Sentences with phrase «school characteristics taken»

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.

Not exact matches

It took on more and more the characteristics of a denomination, strengthening its structures, sending forth missionaries, establishing Bible schools, and communicating with its constituents through the Pentecostal Evangel.

Taken together, these differences may lead teachers to be less responsive to student needs, which can have consequences when compounded with other characteristics of middle school.

«The ability to understand why others do what they do and think the way they do takes precedence over all other characteristics,» agreed Robert B. Cormany, executive director of the Pennsylvania School Counselor Association.

This new edition of the book need take nothing back: the refusal or inability (often as a result of litigation) of schools to take into account or respond to the distinctive characteristics of boys is even more marked, the gap in school achievement between boys and girls even more substantial and troubling than in 2000.

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.

They use a single application that allows families to rank their preferences, then match students with schools using an algorithm that takes into account student priorities and school characteristics.

Only after these background factors are fully accounted for is the second step taken — a look at the characteristics of the schools that make the biggest difference in determining the variation in student achievement.

Because this approach does not take into account student or school demographic characteristics, it is likely to penalize schools serving disadvantaged students.

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).

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.

Their analysis of 13 federal, state, and local improvement efforts in rural schools suggests that a longstanding «urban bias» in education policymaking has resulted in programs that do not take the variety and special characteristics of rural communities into account — and thus are less effective than they could be.

To provide a more rigorous evaluation of the program's impact, we compare the reading and English performance of individual students attending NLP and comparison schools in 1997 and 1998, while taking into account a wide variety of school characteristics that could also influence student achievement.

Advocates of SGPs, and of «sparse» growth models more generally, view this as an advantage; they worry that methods that do take into account student or school - level demographic characteristics effectively set lower expectations for disadvantaged students.

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.

A key feature of the SGP approach is that it does not take into account student characteristics, such as race and poverty status, or schooling environments.

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.

The «Review of Efficiency in the Schools System» (Department for Education, June 2013) concluded that one of the seven key characteristics of the most efficient schools is that they employ, or have access to, a skilled school business management professional who takes on a leadershiSchools System» (Department for Education, June 2013) concluded that one of the seven key characteristics of the most efficient schools is that they employ, or have access to, a skilled school business management professional who takes on a leadershischools is that they employ, or have access to, a skilled school business management professional who takes on a leadership role.

The changes in performance reported below for each group of schools have all been adjusted to take into account any changes between 2001 - 02 and 2002 - 03 in schools» demographic characteristics, such as the share of students participating in the federal school lunch program and the ethnic breakdown of the student body.

It is not possible to use this methodology to examine elementary schools because testing begins in third grade, so for those schools we compare test - score growth in traditional public schools and charter schools while taking into account student characteristics such as race, age, and special education status.

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.

When making these comparisons, we also take into account student, teacher, and school characteristics that do change over time.

We also find that perceptions of school quality in Florida are unrelated to student demographic characteristics, including the percentage of students who are poor, once we take into account levels of student achievement.

When we adjusted the gains made by students in each school to take into account a wide variety of individual and peer - group background characteristics, such as ethnicity, English language - learner status, family income, and student mobility rates, the yardstick's performance actually worsened.

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.

While the characteristics of the school and its student population, taken together, have a strong association with principals «instructional leadership, the measure of District focus on instruction has a significant regression coefficient.

«Background characteristics (e.g., race, gender, neighborhood poverty, free lunch eligibility, being old - for - grade, and special education status) are all related to high school grades and test scores, but they do not tell us any more about who will pass, get good grades, or score well on tests in high school, once we take into account students» eighth - grade GPAs, attendance, and test scores,» the authors said.

By selecting Spotlight HOT schools in this way virtually any K - 12 educator can visit a school or classroom with characteristics similar to their own to see what steps / strategies have been and continue to be taken towards «Becoming HOT.»

The funding reform commission is responsible for taking a number of factors into account including local capacity to support schools, regional differences in associated costs and a variety of student characteristics that impact educational needs.

There are many characteristics that you need to take into consideration when you want to make a school a high - performing kind such as, effective methods that will help in improving the school, expanding the idea of productive leadership, increased trust among the students and the people within the organization, monitoring the school activities, excellent instruction quality, improving the practices of giving grades.

For example, charter school advocates took multiple turns on the fainting couch when Secretary Clinton made the entirely accurate observation that many of our «high flying» charter schools do not have the same student characteristics as district schools.

We find that intensive tutoring is the only «No Excuses» characteristic that remains significant (even for nonurban schools) once the performance levels of fallback schools are taken into account.

Promote new strategies to measure outcomes of these schools, taking into account the «unique characteristics» of the programs.

We will take you to the best snorkeling spots, each one with its own special characteristics: turtles, corals, schools of colorful tropical fish and if your lucky maybe even Mantas.

With characteristic iconoclasm, Prince has taken the esteemed legacy of some of the most serious schools of painting and subverted it, resulting in a picture that is disarmingly resonant despite the simplicity and understated elegance of its execution.

Take a look at the school nurse resume sample below to get a feel for some of the characteristics of a standout resume.

The stratification took into account the type of school, the type of area (urban / rural) and the educational characteristics.

The evaluation took an in - depth look at PFA programs throughout the state (excluding the city of Chicago) from 2008 through 2010 to provide a picture of PFA program quality, children's school readiness, and the characteristics of program participants.

RPR's Property Report takes a deep dive into data sets like property characteristics, values, listing and foreclosure activity, market statistics, demographics, property history, taxes, and school information, and even the property's before - and - after photos.