Sentences with phrase «performance differences between schools»

Some performance differences between schools may be related to the socioeconomic composition of the school's student population or other characteristics of the student body.

Not exact matches

According to NFER «the differences in school GCSE performance between sponsored academies that have been open for between two and four years and a group of similar maintained schools were generally small and mostly not statistically significant.»

Muralidharan evaluated four different facets of the program including the impact of performance pay on learning, whether it led to any negative consequences on the teachers, the difference between group incentives and individual, and the relative effectiveness of teacher performance pay versus spending the same money on additional school inputs.

PISA shows that the difference in performance between advantaged and disadvantaged students in Australia is the equivalent of around three years of schooling.

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.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

Before Putnam employed the concept to explain differences in governmental performance between northern and southern Italy, Coleman and his colleagues developed it to theorize why students in Catholic schools excel academically relative to their public school peers.

Studying the association between academy status for primary and secondary schools and their pupils» attainment in the Key Stage 2 tests and GCSE exams from last year, NFER claims that there is no significant difference between the performance of primary academies and maintained schools.

Most differences between performance in public and private schools, according to the report, can be attributed to elements in the family background of the students, such as family income and the parents» educational level.

The 1993 and 1995 surveys found notable differences between the later school performance of students who were held out of kindergarten and students who repeated kindergarten.

In OECD countries generally, a large percentage of between - school variation in student performance is «explained» by differences in students» and schools» socioeconomic circumstances.

A straightforward national indicator of disparities between Australian schools is the percentage of total variance in students» performances attributable to «between - school» differences (with the remaining variance being «within - school»).

The graph shows that students in these three ICSEA - based groupings of schools have different average reading levels and gives some indication of the influence of socioeconomic factors on between - school differences in student performance.

At the other extreme, countries that have adopted policies to stream students into different kinds of secondary schools have created large between - school differences in student performance (between - school variance above 60 per cent).

School location may also explain differences between schools... Between - school differences in performance may also be related to the quality of the school or staff or to the education policies implemented in some schools and not in oSchool location may also explain differences between schools... Between - school differences in performance may also be related to the quality of the school or staff or to the education policies implemented in some schools and not in between schools... Between - school differences in performance may also be related to the quality of the school or staff or to the education policies implemented in some schools and not in Between - school differences in performance may also be related to the quality of the school or staff or to the education policies implemented in some schools and not in oschool differences in performance may also be related to the quality of the school or staff or to the education policies implemented in some schools and not in oschool or staff or to the education policies implemented in some schools and not in others.

Average Year 9 reading results for schools in three ICSEA groups (2009 to 2013) Of particular concern is the observation that, since 2000, between - school differences in student performance in PISA have been increasing.

Even after adjusting for observed demographic differences, researchers always wondered whether unobserved differences that were not being accounted for, such as parental motivation or the intellectual richness of home life, played a larger role than the schools themselves in causing differences in academic performance between public and private schools.

Although between - school differences in student performance are closely associated with socioeconomic status in all OECD countries, some countries have been more successful than others in reducing the impact of socioeconomic disadvantage.

Percentage point difference between the average annual student academic performance growth in PowerMyLearning partner schools and comparison schools

If the teacher's high value - added in school A reflects her teaching ability, then the performance of students in grade 4 in school B should go up by the difference in the effectiveness between her and the teacher she is replacing.

A February 2012 article — New analysis makes case for higher ranking for U.S. schools — claimed that the problem is not as bad as we thought, because differences in math performance between the U.S. and other countries are actually small.

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.

To my mind, the failure to find meaningful differences in student performance between charter schools that do and don't use computerized learning is significant.

The main job of the PST is to reduce any differences between those expectations and the student's current school performance.

Yet on key comparisons, especially by students» race, there is no statistically significant difference between the performance of kids in charter schools and traditional public schools.

Performance differences between charter school students and their traditional public school peers were especially strong among black and Hispanic students in poverty and Hispanic students who are ELL in both reading and math.

Otherwise, under the discrepancy model, schools would be required to wait until the difference between IQ and performance was large enough to qualify for special education, something commonly referred to as «wait to fail» by special education experts.

However, there was no significant difference in performance between pupils in «inadequate» and «requires improvement» schools.

In 2000, Ravitch, seemingly anticipating just such a consensus, argued: «If we found that there is no difference in performance between charter schools, voucher schools, and regular public schools, it would not be a victory for the status quo.

Yet even taking into account the possible differences in students» and parents» levels of motivation, the academic performance gap between these charter schools and public schools that serve similar students is striking.

As professionals, we understand this is the difference between performance assessments and those common standardized summative ones we took every few years in school.

The differences in school performance levels were pronounced in many cases: The difference in performance between a closed and newly assigned school's policy points — the district's school accountability policy — was 21 percentage points, on average.

The results indicate, for both primary and secondary schools, that there were marginal positive differences in performance between Local Authority schools and «sponsored» and «converter» academies with comparable demographics and starting points.

Watch this one - minute video to learn the difference between reviewing data and accessing actionable insights designed to help education leaders improve school performance.

Differences between principals who are rated effective versus highly effective in terms of their school culture, teacher performance and student outcomes

In a school of 415, one student's performance can be difference between a D, which triggers state intervention, and a C, which does not.

Of the five states (Arizona, Florida, Ohio, California and Texas) that opened the greatest number of charter schools in the first 10 years of chartering, four posted negative student achievement results while the fifth (California) showed no significant difference between charter and traditional public school performance.

Researchers found large differences in the pupil progress gap between different types of schools, and have now called on the government to consider new policies including requiring schools to publish their progress measures for disadvantaged pupils on their website, and for that measure to be included in performance league tables for multi-academy trusts.

Participating in a library summer reading program can make the difference between summer setback and summer success, leading to better academic performance when kids and teens return to school in the fall.

ABSTRACT: In the present study we examined 1) whether childhood disruptive behaviour, in terms of aggressiveness, hyper - activity and social adjustment, predicts school performance since toddler age or whether becomes it relevant first since middle or late childhood, 2) whether gender differences within the associations between school perform - ance and disruptive behaviour exist, and 3) whether there are trait specific effects in these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - ment.