Sentences with phrase «school differences in student performance»

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.

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.

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).

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.

Not exact matches

Along the way, certainly, those efforts have produced individual successes — schools and programs that make a genuine difference for some low - income students — but they have led to little or no improvement in the performance of low - income children as a whole.

Evaluations led by Harvard's Tom Kane and MIT's Josh Angrist have used this lottery - based method to convince most skeptics that the impressive test - score performance of the Boston charter sector reflects real differences in school quality rather than the types of students charter schools serve.

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

In a study that examined whether some countries are particularly effective at teaching students from disadvantaged backgrounds, Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann find little difference in the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diplomIn a study that examined whether some countries are particularly effective at teaching students from disadvantaged backgrounds, Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann find little difference in the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diplomin the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diploma.

EW: Why do you think arts integration has made such a difference in the performance of students in some low - income schools?

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.

These differences in school effectiveness have important consequences for students» academic performance.

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.

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.

Finally, we evaluate the degree to which differences in relative test score performance (or growth) of high - SES versus low - SES students are largely occurring within school districts or across school districts.

I think the performance assessments that should make the most difference for students should be developed by teachers to reflect state standards and the school's curriculum and provide flexibility so that students can show their capacity in multiple ways.

This analysis makes clear that large differences in the performance of high - SES students and low - SES students in the same schools do exist; that these apparent gaps are not simply reflective of gaps in preparation; and that while the variation across school districts is substantial, the variation within school districts may be even larger (at least among the largest districts in Florida).

Moreover, the cross-school differences in the relative success of advantaged and disadvantaged students argue for enacting school accountability policies that shine the light on the success of specific populations, rather than concentrating solely on overall schoolwide performance levels or gains.

My working hypothesis is that differences in educational institutions explain more of the international variation in student performance than differences in the resources nations devote to schooling.

This large cross-school variation in SES performance gaps could be because they educate high - SES and low - SES students differently, or it could be that there are major fundamental differences across schools in the relative pre-school preparation of high - SES and low - SES students.

The higher performance of students in schools using the literacy hour, coupled with the fact that this difference continues to be observed even after taking into account other differences among schools, makes us reasonably confident that we have pinned down the effect attributable to the policy.

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

Performance metrics tied directly to student test - score growth are appealing because although schools and teachers differ dramatically in their effects on student achievement, researchers have had great difficulty linking these performance differences to characteristics that are easily observed anPerformance metrics tied directly to student test - score growth are appealing because although schools and teachers differ dramatically in their effects on student achievement, researchers have had great difficulty linking these performance differences to characteristics that are easily observed anperformance differences to characteristics that are easily observed and measured.

Have you seen a difference in student motivation and performance in connection with a school makerspace?

While much more research is needed to understand the effectiveness of virtual schooling for students in K — 12, the small body of research available points to no significant differences in student performance in online courses versus face - to - face learning.

The reading performance of students at the five schools was, on average, 18 percent of a standard deviation below what could have been expected had the schools been under district management, a difference that is statistically significant in three of the six years.

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

Simply comparing performance based on whether a student's district school is or is not located within one mile of a charter school could be misleading given differences in where charter schools are located.

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.

This is a significant opportunity, given that the evidence suggests that teacher quality is the most important school factor in explaining differences in student performance.

school - based factors that explain differences in student performance and program implementation (e.g., instructional expertise, curriculum implementation, learning gaps, staffing, leadership, material resources);

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.

When you look at the problems the Leadership Team identified and the related discussion, you realize that there is apparently no recognition that the racial and ethnic dispositions of the school staff might be related to differences in student performance.

Galloway (1995) investigated homeschooled graduates» potential for success in college by comparing their performance with students from conventional schools and found insignificant differences, except in the ACT English subtest scores.

These types of school - based interventions can also reduce racial, ethnic, and gender differences in student 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.

The Schools of Opportunity Project's aim is to help narrow so - called «achievement gaps» (i.e. the differences in student performance driven by differences in classroom opportunities) by acknowledging schools that, like Ossining, offer innovative programs that embrace new teaching methods and strive to provide every student with the tools toSchools of Opportunity Project's aim is to help narrow so - called «achievement gaps» (i.e. the differences in student performance driven by differences in classroom opportunities) by acknowledging schools that, like Ossining, offer innovative programs that embrace new teaching methods and strive to provide every student with the tools toschools that, like Ossining, offer innovative programs that embrace new teaching methods and strive to provide every student with the tools to excel.

Offering teachers incentives of up to $ 15,000 to improve student test scores produced no discernible difference in academic performance, according to a study released Tuesday, a result likely to reshape the debate about merit pay programs sprouting in D.C. schools and many others nationwide.

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.

However, controlling for pre-existing differences in student demographics and achievement, APP principals bettered their comparison group counterparts in ELA performance in elementary and middle schools.

However, schools that select students based on ability, show the greatest differences in performance by socio - economic background.

Being in a small class, economists Alan Krueger and Diane Schanzenbach found, made a noticeable difference in a student's academic performance: Math and reading scores improved, and more students took college - entrance exams, signaling at least an interest in continuing their education beyond high school.

With just a single year of data [41] there is no way to know whether differences in student performance across schools are due to school factors or differences in the average quality of teachers.

Recently, Chicago's two major newspapers made it very clear that charter schools can be very problematic and do not provide better academic results to justify additional millions of dollars that could be directed towards struggling neighborhood public schools («Chicago's Noble charter school network has tough discipline policy; critics say too many students are being expelled,» Chicago Tribune, 4/7/14; «Charter schools show little difference in school performance,» Chicago Sun - Times, 4/7/14).

«The performance measures are further evidence that charter schools are making a meaningful difference in the education of Florida's students.»

I implement a dose response difference - in - differences estimation strategy, which uses the changes in special education brought about by the PBMAS to estimate the effect of special education status on student performance on state standardized exams, high school graduation rates, post-secondary attainment and quality at public universities in Texas, and earnings in the Texas labor market.

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.

Board of Education President David M. Foster said that persistent differences in the performance of student subgroups underscore the importance of the SOL program in detecting achievement gaps and in identifying low - performing schools in need of state interventions and resources.