Sentences with phrase «measured academic differences»

And although some of the measured academic differences to peers without preschool do shrink over time, there is strong evidence of meaningful, long - term positive impacts of preschool on important indicators including high school graduation, health, employment, crime, and other outcomes.

Not exact matches

Even though many women, African - Americans and Asians are older than other students, there are no significant differences between them and other groups on various measures of academic performance.

Furthermore, these differences also correlated with one measure of academic achievement — performance on standardized tests.

This is a bar chart showing the difference in scores of academic and social measures in graduates of the REDI - P program in comparison to the control group.

Yet that seems to be only part of the story: Dr. Jerrim said he was surprised to discover a considerable gap in access to selective colleges and universities even after accounting for differences in academic performance as measured by grades or standardized tests.

However, the most readily measured academic qualifications (undergraduate institution and math knowledge) explained none of the difference between TFA teachers and the comparison.

Grade retention that results from narrow measures of academic preparedness can increase student risk for problems in school, including increased drop - out rates, and even when the student is promoted, the use of such assessments to sort students creates tracks within grade levels that reflect racial, ethnic, and social - class differences and that function to direct entire categories of students toward low - wage jobs or incarceration.

In each of our analyses we sought to examine the unique effects of parental behaviors on children's academic ability by controlling for individual differences in known correlates of academic ability such as early measures of verbal ability, general cognitive ability, and parental education.

As outlined above, there is good evidence that individual differences in children's academic abilities are associated with a variety of measures of the family environment including the quantity and quality of cognitive support on the one hand and the affective quality of interactions on the other.

Secondly, individual differences in EF (measured at both Time 1 and Time 2) showed unique relations with children's academic ability.