Sentences with phrase «school factors explain»

As research has found, school factors explain only about 20 percent of achievement scores — about a third of what student and family background characteristics explain.

As research has demonstrated, school factors explain only about 20 percent of achievement scores — about one - third of what student and family background characteristics explain.

Because black students in the Golden State are about three times as likely to live in single - parent homes, this out - of - school factor explains a big part of California's racial suspensions gap.

Not exact matches

The same three factors that cause measles to spread through a grade school classroom, writes Gladwell, can be used to explain the Hush Puppies phenomenon: (1) contagiousness, (2) the fact that little causes can have big effects, and (3) the way change often occurs at one dramatic moment rather than gradually.

«What they find is that any difference in performance can be explained by other factors, and that faith schools aren't just religiously selective, they are socio - economically selective as well.

Watch a dad explain how schools can get fathers engaged, in a Youtube clip from one of the case studies on the Dad Factor CD - Rom.

According to researchers Dr. Edith Sand, an economist at the Bank of Israel and an instructor at TAU's Berglas School of Economics, and Prof. Victor Lavy, a professor at Hebrew University and University of Warwick in England, the classroom teacher's unwitting prejudice is a key factor explaining the divergence of boys» and girls» academic preferences.

Therefore, starting an exercise program, regardless of one's age, can not only contribute to the more obvious physical health factors, but may also contribute to memory performance and brain function,» explained corresponding author Scott Hayes, PhD, assistant professor of psychiatry at Boston University School of Medicine and the Associate Director of the Neuroimaging Research for Veterans Center at the VA Boston Healthcare System.

«Crohn's disease is a complex disorder with multiple genes and environmental factors involved, which disproportionally affects individuals of Ashkenazi Jewish ancestry,» explained lead researcher Inga Peter, Professor of Genetics and Genomic Sciences at the Icahn School of Medicine at Mount Sinai in New York City.

Schools, teacher quality and family income all play a large role in student success, but these factors do not fully explain the academic differences seen in the U.S. between whites and disadvantaged racial / ethnic minorities, including blacks and Hispanics.

Lead author Dr Andrew Thompson, from Warwick Medical School, said: «The presence of anxiety and depressive symptoms as confounding factors in those with sleep disturbance could potentially explain the findings.

In a related Comment published today in The Lancet, Jonathan Barasch, MD, PhD, professor of medicine and pathology and cell biology at CUMC, and colleagues Drs. Joseph Bonventre (Harvard Medical School, Brigham and Women's Hospital) and Richard Zager (University of Washington Medicine) explain that the blood test, which measures serum creatinine — a waste product that is removed by the kidneys and excreted in urine — only offers a snapshot of the kidney's function at a given moment, which can vary depending on individual factors such as body size and muscle mass.

«Understanding which risk factors contribute to back pain and controlling exposure to these risks is an important first step in prevention,» explains Associate Professor Manuela Ferreira, Ph.D., with The George Institute for Global Health and Sydney Medical School at The University of Sydney in New South Wales, Australia.

Figure 2 shows the results of our efforts to explain the amount of schooling children completed through five factors: family structure, mother's age at child's birth, mother's years of education, the number of siblings, and parental income.

Consistent with other research on school effects, we find that the school a student attends can explain a substantial share of the overall variation in test scores: that single factor explains 34 percent of the variation in math scores and 24 percent of the variation for reading.

OECD Director of Education and Skills Andreas Schleicher explains there are several factors that impact student wellbeing, and much comes down to teachers, parents and schools.

Lithuania Policy Research Capacity Project In this project (2001 - 2003), 3 policy research studies were carried: 1) How do school and student factors explain variation in a national standardized test; 2) Why is the national test result not correlated with international test results?

Factors other than school quality could help to explain high levels of achievement of charter school students in these states — including the ability of parents to close underperforming schools.

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.

However, the aim of experiments is not to explain all sources of variation; it is to probe whether the school reform idea makes a difference at the margin, despite whatever variation exists among schools, teachers, students, or other factors.

They discuss the Coleman Report's finding that family background explained more about student achievement than factors within the control of the school or other things that education policy can influence.

Ungar, who has identified seven factors key to resilience, explains, «If children are not getting this stuff at home, school becomes much more important.»

In explaining why some schools were outperforming others, the report found, «Nearly 80 % of variance among individual schools performance can be explained by a few factors, amongst which, enrollment size and concentration of low level students (both ELA and Math) are the most important.»

But just as much of the racial achievement gap can be explained by out - of - school factors, so too, I suspect, can much of the racial suspensions gap be explained by differences in behavior that are driven in large part by those same background factors.

Another factor that likely explains Florida's different scenario is the repeated claim by state education leaders, newspapers, and some members of the public that many charter schools in the state are engaged in profiteering and private enrichment, with support from powerful political allies in the state legislature and governor's office.

Several factors may help explain why enrollment levels of students with disabilities in charter schools and traditional public schools differ, but the information is anecdotal.

As we demonstrate below, the available evidence from the economic perspective suggests that two factors are critical in explaining the stagnation that persisted until 2000: the growing availability of the GED (General Educational Development) credential and increases in the nonmonetary costs of completing high school.

Pairing up schools and PFADs based on the interest factor is a must for a positive experience,» he explained.

Mapping the Early Attendance Gap: Charting a Course for Student Success, a joint report by Attendance Works and the Healthy Schools Campaign, explains key factors...

A third factor used to explain away Success Academies» performance relates to the percentage of students at the schools who are English Language Learners or qualified for special education.

The approach generally doesn't penalize schools for things beyond their control — students» poverty, English - language ability, previous achievement or other factors commonly used to explain schools» success or failure.

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.

Recognizing that disparities in disciplinary rates may be caused by a range of factors, the U.S. Departments of Education and Justice said in a joint letter that these differences can not be explained by more frequent or more serious behavior by students of color, but rather, «schools may be engaging in racial discrimination that violates the federal civil rights law.»

MUCH OF A STUDENT»S STANDARDIZED TEST SCORE CAN BE EXPLAINED BY FACTORS OUTSIDE OF THE CONTROL OF SCHOOLS.

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

These include home, school and student factors that influence student learning gains and that matter more than the individual teacher in explaining changes in test scores.

The purpose of the present study was to examine the instructional and organizational factors that might explain how and why some schools across the country are beating the odds by attaining greater than expected primary - grade reading achievement with populations of students at risk for failure by virtue of poverty.

The American Statistical Association concluded recently that teachers account for about 1 per cent to 14 per cent of the variability in test scores, and that the majority of opportunities for quality improvement are found in system - level conditions.4 In other words, most of what explains student achievement is beyond the control of teachers or even schools, and therefore arguing that teachers are the most important factor in improving the quality of education is simply wrong.

«We believe money is not the answer,» said Sen. Brown, explaining instead that districts must identify other ways to deal with factors that contribute to poor performance at failing schools.

This CTAC guide explains the standards, tools and processes used in assisting entire school communities to identify and address the causal factors that affect student and school performance.

The four economic factors highlighted here are insufficient to explain what has happened in these states, as current tax and school finance policies, partisan divides, union influence, and many other state - level features contributed to the strikes that are now happening.

These societal factors explain poor performance much more (i.e., more variance explained) than any school - level, and as pertinent to this blog, teacher - level factor (e.g., teacher quality as measured by large - scale standardized test scores).

A new analysis by Education Datalab has now further challenged the study, revealing that subject background of senior leaders is not an important factor in explaining variation in a school's performance.

On performance during the headteacher's tenure at a school, Datalab found subject background was not an important factor in explaining variation in school performance.

Interestingly, achievement benefits of private school choice appear to be somewhat larger for programs in developing countries than for those in the U.S. Wolf explains, «Our meta - analysis avoided all three factors that have muddied the waters on the test - score effects of private school choice.

Since the members of the illegal Board of Education refused to do their jobs, Bridgeport residents should step in and demand that Vallas explain the following: (1) What factors did he use to decide that the cut in out of district placements should be 20 %, (2) how many Bridgeport students will be impacted by this cut, (3) how many IEPs have been changed to remove the out - of - district placements that had previously been ordered, and (4) how many children have been moved back into the school system to date.

Most variation is explained by other factors, underlining the need to look at the range of children's experiences, inside and outside school, when seeking to raise achievement.»

«As the authors of ConnCan's recent Spend Smart brief explain deeply embedded in a footnote... you really only need to use a single factor to get state aid targeted to the right schools and that factor is the share of children qualifying for FREE OR REDUCED PRICED LUNCH.

(The sources used, the manner in which scores were derived, and the research that explains why these factors are important for school success are all included in the report and its appendix).

In 1966, a groundbreaking government study — the «Coleman Report» — first identified a «one - third in - school factors, two - thirds family characteristics» ratio to explain variations in student achievement.