Sentences with phrase «school characteristics»

In all the statistical analyses I performed, I took into account the influence of school characteristics, such as enrollment size and student demographics.

In the second step, we calculate a growth measure for each school using test - score data that have been adjusted for student and school characteristics in the first step.

An increase of one standard deviation in the level variable is associated with ratings that are almost one - third of a letter grade higher after taking into account other school characteristics.

Is this answer different when we use the bottom - up approach based on school characteristics rather than the top - down analysis based on school governance?

Additionally, data about school characteristics is presented, including school size and school type.

The study also identified costs in related areas in response to school district or charter school characteristics including: transportation of students, geographic isolation, state pension system costs and enrollment size.

Had it been, then some schools might have shown much greater growth rates of students than would others and these rates might have been highly correlated with school characteristics.

Economic, demographic, segregation and schooling characteristics explain roughly three - quarters of the geographic variation in these gaps.

I still control for all of the student and school characteristics mentioned earlier.

The finding that «teacher quality is one of the few school characteristics that significantly affects student performance» is quite consistent with more - recent research.

After accounting for ethnicity, gender, and other demographic traits; parental education and income; and high school characteristics, more - advanced mathematics courses still had an effect on annual earnings.

The study examined the role student, teacher / classroom, and school characteristics play on the «digital divide» in access and utilization of various technology tools among elementary school students.

The school staff finds itself asking, What school characteristics and practices have been most successful in helping all students achieve at high levels?

Once you have written out a list of dream school characteristics, highlight the ones that are critical, make - or - break decision factors.

After adjusting for student demographics and other school characteristics, schools with 25 percentage points more proficient students are rated 22 percent of a letter grade higher.

«Many Options in New Orleans Choice System: School characteristics vary widely,» by Paula Arce - Trigatti, Douglas N. Harris, Huriya Jabbar, and Jane Arnold Lincove

The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school.

In the present study, differential effects of schools on two aspects of social competence (aggressive orientation and classroom - related pro-social goals) are investigated, and the relative importance of various school characteristics for the prediction of these aspects are determined.

Beyond the headline finding about the impact of schooling overall, the report contains a fair amount of nuance on which school characteristics do (and, importantly, which do not) predict student achievement.

In order to investigate the role of both the intentional and unintentional factors, we explore the extent to which various school characteristics explain variation in the allocation of resources within a school district.

The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers within the same school.

We inquired about parental satisfaction with respect to five key school characteristics where, based on previous studies comparing private - and public - school parents, we expected to see clear differences across those two sectors: teacher quality, discipline, expectations for achievement, safety, and instruction in character and values.

This study uses data from North Carolina to examine the extent to which survey based perceptions of working conditions are predictive of policy - relevant outcomes, independent of other school characteristics such as the demographic mix of the school's students.

National Center for Education Statistics, «Average Start Time for Public High Schools and Percentage Distribution of Start Times in Public High Schools, by Selected School Characteristics,» 2012.

Today I'm with Sandra Pattison, General Manager of research at the National Centre for Vocational Educational Research, and Research Officer Tham Lu, to talk about an NCVER report released earlier this year into whether school characteristics influence student engagement of 15 - year - olds.

For this analysis, school characteristics taken into account include national percentile test rank, the proportion of students eligible for a free lunch, whether the school is secular or religious, and the local education authority in which it is located.

Our perspective also suggests that, absent new institutions, the problem of ineffective performance is likely to continue, however earnestly reformers may try to engineer effective school characteristics.

When we analyze school characteristics by governing agency and school type (five groups), we find no statistically significant differences on these same variables.

Using data from the 2009 Program for International Student Assessment, a benchmarking test of 15 - year - olds in 33 countries, researchers led by Margriet van Hek, a sociologist at Utrecht University in the Netherlands, looked at how school characteristics affected boys» and girls» reading performance.

The researchers report that the «negative impacts of vouchers are consistent across income groups, geographic areas, and private school characteristics, and are larger for younger children.»

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

The authors supplement these data with surveys of principals and find that their stated preferences for school characteristics mirror observed distribution and transfer patterns: Principals prefer to work in easier - to - serve schools with favorable working conditions, which tend to be schools with fewer poor, minority, and low - achieving students.

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We can gain further insight into the factors associated with teacher mobility by examining the pre - and post-move school characteristics for teachers moving to a new school within the same district.

Nor did these results change notably when we 1) made adjustments for the small differences in treatment and control school characteristics that existed despite randomization between treatment - group and control - group schools, or 2) took into account whether treatment - group schools elected to participate in the bonus program.

Parents have exercised choice in selecting a charter or private - sector school rather than a district school, making it impossible to say whether parental perceptions of the school are caused by actual school characteristics in each sector or some other factor.

If spending is not strongly influenced by observable school characteristics, we have to question whether it is driven by a district strategy at all.

We first examine the simple associations between the various teacher and school characteristics listed above and the likelihood of receiving a layoff notice.

By contrast, our study adds a «bottom - up» approach, focusing not on governance but on salient school characteristics such as instructional hours, academic orientation, grade span, and extracurricular activities — factors that determine what students and families actually experience.

When we examine school characteristics by governing agency alone (three groups), we find that the groups differ by a statistically significant amount on only one of the five continuous variables we examine.

This article summarizes our analysis of the variety of school characteristics available in New Orleans.

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Second, why did I specify school characteristics «relevant to achievement [that] are more fully captured by what parents observe than by the short list of school descriptors»?

Three school characteristics stood out as associated with higher rates: middle schools (as opposed to elementary or K - 8 schools), large schools (especially if enrollment exceeds 1,300 students), and schools with a higher percentage of African - American enrollment (that pattern is seen in schools with greater than 16 percent African - American enrollment).

However, little work assesses the extent to which differences in the neighborhoods in which schools are located either affect teacher recruitment and retention or explain the observed relationship between school characteristics and teachers» career choices.