Sentences with phrase «scores by the standard deviation»

They scale the gain in black students» scores by the standard deviation of test scores computed for a select sample of students, and observe that the gain in their scores due to attending private school is «roughly one - third of the test - score gap between blacks and whites nationwide.»

Not exact matches

The meta - analysis, published online today in the Proceedings of the National Academy of Sciences, concluded that teaching approaches that turned students into active participants rather than passive listeners reduced failure rates and boosted scores on exams by almost one - half a standard deviation.

However, by 1999, the gap in mean scores by race had expanded to about 0.8 standard deviations.

Similarly, if replacing the lowest - ranked school in the survey with a top - quintile school, student test scores would improve by 0.39 of a standard deviation using a conventional VAM, and 0.53 of a standard deviation when using the MIT team's own VAM method.

Variability in mood was measured by the standard deviation of these daily mood scores across each condition.

Every standard deviation increase in the inflammation score was also associated with a hippocampus volume that was 110 cubic millimeters smaller and the volume of other areas affected by Alzheimer's disease was 532 cubic millimeters smaller.

He compared this figure with Jeremy Finn and Charles Achilles's finding that attending a smaller class in the Tennessee STAR experiment raised reading scores for black 2nd graders by one - third of a standard deviation.

In the first year of the program, the bonus program boost to math scores was, by our estimates, 3.2 points on the New York state test, or 0.08 student - level standard deviations.

Their peers» average test scores are about 0.15 standard deviations higher, and the new schools have higher - quality teachers, measured in terms of the fraction of teachers with less than three years» experience, the fraction that are new to the school that year, the percentage of teachers with an advanced degree, and the share of teachers who attended a «highly competitive» college as defined by the Barron's rankings.

Our results show that each year of attendance at an oversubscribed Boston charter school increases the math test scores of students in our sample by 13 percent of a standard deviation.

Their scores drop by 5 percent of a standard deviation if they have a female teacher.

My best estimate is that it lowers test scores for both boys and girls by approximately 4 percent of a standard deviation and has even larger effects on various measures of student engagement.

On average across middle and high school math, TFA teachers out - performed veteran teachers by 0.07 standard deviations, the equivalent of 2.6 additional months of instruction or helping a student move from the 27th to the 30th percentile on a normal distribution of test scores.

We observe the average score by school, year, and grade on each exam, which we scale to have a mean of 0 and standard deviation of 1 in each year, grade, and subject.

• Each year of attendance at an oversubscribed charter school increased the math test scores of students in the sample by 13 percent of a standard deviation, a roughly 50 percent increase over the progress typical students make in a school year, but had no impact on their fluid cognitive skills.

At worst, the taxpayers of Illinois paid $ 51 per student and saw test scores decrease by 0.002 of a standard deviation, a negligible amount.

For example, in 4th - grade math, we find that NCLB increased scores at the 10th percentile by roughly 0.29 standard deviations compared with an increase of only 0.17 standard deviations at the 90th percentile (see Figure 3).

Students also scored nearly 0.20 standard deviations higher on the verbal portion of the ACT, were substantially more likely to pass trigonometry and chemistry classes by 11th grade, and earned higher grade point averages (GPAs) after 9th grade.

Retained students performed better than low - scoring students who were promoted by 0.13 standard deviations (4.10 percentiles) on the FCAT and 0.11 standard deviations (3.45 percentiles) on the Stanford - 9 in reading.

Relative to the median, a teacher at the 84th percentile increases math and English scores by 12 and 8 percent of a standard deviation, respectively — equivalent to approximately 3 months of additional instruction.

In a randomized controlled trial conducted at the United States Military Academy (West Point), the authors find that unrestricted laptop use reduces students» exam scores by 0.18 standard deviations relative to students for whom laptop use was prohibited; tablets reduce scores by 0.17 standard deviations (see figure).

But once they reach puberty (approximately at age 11 for girls and age 13 for boys) math scores improve by eight percent of a standard deviation and reading score improvements remain at six percent of a standard deviation.

Our estimates indicate that, for each teacher who left under the ERI, test scores increased by 0.01 and 0.04 student - level standard deviations in math and reading, respectively.

When these 6th graders move to a middle school in the 7th grade, however, we see the same dramatic fall in academic achievement: math scores decline by 0.17 standard deviations and English achievement falls by 0.14 standard deviations.

The sum of the reliable evidence indicates that, on average, private school choice increases the reading scores of choice users by about 0.27 standard deviations and their math scores by 0.15 standard deviations.

We further tested to see whether a one - student reduction in class sizes would increase TIMSS scores by just one point, or 1 percent of an international standard deviation.

The results indicate that the effect of receiving a fail rating is to raise standardized test scores in a school by 0.12 standard deviations in math and by 0.07 to 0.09 standard deviations in English.

A gain score of zero indicates that a student has kept pace with the average student in the state, while a student with a gain score of 0.25 standard deviations will have improved his or her performance by enough to exceed roughly 10 percent of the state's students.

Our analysis indicates that unrestricted laptop use reduced students» exam scores by 0.18 standard deviations relative to students for whom laptops were prohibited (see Figure 2).

But math scores are up by 0.4 standard deviations, a large gain (see Figure 3).

Even if the largest estimates of peer effects are correct, however, the improvement in peers» prior test scores would appear to benefit KIPP students» achievement only by about 0.07 to 0.09 standard deviations after four years at KIPP.

The strength of this relationship may be gauged by comparing the change in quality associated with changes in the school's position in the national test - score ranking: the results show that an increase of 50 percentile points is associated with an increase of 0.15 standard deviations in student perceptions of teacher practices (see Figure 1).

The results show that a fail rating raises average math and English test scores by 0.05 standard deviations three years after leaving the primary school.

The results indicate that adding one troubled boy to a classroom of 20 students decreases boys» test scores by nearly 2 percentile points (7 percent of a standard deviation) and increases the probability that a boy will commit a disciplinary infraction by 4.4 percentile points (17 percent).

If the standard were to pay teachers an extra 1 percent of salary when they raise test scores by 2.5 percent of a standard deviation, then highly experienced teachers who post a 25 percent test - score advantage over rookies should be paid a 10 percent premium.

Granted, the boost to starting salaries is not as great as some advocates would like — the New Commission on the Skills of the American Workforce has called for starting salaries of $ 45,000 — but remember that this new schedule is based on the arbitrary decision to reward credentials that improve test scores by 1 percent of a standard deviation with a 1 percent boost in salary.

For example, students who entered in 6th grade score 0.23 standard deviations lower in math and 0.14 standard deviations lower in reading by the end of 8th grade than would have been expected had they attended a K - 8 school.

Relative to a teacher just beginning in the profession, teachers with one or two years of experience raise test scores by an extra 5 percent of a standard deviation.

The presence of two additional types of private schools nearby raises test scores by about 2 percent of a standard deviation.

In online classes, an effective instructor in Math I improves test scores by 0.14 standard deviations in that course and by 0.05 standard deviations in Math II.

As can be seen in Figure 2, the schools that have larger kindergarten readiness gaps also have larger test score gaps in third and fifth grades: as the kindergarten readiness gap increases by 10 percentage points, the test score gaps increase by around 0.06 of a standard deviation.

Likewise, having 12 additional private schools nearby boosts public school test scores by almost 3 percent of a standard deviation.

For in - person classes, an effective instructor in Math I lifts test scores in that course by 0.49 standard deviations, as well as test scores in Math II by 0.48 standard deviations.

[11] The effect of mindset estimated in this study seems promising, especially considering that about 75 percent of students in each grade have room to improve their mindset score by one standard deviation or more.

Adjusting for the effect of instructional days, we estimate that scores increased by roughly 0.25 standard deviations, nearly 40 percent less than the reported gains.

Overall, scale scores increased by 0.4 standard deviations from 2001 — 02 to 2004 — 05.

For example, in a school with three equal - sized 4th - grade classrooms, the replacement of a teacher with a VA estimate of 0.05 standard deviations with one with a VA estimate of 0.35 standard deviations should increase average test scores among 4th - grade students by 0.1 standard deviations.

In order to place the information from these tests on a common scale, we followed the standard practice of standardizing all scores by test, grade, and year to have a mean of zero and standard deviation of one.

Having a teacher from one program or another typically changed student test scores by just.01 to.03 standard deviations, or 1 to 3 percent of the average score gap between poor and non-poor children.

Using this relationship, increasing per - pupil spending by 10 percent is associated with about 0.12 standard deviations higher test scores (this relationship is statistically significant at the 1 percent level).