Sentences with phrase «many school factors»

The proposal that the unifying interest governing theological schooling factors into three types of questions does not subtly reintroduce into the discussion of theological schools the stultifying «theory / practice» divide.

He argued: «Research suggests that if you take out the different school factors and you compare the achievements of children in the same school it would be as small as 0.02 per cent of the difference, so it's clearly not a geographical thing, it's a wide - spread issue across the board.»

Researchers said that their study has some limitations because it does not contain information about other school factors that may affect students» well - being during a transition, such as changes in school cultures or institutional heritage or traditions, or changes in available extracurricular activities.

The most extreme claim in the essay, among many, is that «the effect of vouchers on student achievement is larger than the following in - school factors: exposure to violent crime at school...» Yep, you read that correctly: selecting a private school for your child is as damaging to them as witnessing school violence.

In this title, Lisa Delpit, whose previous book — the acclaimed yet controversial Other People's Children — was published 16 years ago, delves into the school factors that have contributed to the achievement gap.

In terms of in - school factors, the literature that I've read and field work that I've done over many years point to a range of issues.»

This study is designed to identify family and school factors that drive the development of children's socio - emotional skills and how these skills in turn help improve children's future outcomes.

The disproportionality literature consistently notes that children's outcomes are causally affected by out - of - school factors such as poor nutrition, stress, and exposure to environmental toxins, and that exposure to these influences unduly affects poor children and children of color.

This lesson introduces Interactionism and the inside school factors that affect educational achievement.

It then moves on to look at the outside school factors that could affect educational achievement.

We can only speculate what is driving these factors but it is likely that both family and school factors are playing a role like they did earlier.»

New York — Addressing the federal group charged with recommending ways to improve American education, two researchers last week urged that elementary and secondary schools make tougher academic demands of students and experiment with new tracking systems, while another argued that such in - school factors were more important than has been commonly held in recent years.

A growing body of research confirms that teacher quality is the most influential in - school factor driving student achievement.

This method takes into account differences in where students start as well as differences in out - of - school factors that teachers can not control.

Little attention was paid to indications in the Coleman Report that teachers might be a particularly critical school factor.

Hinton examined the interplay of happiness, motivation, and success in a K — 12 setting, and she also looked at the school factors that support student happiness.

Moreover, there are also school factors not under the direct control of the school, including the quality of teachers inherited by the principal.

Although any unmeasured school factors that are unrelated to principal quality would not bias these results, such factors would inflate our estimates of the variation in principal quality based on these approaches.

First, compelling new data confirmed that teacher quality was the most important in - school factor affecting growth in student achievement.

Carol da Silva's research takes her to Minas Gerais, Brazil, where she will complete data collection and analysis on school factors that support or constrain reading instruction for struggling readers in a sample of primary schools.

Teachers are widely agreed upon to be the most important in - school factor influencing student achievement, but we are less sure about the mechanisms through which teachers can have an impact.

These gaps are roughly equivalent in size to the Black - White achievement gap that one finds after controlling for a similar set of neighborhood and school factors.

Teachers are increasingly recognized as the most important in - school factor in student achievement, yet the quality of the country's K — 12 teaching force is not up to snuff.

Some of the disparity in suspension rates may stem from racism or variations in discipline policies but some may stem from differences in student behavior — differences driven by poverty and the other out - of - school factors.

Some programs work with families; others focus primarily on students themselves; and a few attempt to address structural school factors.

Isn't it likely that at least some of the suspensions gap stems not from racism or variations in discipline policies but from differences in student behavior — differences driven by poverty and the other out - of - school factors mentioned above?

Because black students in the Golden State are about three times as likely to live in single - parent homes, this out - of - school factor explains a big part of California's racial suspensions gap.

But almost everyone would acknowledge that some portion of the achievement gap — probably a large portion — is due to out - of - school factors.

But just as much of the racial achievement gap can be explained by out - of - school factors, so too, I suspect, can much of the racial suspensions gap be explained by differences in behavior that are driven in large part by those same background factors.

Research, experience, and common sense combine to tell us that each individual student's relationship with his or her teacher is the most directly correlated school factor that influences behavior.

Now, after we get these two measures from the data set, we're looking at the relationship between cognitive engagement and emotional engagement in relation to individual characteristics and the school factors.

In terms of the school factors, obviously in reality there's a whole range of factors that schools may influence on student's engagement level but given the data that we have we can only focus on the school factors that actually potentially can influence the student engagement based on the five categories.

Girls and women still constitute the majority of out - of - school children and illiterate adults, and their learning opportunities are compromised by a number of in - school and out - of - school factors.

I didn't see anyone react to that by saying «everyone knows in - school factors are irrelevant» or «that book money would be better spent on wraparound social services.»

As the evidence presented in Vergara v. California overwhelmingly demonstrated, teacher quality is the most important in - school factor affecting student success.

«Out of school factors have a huge impact on student achievement in school and on their futures.

As research has demonstrated, school factors explain only about 20 percent of achievement scores — about one - third of what student and family background characteristics explain.

More directly, I can define teacher and school factors based on the college attendance data and measure the predictive effect of the teacher factor on college attendance.

Research has shown that no in - school factor — not class size, not school attended, not facilities has a greater impact on student performance than a great teacher, and we believe that every New Jersey student should have the opportunity to learn from a great teacher.

Teacher effectiveness has more influence on student achievement than any other in - school factor.

«It's surprising that the court, which used its bully pulpit when it came to criticizing teacher protections, did not spend one second discussing funding inequities, school segregation, high poverty or any other out - of - school or in - school factors that are proven to affect student achievement and our children.

Great teachers make the biggest difference of any in - school factor between a student fostering a lifelong love for learning and dropping out of school.

Again, to me, this conclusion that in - school factors are an important determinant of student learning is total common sense.

School factors — teacher quality, school accountability, school choice — have bigger causal impacts than family income per se.

Given the strong influence of out - of - school factors on student achievement, any quality measure based on the level of student performance at a single point in time will be heavily influenced by characteristics of a school's student body.

This is a significant opportunity, given that the evidence suggests that teacher quality is the most important school factor in explaining differences in student performance.

Over the last decade, research in public education has led us to three conclusions about the teaching profession: teachers are the most important in - school factor in determining student achievement; there is wide variation in teacher effectiveness; and those differences really matter for kids.

An Integrated Analysis of School Students» Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?

Researchers who have studied the Tennessee data, mainly former University of Tennessee professor William Sanders and his colleagues, found that the effectiveness of teachers has more of an influence on student achievement than any other schooling factor.

Looking at both teacher and school factors, the analysis of links to families suggests that personnel in the most effective schools made a more concerted effort than personnel in other schools to reach out to parents.