Sentences with phrase «only differences between schools»

What happens to students within schools, not only differences between schools, became the focal point.

«This was the only difference between our school and others,» Keywood added.

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 quSchool 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 quschool 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 quSchool 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 quschool 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 aschools 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 aschools 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 aschools 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 aSchools — 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 aSchools — 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.