Sentences with phrase «schooling characteristics explain»

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

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.

Not exact matches

Mendel is perhaps the more familiar figure; most high school biology classes explain how the Moravian monk developed gene theory and the theory of inherited characteristics (with its distinction between recessive and dominant traits) from his studies of the humble pea.

Even with this added dimension, the researchers were unable to identify tangible county characteristics that explain why slave concentration from 1860 is related to contemporary school enrollment patterns.

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).

Once I had 15 such stories, Harvard Education Press compiled them with some new material explaining how I found the schools and the common characteristics of the schools.

Semiparametric lower bound estimates of the variance in teacher quality based entirely on within - school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience.

This American modern art movement (also called the New York School) is here short explained in its goals and characteristics, and moreover illustrated in selected art images.

More analysis needs to be done here, of course, because the kids aren't identical and it's possible that student characteristics and school selection effects rather than instructional effectiveness explain much of the achievement track record.

We found that about half of the difference in student outcomes in schools slated for closure and the broader sample of schools can be explained by differences in incoming students» demographic characteristics, absenteeism, and achievement in middle school.

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.

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.

It is a regression in which student achievement is explained by a combination of school inputs (resources such as funding per student, class size, teacher qualifications, etc.) and the characteristics of peers (percentage of schoolmates who are white and who are black, etc.), families (race, ethnicity, parents» education, number of siblings, etc.), and neighborhoods (the share of households who rent versus own, etc.).

But we find little evidence that shifting student characteristics explain flat scores, or that periods of increasing high school persistence coincide with periods of divergent scores between older and younger students.

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.

This guide details the fundamental characteristics of the young adolescent learner and explains how Turning Points schools work to meet the needs of these students.

The process can include assessing whether certain characteristics — such as the qualifications of teachers or counselor - student ratios — can explain some of the differences in the number of advanced courses schools offer.

Schools in the Neighborhood: Can Neighborhood Characteristics Explain Enrollment at In - Boundary Schools?

Now that we have established that boundary participation rates are different across the city in ways that systematically change with neighborhood characteristics, we can test whether differences in neighborhood characteristics can explain school choice behaviors across the city.

To measure which school neighborhood characteristics can explain boundary participation rates, one must define «neighborhoods.»

Similar to boundary participation patterns, neighborhood characteristics can no longer explain enrollment at middle and high public charter schools.

The D.C. Policy Center report «Schools in the Neighborhood: Can Neighborhood Characteristics Explain Enrollment at In - Boundary Schools?»

This blog post examines public charter school outcomes as a follow up to the D.C. Policy Center report, Schools in the Neighborhood: Can Neighborhood Characteristics Explain Enrollment at In - boundary Schools?

In D.C., enrollment at in - boundary schools is geographically concentrated in one area, but typical neighborhood characteristics do not explain this trend.

Preston C. Green III, Bruce Baker and Joseph Oluwole's article, entitled «Having It Both Ways: How Charter Schools Try to Obtain Funding of Public Schools and the Autonomy of Private Schools,» explains how charters use «their hybrid characteristics to obtain the benefits of public funding while circumventing state and federal rights and protections for employees and students that apply to traditional public schools.Schools Try to Obtain Funding of Public Schools and the Autonomy of Private Schools,» explains how charters use «their hybrid characteristics to obtain the benefits of public funding while circumventing state and federal rights and protections for employees and students that apply to traditional public schools.Schools and the Autonomy of Private Schools,» explains how charters use «their hybrid characteristics to obtain the benefits of public funding while circumventing state and federal rights and protections for employees and students that apply to traditional public schools.Schools,» explains how charters use «their hybrid characteristics to obtain the benefits of public funding while circumventing state and federal rights and protections for employees and students that apply to traditional public schools.schools.»

That is, characteristics of neighborhoods in which highly popular in - boundary schools are located might also explain why some in - boundary schools have higher boundary participation rates and others do not.

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.

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.

When combined with the other pupil characteristics, models with measures of free school meal eligibility worked best, in practical terms, for explaining variation in pupil achievement.

Although differences in teacher and school characteristics — such as a teacher's experience or a school's student demographics — explained some of this gap, more than half of the gap remained even after accounting for such factors.

«A significant characteristic of those schools was that schools and communities had a shared sense of duty,» explains Green.

Set to the sort of dated rock soundtrack characteristic of»80s action - movie montages, or perhaps a traffic school instructional tape, the video shared some of the sport's history and explained its core techniques, such as the clinch, in which fighters wrap their hands around the back of their opponent's neck, leaving the opponent vulnerable to knee strikes to the body and head.

Only a few studies, including two of our own, assess families during the preschool period and again after the child has entered elementary school.8, 12,13 The basic finding is of considerable consistency across the transition in terms of mothers», fathers», and children's characteristics; both mothers» and fathers» authoritative parenting style during the preschool period explains significant variance in children's academic achievement and externalizing or internalizing behaviour with peers two and three years later.

Results of multilevel analyses reveal that individual background characteristics (e.g., gender, social class, individual assessment of teacher - student relationships) explain more of the variance than school characteristics, including school climate.