«This was
the only difference between our school and others,» Keywood added.
What happens to students within schools, not
only differences between schools, became the focal point.
So far
the only difference between school and work is that I have to make sure I shower everyday.
Not exact matches
Only people
schooled in the religious life, people like Shadrach, Meshach, and Abednego, can tell the
difference between serving the one God faithfully and bowing down to idols.
I'm not naïve, I am not expecting it to be a completely smooth transition, Leo will
only just have turned 4 when he starts
school and while he is mature in some ways, there is an obvious
difference between him and his older peers.
After collecting information from
school counselors about any social difficulties experienced by the girls, Skuse's group found that 40 % with the maternal X chromosome were likely to have problems at
school, versus
only 16 % of girls with the paternal X. «It seemed to us there could
only be a genetic explanation for that,» Skuse says, because he says there were no other
differences between the two sets of girls.
Researchers at the University of California San Diego
School of Medicine, with colleagues in Pennsylvania and China, report that not
only are there distinct
differences in key cellular processes and molecular signatures
between rheumatoid arthritis (RA) and osteoarthritis (OA) but, more surprisingly, there are joint - specific
differences in RA.
The
only differences between ISG
schools will be.
Fifty - two percent of city charter
school students were in 90 - 100 % minority
schools, compared to
only 34 % of traditional public
school students — a
difference of eighteen percentage points, very similar to the overall
difference of twenty percentage points
between the two sectors of
schools (Table 22 on p. 63 of our report).
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.»
The OECD says results from the PISA collaborative problem - solving assessment show
only 9 per cent of the
differences in students» scores (after accounting for their performance in the three core domains of science, reading and mathematics), is observed
between schools.
Across 21 comparisons (seven sites with three racial groups each), we find
only two cases in which the average
difference between the sending TPS and the receiving charter
school is greater than 10 percentage points in the concentration of the transferring student's race.
We need gentle pressure, relentlessly pursued toward transparent and defensible targets, esteeming the expertise of educators who make these
difference, while building a profession based on this expertise... an education implementation model that is shared
between schools and not resident in
only a few.»
Greene makes an attempt at distinguishing
between these two effects by narrowing the comparison to the highest - performing F
schools and the lowest - performing D
schools (so that the
only real
difference between the
schools was whether they faced the threat of vouchers or not).
At their most elegant, they can responsibly test
only a modest number of interactions
between different treatments or
between any one treatment and individual
differences at the
school, classroom, or individual level.
... When these factors are statistically controlled... it appears that
differences between schools account for
only a small fraction of
differences in pupil achievement.
Another key
difference between the recognized and unrecognized
schools is that the former have stood the test of time in the education market: 40 percent of unrecognized
schools were less than 5 years old, while
only 5 percent of recognized
schools were this new.
But OECD's latest PISA survey found that Australia is the
only country where
differences in learning mathematics
between advantaged and disadvantaged students are large, while the strength of the relationship
between students» achievement in
school and their family background is weaker than average.
He said equity in the Australian
school system is above the OECD average, but OECD's latest PISA survey found that Australia is the
only country where
differences in learning mathematics
between advantaged and disadvantaged students are large, while the strength of the relationship
between students» achievement in
school and their family background is weaker than average.
Given that they have the same powers and organizational interests, the
only difference I can see
between PM and
School District boards is that the PM is imagined to be a good guy, who will properly be motivated by quality and avoid interfering unproductively in school operations, while School District board members (even if appointed) are imagined to be bad guys who are more concerned with satisfying special interests and following procedures than with school qu
School District boards is that the PM is imagined to be a good guy, who will properly be motivated by quality and avoid interfering unproductively in
school operations, while School District board members (even if appointed) are imagined to be bad guys who are more concerned with satisfying special interests and following procedures than with school qu
school operations, while
School District board members (even if appointed) are imagined to be bad guys who are more concerned with satisfying special interests and following procedures than with school qu
School District board members (even if appointed) are imagined to be bad guys who are more concerned with satisfying special interests and following procedures than with
school qu
school quality.
If the critics were correct, the introduction of these background characteristics into the analysis should have diminished the estimated effect of attending a private
school, because
only after these adjustments were made would the analysis have adjusted for the background
differences between those who used the voucher and those who did not.
Since the three groups of
schools are similar in their observable characteristics, such as the student body's ethnic makeup, and most likely in other characteristics as well, the
only major
difference between the always - D
schools and the other two groups is the competition they face from vouchers.
These choice - based
schools pose a greater threat to the private sector because the
differences in satisfaction level are, roughly speaking,
only half as large as
between private
schools and the assigned - district sector.
The
only material
difference between charter and traditional public
schools is that the latter are not part of the local
school - governance bureaucracy, whether a
school board, a mayor or even a state - appointed superintendent.
When these factors are statistically controlled, however, it appears that
differences between schools account for
only a small fraction of
differences in pupil achievement (pp. 21 - 22).
Only in the past three decades has the
difference between the secondary -
school enrollment rates of the United States and Europe been largely eliminated.
In less prosperous
schools and colleges, religion may, at day» s end, be the
only real
difference between public and private — and the return on that investment, while perhaps significant, can not be easily measured.
Looking at
only those with 16 or more years of
schooling, we see no significant
difference between teachers and nonteachers, with slightly more than one - third of each group opposing it.
Women were also more likely to enroll in college afterward, but the
difference between their counterparts at traditional high
schools was
only 6 percentage points.
The Credo study has been criticised for not comparing the results of children who have won charter -
school lotteries with those who have not — a natural experiment in which the
only difference between winners and losers should be the
schooling they receive.
Given that this study identified a random sample of districts across the United States as participants, and that we have data
only for districts that chose to become involved, actual
differences between elementary and secondary
schools nationwide may be even wider than those we have discovered.
In order to cross this divide, educators must, not
only understand the cultural
differences between them and their students, but also be able to reflect on their own cultural relevance and how this may benefit or harm the
school community.
The big
difference between Acton and other networks like Summit or Big Picture is that Acton is focused on micro-
schools and seems primarily designed
only for smaller private or charter
schools.
They understand that for these students, learning English is the
difference between access and exclusion, not
only while they are in
school but for the rest of their lives.
In the moral debate over how to manage California's
schools, the
only difference between the CTA and Palpatine's empire is that complementing the overwhelming raw power wielded by the CTA, there is a propaganda machine of unmatched potency.
I wonder why no - one has had a look at the
difference between LA - run community
schools and academies / free schools in the context of this story... The result of my quick fag - packet calculations (which I'm sure aren't 100 % correct, but I think are probably pretty much on the money): the percentages of schools which have higher FSM than non-FSM Progress 8 scores are: Free Schools — 6 % Academies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the a
schools and academies / free
schools in the context of this story... The result of my quick fag - packet calculations (which I'm sure aren't 100 % correct, but I think are probably pretty much on the money): the percentages of schools which have higher FSM than non-FSM Progress 8 scores are: Free Schools — 6 % Academies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the a
schools in the context of this story... The result of my quick fag - packet calculations (which I'm sure aren't 100 % correct, but I think are probably pretty much on the money): the percentages of
schools which have higher FSM than non-FSM Progress 8 scores are: Free Schools — 6 % Academies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the a
schools which have higher FSM than non-FSM Progress 8 scores are: Free
Schools — 6 % Academies — 3.2 % Community Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the a
Schools — 6 % Academies — 3.2 % Community
Schools — 0.8 % The only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the a
Schools — 0.8 % The
only reason I had a look is because I was pretty confident that if the figures had been the other way round it would have featured heavily in the article.
This was not surprising, because
school differences accounted for little of the variation in Tripod:
Only 2 - 7 percent of the variation in these indicators lay
between schools.
Even if parents have
only a few alternatives in their local community, in addition to visiting those
schools, understanding the underlying
differences between alternatives can inform their selection.
The seminal Coleman report highlights this fact, finding 80 percent of variation of achievement was within
schools and
only 20 percent
between school, suggesting the majority of student outcomes are determined by the
difference between student rather than the
schools they attend (Coleman, 1966).
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.
We've not
only been wasting our time and money and resources in a fruitless argument, but we've been gambling with kids» lives in the name of this intellectual debate about the minuscule
difference between public charter
schools and traditional public
schools.
However, research that focused on administrative costs
between charters and traditional public
schools in Michigan suggests the size
difference might
only explain about $ 130 of the per pupil gap.
Including their scores with those from traditional district
schools reduces the
difference between independent charters to
only a few percentage points.
Student loans may mean the
difference between attending college or not at all and can lead to countless opportunities that are inaccessible to people with
only high
school degrees.
Because of these
differences, the table below
only focuses on College Family Loans that either require immediate repayment or defer repayment until after
school so that the comparison
between the two loans is equal.
Having been a research chemist for 35 + years, having been married to an engineer for decades, and having taught at an «engineering»
school, I can tell you with certainty that the
difference between scientists and engineers is not
only the courses they take, but it is how they think and approach problem solving.
The
only real
difference between for - profit and nonprofit
schools is that while for - profits are run for the benefit of their owners, nonprofits are run for the benefit of the most - powerful stakeholders within those institutions...
Not
only did I experience a different culture, I also saw first hand the
difference between public
schools and a private
school.
At the same time, there is a big
difference between a law
school graduate who has focused on acquiring practical skills during law
school versus the graduate who
only took substantive classes.
When I was in law
school, as far as we were able to determine, there were
only a few percentage points in grade
difference between the top 25 percent and the bottom 25 percent.