Sentences with phrase «outcome difference in school»

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If the borrower in the above situation had also taken out an additional $ 40,000 in unsubsidized direct federal loans to attend graduate school at the current interest rate of 5.8 percent, the differences in outcomes between repayment plans are even more dramatic (see chart below).

A report by the NFER also found «no significant difference in attainment progress between Key Stage 2 and Key Stage 4 outcomes after two years between converter academies and similar non-academy schools.»

«More work needs to be done to better understand the causes of these differences, so that steps can be taken to improve outcomes for mothers and babies,» study lead author Dr. Paul Aylin, of Imperial College London's School of Public Health, said in a college news release.

Over time, it is anticipated the program will contribute to reducing the difference in school readiness and education outcomes between indigenous and non-indigenous children.

Differences in outcomes between schools is also affected by whole - of - school practices and how they are implemented.

Controlling statistically for differences in student characteristics avoids crediting schools for producing outcomes that are instead the result of differences in the students that attend them.

To truly understand the differences in long - term effects across these three programs and to ultimately answer the question of when and how private school choice works, we need to examine more programs and variation in outcomes across different private schools within each program to learn more about program design.

In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooIn a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin nearby district schools — and that this difference increased the longer he or she stayed in a charter schooin a charter school.

And we've got several examples of school models that are making a tremendous difference in educational outcomes for kids, regardless of what's happening at home.

50 Years Ago, One Report... Chalkbeat, 7/13/16 «In fact, differences in school funding do not explain students» different outcomeIn fact, differences in school funding do not explain students» different outcomein school funding do not explain students» different outcomes.

These findings also illustrate vividly the problem introduced by the Coleman analytical approach: finding that measured teacher differences have limited ability to explain variations in student achievement is very different from concluding that schools and teachers can not powerfully affect student outcomes.

These differences also correlate with important long - run economic outcomes as documented in a new work by Chetty and co-authors, where they find suggestive evidence that «quality of schools — as judged by outputs rather than inputs — plays a role in upward mobility.»

In light of these differences, it is possible that the poor outcomes at closure schools reflected students» incoming readiness rather than the schools» effectiveness at ensuring student success.

We found that about half of the difference in student outcomes in schools slated for closure and the broader sample of schools can be explained by differences in incoming students» demographic characteristics, absenteeism, and achievement in middle school.

The best of this work has taken advantage of the lottery - based admissions processes used by many school - choice programs, enabling researchers to draw far stronger conclusions about how schools affect student outcomes than the methods Coleman employed, which relied on simple regression techniques to adjust for differences in students» family background.

It is time to invest in our school leaders if we are to make a real difference in outcomes for our students.

There was no significant difference in attainment progress between Key Stage 2 and Key Stage 4 outcomes after two years between converter academies and similar non-academy schools in 2013, although ceiling effects could limit the extent to which differences between these higher performing schools can be observed.

While LSP transfers result in slightly more negative outcomes than positive ones for receiving schools, this difference is not statistically significant.

Working in collaboration with a diverse group of educators, advocacy groups, community organizations, and policymakers, the project ultimately aims to grow the number of quality schools where all children can have equitable learning outcomes, feel like their culture is valued, learn to live together with appreciation of differences, and be engaged in understanding how to dismantle racism and systemic oppression.

«We found that how schools implement blended learning — such as orientation sessions to prepare students and staff for what may be a new style of learning — makes a huge difference in student experiences and ultimately on student outcomes,» said Marianne Bakia, Ph.D., senior policy analyst at SRI International's Center for Technology in Learning and lead author of the report.

For instance, because there was greater between - school variance in outcomes for African American students than for white students (especially in the South), Coleman concluded that black students would be more responsive to school differences.

And we've got several examples of school models that are making a tremendous difference in educational outcomes for kids, irregardless of what's happening at home.

Does school diversity make a difference in outcomes for students?

Yet «these gains became ambiguous as time went on» and «did not lead to many improved outcomes in adulthood... with, for example, no statistically significant differences in high school graduation rates, employment, or criminal activity.»

The evaluation findings are very similar to those from the Head Start Impact Study, i.e., outcomes favoring the program group at the end of the pre-k year, but no differences later in elementary school.

This seems to me to be grasping at straws, given the lack of any differences among participants and non-participants in teacher rated social / emotional outcomes, and given otherresearch showing no association between kindergarten retentions and later school performance.

Answering that question in different voucher programs will help explain differences in students» outcomes between private and public schools, both within and between different states.

This window into how public schools are funded and what they spend their money on should help educators, parents, and the public see how differences in resources and spending affect student outcomes.

The Team arguedthat focusing on the improvement of teaching without looking at school conditions that support teaching and learning is unfair and will miss critical influences on differences in student outcomes.

If you were to design a comparative study of differences in student achievement between school environments that use annual standardized tests and those that do not, what measures of achievement or other outcomes would you examine to reveal differences, and why?

For example, encouraging schools to use (existing) Title I, School Improvement Grants (SIG), or special education funding on proven programs could make a world of difference in the dissemination and maintenance of innovations — and in outcomes for children.

Better use of research can help schools spend their resources in the most efficient ways and make a real difference to outcomes for disadvantaged pupils.»

In one of the most comprehensive reviews of school outcome data ever conducted, Hattie and colleagues (2008) showed that what teachers do in the classroom every day makes the biggest difference in student learning (Hattie, 2008In one of the most comprehensive reviews of school outcome data ever conducted, Hattie and colleagues (2008) showed that what teachers do in the classroom every day makes the biggest difference in student learning (Hattie, 2008in the classroom every day makes the biggest difference in student learning (Hattie, 2008in student learning (Hattie, 2008).

The reasons for these differences weren't always clear, but the authors note that the groups with the best outcomes for disadvantaged pupils had two things in common: they had been running schools for a number of years, and had expanded slowly.

Although time is the most precious commodity in schools, planned and careful use of the available instructional minutes can make a big difference in all students» learning outcomes.

Under the leadership of a visionary Executive Headteacher with a proven track record in school improvement and a Senior Leadership Team committed to making a difference and achieving the best possible outcomes for our pupils, the academies are already showing significant improvement.

Differences in schools» ability to respond to such challenges may lead to better or worse academic outcomes for students who use their vouchers to attend these schools.

Gill, who founded of The Difference, a programme to place high - quality teachers in schools working with excluded pupils, said some schools were not always «sufficiently mindful of the devastating effect» exclusion had on a pupils» life outcomes.

There are minimal differences in outcomes at academies compared to local authority maintained schools — although, overall, LA maintained schools performed slightly better — by 1 per cent across almost all areas.

«The findings suggest that there are more similarities in student outcomes between charter schools and other public schools than differences,» Silverman writes.

Group differences in school outcomes represent ill - gotten gains that schools must equalize by ridding themselves of «white privilege,» «racialized hierarchies,» and «opportunity hoarding.»

Without meaningful differences in outcomes between programs, policymakers, school districts, potential candidates, and programs themselves have little information about program quality.

An unconditional HLM is one without an explanatory variable that allows us to answer the question: how much variance in student outcome can be attributed to systematic differences between classrooms and schools on specific factors?

Great principals drive student outcomes and make a transformative difference in the schools they serve.

However, additional research is needed to further establish the efficacy of dual enrollment as a promising high school and CTE reform strategy, including analyses using randomized or quasi-experimental designs to eliminate some of the shortcomings of our regression analyses and further examining sub-group differences in outcomes in order to better understand which groups of students may benefit most from dual enrollment participation.

«On the other hand, large scale gains in Chicago and suburban Chicagoland, and more isolated gains in individual districts across the State, offer good evidence that school effectiveness is making a difference and that demographics are not the only important influence on student learning outcomes.»

A study of randomized lotteries in 36 charter schools found that being admitted to a charter school made little difference in outcomes, on average.

Differences across counties in the timing of the rollout and in the magnitude of the state financial investments per child provide the variation in programs needed to estimate their effects on schooling outcomes in third grade.

You will have the opportunity to explore the dat you've collected in your school in order for you to plan actions that will make a positive difference to the outcomes for the students in your school.

This is the second of a 2 - day program during which we will gather, collate and examine evidence from your class (es) and transfer this into action that will make a positive difference to the outcomes of students in your school.