Sentences with phrase «school characteristics including»

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.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

Not exact matches

Common worship tends to be highly valued and it is characteristic of schools with this ethos to include in the weekly schedule stated times for worship by the entire community.

The Chef Instructor Training Program begins with two - weeks of intensive exposure to the world of school food, including an overview of the National School Lunch Program from an historical and policy perspective; the driving forces behind, and the consequences of, the modern American food system; the unique characteristics of, and limitations and opportunities within, a typical school food service operation; and in - depth exposure to the Cook for America ® curriculum and teaching methodschool food, including an overview of the National School Lunch Program from an historical and policy perspective; the driving forces behind, and the consequences of, the modern American food system; the unique characteristics of, and limitations and opportunities within, a typical school food service operation; and in - depth exposure to the Cook for America ® curriculum and teaching methodSchool Lunch Program from an historical and policy perspective; the driving forces behind, and the consequences of, the modern American food system; the unique characteristics of, and limitations and opportunities within, a typical school food service operation; and in - depth exposure to the Cook for America ® curriculum and teaching methodschool food service operation; and in - depth exposure to the Cook for America ® curriculum and teaching methodology.

Those characteristics include tree - lined streets, parks, historic structures, high levels of volunteerism and philanthropy, conservative government traditions, well - performing schools and top - flight park districts.

The report also considers the key characteristics of young people who are out - of - school and out - of - work, including their demographics, where they live, their skills, and barriers they face connecting to employment opportunities.

Investigators at the University of Pennsylvania School of Nursing explored the impact of patient characteristics, including race, ethnicity and sex.

Future research should not only compare how embryonic stem cells, iPS cells and adult stem cells differentiate, but focus on what effects the niche in which these cells will reside, when transplanted, will have on their characteristics, including tendencies to mutate into cancer cells, notes cell and stem cell biologist Olga Genbacev at the University of California, San Francisco, (U.C.S.F.) School of Medicine.

They then conducted a series of logistic regression models that included fixed effects for year and state, and adjusted for demographic characteristics, school characteristics, and other state alcohol policies.

Physician characteristics included physician age in 5 - year increments (the oldest group was categorized as ≥ 70 years), indicator variables for the medical schools from which the physicians graduated, and type of medical training (ie, allopathic vs osteopathic29 training).

Research developments have included development and implementation of performance - based design methods for seismic retrofit of low rise school buildings, novel techniques for regional estimation of damage to structures during earthquakes, detailed studies on nonlinear dynamic analysis of structures and methods to evaluate the dynamic characteristics of large Civil Engineering structures.

In my last blog, Schooling Up On Pelvic Floor Dysfunction, the characteristics of a healthy pelvic floor were presented: ``... a healthy pelvic floor includes the normal placement of pelvic structures and normal functioning of the pelvic muscles, bladder and bowel.»

Teachers decide whether to remain at a school for a multiplicity of reasons, which can be divided into four main categories: 1) characteristics of the job, including salary and working conditions; 2) alternative job opportunities; 3) teachers» own job and family preferences; and 4) school districts» personnel policies.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

In 2012, the Confederation of British Industry (CBI) recommended that in addition to a new curriculum, schools should be asked to deliver against a wider framework which includes the development of key characteristics, including resilience, curiosity, creativity, self - control, confidence, determination, ambition and emotional intelligence.

Students present to schools with a range of personal characteristics including diversity in gender identity and presentation, sexual orientation and intersex status,» Ms Berry said.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

The study examines the impact of winning a school choice lottery on dropout rates and crime for groups of students with different propensities to commit crimes, using an index of crime risk that includes test scores, demographics, behavior, and neighborhood characteristics to identify the highest - risk group.

The database includes information about each student's classroom teacher in a given year, which allows us to estimate how much the student learned in that year and to connect that information to such professional characteristics as teacher certification, acquisition of a master's degree, teacher experience, teacher test performance, and the specific school of education the teacher had attended within Florida, if the teacher had attended one of the eleven schools for which adequate numbers of teacher observations were available.

These yardsticks can elucidate what makes effective principals — including the characteristics and training they bring to the profession and the organization of their schools.

I also control for the characteristics of the school, including total enrollment, pupil - to - teacher ratio, racial composition, percentage of students eligible for free lunch, and percentage of returning students.

A three page poster document designed to display the Characteristics of Effective Learning for a school website (can also be used on a classroom display) Posters included: Active Learning - Motivation Playing and Exploring - Engagement Creating and Thinking Critically This Foundation Stage set includes posters for both Nursery and Reception.

Usable Knowledge asked Mason — whose background includes 19 years as an elementary school principal — to talk about the challenges facing principals and the characteristics of effective leadership.

The school characteristics we used include per pupil expenditure in the state.

But other, less - heralded attributes helped just as much, including provisions in the state's 1995 legislation that greatly expanded Vallas's power over teachers and schools; school construction and other appealing initiatives undertaken in part to soften the accountability focus; and characteristics in Vallas that aren't necessarily the trademark of the latest fashion, the big - city superintendent who rides in from another walk of life.

In these comparisons, we take into account changes in the characteristics of the student body including the percentage of students who are Hispanic, the percent African American, and the percent eligible for the federal free lunch program, as well as changes in the school's student - teacher ratio.

The most important characteristic included among our statistical controls is 8th - grade test score, which aims to capture differences in student ability and students» educational experiences prior to high school.

Controlling for key student characteristics (including demographics, prior test scores, and the prior choice to enroll in a charter middle school), students who attend a charter high school are 7 to 15 percentage points more likely to earn a standard diploma than students who attend a traditional public high school.

School - level characteristics include school type and schoolSchool - level characteristics include school type and schoolschool type and schoolschool size.

By controlling for a wide variety of other characteristics, including the students» own prior performance, our analysis is able to estimate the likely effect of desegregation within the school.

On the contrary, requirements for the reporting of extensive information on academic outcomes and basic characteristics of schools, including their demographic composition, have been embedded in federal and state laws.

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.

The typology includes logical problems, algorithmic problems, story problems (which have underlying algorithms with a story wrapper that amounts to an algorithmic problem), rule - using problems, decision - making problems (e.g., cost - benefit analysis), troubleshooting (systematically diagnosing a fault and eliminating a problem space), diagnosis - solution problems (characteristic of medical school and involving small groups understanding the problem, researching different possible causes, generating hypotheses, performing diagnostic tests, and monitoring a treatment to restore a goal state), strategic performance, case analysis (characteristic of law or business school and involving adapting tactics to support an overall strategy and reflecting on authentic situations), design problems, and dilemmas (such as global warming, which are complex and involve competing values and which may have no obvious solutions).

Our basic value - added model measures the effectiveness of a principal by examining the extent to which math achievement in a school is higher or lower than would be expected based on the characteristics of students in that school, including their achievement in the prior year.

The typology includes: logical problems, algorithmic problems, story problems (which are algorithmic problems with a story wrapper), «rule - using» problems, decision - making problems (e.g., cost - benefit analysis), troubleshooting (systematically diagnosing a fault, eliminating a problem space), «diagnosis - solution» problems (characteristic of medical school, which involve small groups understanding the problem, researching different possible causes, generating hypotheses, performing diagnostic tests, and monitoring a treatment to restore a goal state), strategic - performance, case analysis (characteristic of law or business school, which involve adapting tactics to support an overall strategy and reflecting on authentic situations), design problems, and dilemmas (such as global warming, which are complex and involve competing values, and which may have no solutions).

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

While selection bias is still a concern, it is worthwhile noting that the authors control for a very rich set of covariates including student demographics, parental income, parental education, student AFQT score, freshman year GPA, state of birth and various school characteristics.

We also included information from the Common Core of Data (CCD) and the Private School Universe Survey (PSS), which include data about the size, demographics, and geographic location of the high school attended when each student took the PSAT / NMSQT, as well as the Integrated Postsecondary Education Data System (IPEDS), which includes the characteristics of postsecondary instituSchool Universe Survey (PSS), which include data about the size, demographics, and geographic location of the high school attended when each student took the PSAT / NMSQT, as well as the Integrated Postsecondary Education Data System (IPEDS), which includes the characteristics of postsecondary instituschool attended when each student took the PSAT / NMSQT, as well as the Integrated Postsecondary Education Data System (IPEDS), which includes the characteristics of postsecondary institutions.

We compare the test scores of students in each of the seven categories, taking into account differences in the students» socioeconomic characteristics, including parent schooling, self - reported household income, the number of non-school books in the home, and the quality of the peer groups (calculated by averaging family background and home resources for all students in the classroom).

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

We also confirm that we obtain similar results when we control for student characteristics measured at or before the PSAT / NMSQT, including sex, parental education, family income level, whether a student took the PSAT / NMSQT in 10th grade and his or her previous score, indicators for ethnic background (for example, Mexican, Cuban), and controls for the type of high school attended, including affiliation (public or private), urbanicity (that is, city, suburban, rural), size, and concentration of Hispanic students.

We also were able to obtain from PISA student reports of their background characteristics and administrator reports on the characteristics of each student's school, including such things as school resources and whether the school was public or private.

Specifically, we calculate growth for schools based on math scores while taking into account students» prior performance in both math and communication arts; characteristics that include race, gender, free or reduced - price lunch eligibility (FRL), English - language - learner status, special education status, mobility status, and grade level; and school - wide averages of these student characteristics.

The version we use takes into account student background characteristics and schooling environment factors, including students» socioeconomic status (SES), while simultaneously calculating school - average student test - score growth.

These characteristics include, in addition to a variety of measures of student achievement as of 1996, the percentages of students in the school that are eligible for free school meals, those who are nonwhite, and those with special educational needs; the pupil - teacher ratio and the number of students enrolled; whether the school is all girls, all boys, a religious school, or in London; and several measures of the qualifications of the teaching staff.

We also control for teacher experience as well as for class and school characteristics, including class size and the academic performance and demographic characteristics of all students in the relevant classroom and school.

This could be explored through the performance of secondary academies over a longer timeframe (e.g. five years or more), and of primary academies, including a comparison with non-academy schools with similar characteristics, and their impact on different pupil groups.

We also found a similar pattern of results after controlling for a variety of student characteristics, including gender, high school GPA, and number of days to consent to participate in the study.

They also used PISA data on students» background and the characteristics of each student's school, including resource levels and whether the school is public or private.

We also include student fixed effects, which account for changes in the composition of the schools» student populations over time that can not be explained by the limited set of student characteristics for which information was available in the district's database.