Sentences with phrase «most difference for students»

It was particularly striking that several of these mindsets made the most difference for students either in low performing schools or in lower socioeconomic quartiles.

I think the performance assessments that should make the most difference for students should be developed by teachers to reflect state standards and the school's curriculum and provide flexibility so that students can show their capacity in multiple ways.

Not exact matches

Comparing national test scores, Catholic schools in general (as with most private schools) perform better in both reading and math than public schools although the advantage is stronger in reading than in Math though the difference in Math was still statistically significant; however, this could be due to the self selecting nature of the students in Catholic schools where the parents have made the decision to value education to the extent of paying for it.

Thus, although it should be easier to teach Western students about Islam than about Hinduism or Buddhism, for there is much in common, the burden of our neighborhood quarrels — not always impartially recorded — and the subtle differences of interpretation make Islam the most difficult religion to present fairly.

In its most simple form, this technique could estimate simple mean differences using the following equation for outcome Y of student i in matched pair m:

And yet, when you look at the learning strategies the school embraces and you ask the faculty and students what has made the most positive difference for them, what you see and hear are not freighted with dollar signs.

For most students, a rare mishap makes no difference with a teacher who they respect and like.

The gap grows as they progress through school primarily because of differences in the proportion of students classified as having a Specific Learning Disability (SLD), which he reports is for most students a relatively mild and subjectively diagnosed disability.

Because the studies use data from a single school year to contrast students in middle schools and K — 8 schools, most of the available research can not reject the possibility that differences between the groups of students, rather than in the grade configuration of their schools, are actually responsible for the differences in behavior and achievement.

With the decision to end flagging, most students will take the test in three hours, some in four and a half hours, others in five hours (for a shorter version of the test), without any reporting of these differences.

Finally, the school - related factor that makes the most difference in the lives of students who live in poverty (or all students, for that matter) is the quality of teaching that occurs in the classroom.

Lee said the project - based curriculum provides a unique, hands - on learning opportunity for her students, who are often most excited to learn the similarities and differences between themselves and students overseas.

Among the most common rationales offered for the Common Core State Standards project is to eliminate differences in the definition of student proficiency in core academic subjects across states.

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.

In addition, it is unclear whether the difference between a 65 percent subsidy and greater subsidies is salient for most high - school students.

These findings confirm those from a variety of previous studies, which have shown that adjusting the data for students» socioeconomic status is usually enough to eliminate most or all of the difference between blacks and whites in educational attainment.

While we typically showcase the total school climate, the power of character education is most important for the difference it makes for students.

But by setting a high bar and supporting rapid growth, we ensure that all Teaching Fellows enter the classroom ready to make a strong start and a lifetime of difference for the students who need them most.

This after school training program helps teachers working with English Learners (ELs) make the most powerful difference possible for their students.

However, there is a stark difference between a performance task that asks students to write a position paper arguing which was the most effective U.S. president and this Codman Acadmey task (see sidebar) that asks students to write a position paper arguing for which historically - marginalized group should receive a landmark to their accomplishments.

A study of teachers in New York City, for instance, concludes that the difference between teachers from programs that graduate teachers of average effectiveness and those whose teachers are the most effective is roughly comparable to the (regression - adjusted) achievement difference between students who are and are not eligible for subsidized lunch.

While a fair amount of evidence suggests that value - added measures adequately adjust for differences in the background characteristics of students in each teacher's classroom — much better than do most other measures — value - added measures are imprecise.

Through quality instruction and unparalleled support and guidance, Florida Teachers fully online program provides the most effective preparation for educators to make a meaningful difference in the lives of their students.

Using Data to Make a Difference Chapter 8: Getting the Most Bang for Your Assessment Buck — Involving Students Chapter 9: Sustaining the Work Appendix: Tools for Teams

To get the results we all seek for all students, particularly our most vulnerable, we need to have a high concentration of accomplished teachers working where they can make the greatest difference.»

There was no intention of addressing the fundamental life differences that account for most of the results in students» test scores.

The report cites the well - established principle that teaching quality is the most powerful school - based factor in student learning — one that outweighs students» social and economic background in accounting for differences in student learning.

«We may not fully know which changes will make the most difference, which will transform outcomes for poor and minority students.

We hope to work with parents from ANY school in all neighborhoods, as well as community members, who want to make a difference for the city's most vulnerable students.

It explains the difference between standard promotion criteria, which is the expectation for most students with disabilities, and modified promotion criteria.

«Even in the most challenging educational settings, our internationally benchmarked curriculum is making a real difference for school leaders, teachers and students across the country.

How can teacher effectiveness accomplish the Herculean task society has set for it, of eliminating the achievement gap, when the differences between teachers only account for, at most, about 20 % of the variance in student outcomes?

But it does explain why research shows that the difference between teachers only accounts for at most 20 % of the variance in student test performance.

We Schools is a movement of students and educators who believe that some of the most powerful learning experiences happen when you make a meaningful difference in your communities and for the world.

Most crucially, and most ludicrously, WILL's study doesn't account for selection bias — differences between students whose parents and guardians decide to enroll them in voucher schools or charter schools and those who do Most crucially, and most ludicrously, WILL's study doesn't account for selection bias — differences between students whose parents and guardians decide to enroll them in voucher schools or charter schools and those who do most ludicrously, WILL's study doesn't account for selection bias — differences between students whose parents and guardians decide to enroll them in voucher schools or charter schools and those who do not.

As I discussed last week, the differences between teachers only account for at most 20 % of the variance in student test scores, and more than 60 % of score variance correlates to out - of - school factors.

Perhaps the most significant difference, however, is that the new standards were explicitly designed around the goal of ensuring college and career readiness for all students.

While the majority of teachers, 57 percent, say Common Core will be positive for most students, a third don't think it will make a difference.

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In the end, knowing the difference between the APR and interest rate will help you make the most informed decision when it comes to applying for and taking out student loans.

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Finding the right student credit card can make a difference in your personal financial foundation so choose the one that has terms and conditions that make the most sense for you.

Most of the times, students are not aware of the difference between federal and private loans which lead them to apply for expensive student loans, even though they were qualified for more affordable and safer government loans.

In 2007, Professor Curcio gave her first - year Civil Procedure class five single - issue essay questions over the course of the semester.134 After students turned each assignment in, the professor provided an annotated model answer.135 In addition, the professor spent some class time discussing the models and providing time for self - and peer - edits.136 The students in Professor Curcio's class and in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.for self - and peer - edits.136 The students in Professor Curcio's class and in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.142