economy or the equally strong assumption that teachers have little impact on students.

The effects on flagship enrollment are only observed in high schools that send many of their graduates to college, suggesting that automatic admission may have little effect on the college choices of students in the state's most - disadvantaged schools.

Finally, studies suggest that marking answers right or wrong (as in multiple choice tests) has little effect on learning.

Ohio officials are debating how to treat evolution in the state's new science standards, but one researcher suggests that the outcome of the debate will have little effect on classroom practice there.

The Coleman Report identified the peer group at school as an important factor affecting learning, but several papers in this volume suggest that the socioeconomic status or academic ability of peers has little effect on academic performance.

Given the slight differences between respondents and nonrespondents, however, the weights had little effect on the results.

We know for a fact that «balanced literacy» has had little effect on closing stubborn achievement gaps.

We know for a fact that balanced literacy has had little effect on closing stubborn achievement gaps separating black and Hispanic students from their white and Asian peers.

Positive comments from some recent users of this book include: Most schools are full of documents and data... Dr Slater is among the first to show how they can be used to compare what is said on paper and in interviews... The results will shock you... Dr Slater is a successful high school teacher and an award winning author... and here's why... Fantastic little book, punches well above its weight... Makes it seem so simple... the art of the genius... As an advocate of the What Works agenda, I think this book really is a wake - up call... A fantastic insight into the potential for using documents in research... Nails twenty years of research in twenty minutes... Worth every dime... Every student in my class (6th form) has been told to buy this book... and it's easy to see why... Shines a great big light on the power of documents in research... Surely this is the best book in its field... First class... I kept referring to this book in my presentation last week and the audience was ecstatic... Education research, usually has little effect on me... Until now... This book is formidable... Crushes the concept that education research is rubbish... fantastic insight... Blows you away with its power and simplicity... Huge reality check, senior school managers at good schools tell the truth, other's don't, won't or can't, and their students suffer.

For example, some of the best research has focused on «family income» as a predictor of education success, but Susan Mayer, a University of Chicago sociologist, has shown that unexpected changes in family income by themselves have little effect on a child's educational performance.

Comments from some recent users of this book should help convince you to buy it: As an advocate of the What Works agenda, I think this book really is a wake - up call A fantastic insight into the potential for using documents in research Nails twenty years of research in twenty minutes Worth every dime Every student in my class has been told to buy this book... and it's easy to see why Shines a great big light on the power of documents in research Surely this is the best book in its field First class I kept referring to this book in my presentation last week and the audience was ecstatic Education research, usually has little effect on me... Until now... This book is formidable Crushes the concept that education research is rubbish... fantastic insight Blows you away with its power and simplicity Huge reality check, senior school managers at good schools tell the truth, other's don't, won't or can't, and their students suffer.

And WWC found in 2007 that expensively touted math texts and test - preparation software had little effect on student outcomes: textbook superpower Houghton Mifflin's elementary mathematics curriculum, for instance, was «found to have no discernible effects on... achievement.»

He concedes, however, that his own research shows that race, gender, and socioeconomic status have little effect on value - added measures of teacher effectiveness.