At six months there was a trend for the PRT intervention group to have lower GDS
scores than the comparison group, but this finding did not reach statistical significance.
Not exact matches
The rate of Apgar
scores that were less
than 7 at 5 minutes in the home birth
group, excluding stillbirths and babies with congenital anomalies, was 0.9 %, which was not different from those in the
comparison groups.
We observed no significant differences between the home - birth
group and either
comparison group with respect to a 5 - minute Apgar
score of less
than 7, a diagnosis of asphyxia at birth, seizures, or the need for assisted ventilation beyond the first 24 hours of life.
However, eosinophil
scores were significantly different between
groups (p < 0.001, Anova) with significantly lower
scores for nonvaccine
groups than for vaccine
groups of both mouse strains (p < 0.001 for all comparable
group comparisons, Tukey's HSD).
Mean
scores for vaccine
groups greater
than non-vaccine
groups for Balb / c and C57BL / 6 p <.001 for all
comparisons.
They didn't
score higher
than the
comparison group in self - control.
The study by ctb / McGraw - Hill found that, in 1987, students in grades 1 to 8 who took its Comprehensive Test of Basic Skills
scored an average of 6.63 percentile points higher in reading, 10.83 points higher in language, and 14 points higher in mathematics
than a 1981
comparison group.
I find that students in the Milwaukee Parental Choice Program had faster math
score gains
than, but similar reading
score gains to, the
comparison groups.
• Value - added results, which have recently been touted as a better way to use standardized test
scores, are actually no more accurate
than year - to - year
comparisons of different
groups of students.
The study authors reported that students in the intervention
group had higher math
scores than students in the
comparison group, but only for students of parents with high math anxiety.
Reading
scores among students in the
comparison group were also higher at the end of the summer
than at the beginning, but they were not significantly higher.
Few differences existed across
groups in 9th grade, but by the end of 10th grade, students» test
scores, academic grade point averages, and progress to graduation tended to be better for the students in programs of study (i.e., treatment students)
than for control /
comparison students.
That's the same as similarly equipped machines, and in fact its single - core
score is higher
than most machines in our
comparison group.
However, the
comparison of these
groups due to the gender showed that in the satisfaction elements and personality issues, the relationship between marital and leisure time of women patients is worse
than men; however, healthy women
scores in financial management are lower
than healthy men.
They didn't
score higher
than the
comparison group in self - control.
Domitrovich, Cortes, and Greenberg (2007) found that the intervention
group scored significantly better
than the
comparison group on the Assessment of Children's Emotions Scale — Accuracy, meaning children exposed to PATHS ® had a larger receptive emotion vocabulary and were more accurate in identifying feelings.
Results indicate that after training, the mean percent correct
score of the training
group was similar to that of the nonhandicapped
comparison mothers, with both significantly greater
than the mean of the control
group.
Multiple
comparisons indicated that the nonexposed dyads had lower PSI
scores than both the light exposure
group (p =.01) and the heavy exposure
group (p =.001).