Not exact matches
James J. Kemple, the executive director of the Research Alliance for New York City Schools, who conducted a study comparing the city's school reform efforts to a «virtual»
control group modeled from other urban districts
in the state, including Buffalo, Yonkers, Syracuse, and Rochester, «found New York City students improved significantly faster
than the
control group on both the New York state assessments and the National Assessment of Educational
Progress during the reform period, from 2002 to 2010.»
An evaluation of the initiative by academics at Sheffield Hallam University found that those pupils who took part
in the study made an average of two months more
progress in English and science
than a similar
group of pupils who did not take part, and therefore formed a
control group.
However, The independent evaluators from National Centre for Social Research found that the children who received the Switch - on intervention
in this larger trial made no more
progress than the children
in the «business as usual»
control group.
Few differences existed across
groups in 9th grade, but by the end of 10th grade, students» test scores, academic grade point averages, and
progress to graduation tended to be better for the students
in programs of study (i.e., treatment students)
than for
control / comparison students.
The subjects with ADHD
in the longitudinal studies generally fall into 1 of 3 main
groups as young adults: (1) approximately 25 % eventually function comparably to matched normal
controls; (2) the majority show continued functional impairment, limitations
in learning and applying knowledge, and restricted social participation, particularly poor
progress through school; and (3) less
than 25 % develop significant, severe problems, including psychiatric and / or antisocial disturbance.31 It is unclear what factors determine the long - term outcomes.