Sentences with phrase «significant change in test scores»

Results have been mixed, ranging from gains in high school graduation and college enrollment rates (e.g., Chingos and Peterson 2012), small increases in reading and math scores (e.g., Greene et al. 1998), or increases in math but not reading scores (Rouse 1998), to no significant change in test scores (e.g., Howell and Peterson 2006; Wolf et al. 2011).

Not exact matches

The GRE, administered by Educational Testing Service, is rolling out significant changes to its content, design, scoring and format next August, while the GMAT is adding a new integrated reasoning section in June of 2012.

What's more, the team found that the mothers» scores on a standard test that gauges the degree of a mom's attachment to her infant could be predicted to a significant degree based on the changes in their gray matter volume during pregnancy.

Another test assay, the global acne grading score (GAGS), «did not change by a significant amount» in either group, but was still slightly higher in the sunflower seed group.

In sum, Krueger and Zhu take three methodological steps to generate results that are not statistically significant: 1) changing the definition of the group to be studied, 2) adding students without baseline test scores, and 3) ignoring the available information on baseline test scores, even though this yields less precise results.

«We also find that «F» - graded schools engaged in systematically different changes in instructional policies and practices as a consequence of school accountability pressure, and that these policy changes may explain a significant share of the test score improvements (in some subject areas) associated with «F» - grade receipt.»

Though the increased emphasis on the mechanics of taking tests should be considered a factor in the increase of mathematics and reading scores throughout this period, survey results also found signs of significant changes in teachers» emphasis on content in language arts and in the time devoted to content appropriate to grade level in mathematics.

National tests indicate also that there was no significant change in Washington D.C. scores while Ms. Rhee was in control of the school system.

A significant number of schools that received School Improvement Grants — as many as half — were not included in the analysis for a variety of reasons, including missing data, the schools were shut down or the state tests were changed, making it impossible to compare scores over time.

Given the small number of Virginia's Hispanic test takers, NCES does not regard recent year - to - year changes in the average scores and proficiency levels of these students as statistically significant.

The actual magnitude of these changes in test scores, however, is not statistically significant at conventional levels and is relatively small compared with Baron's findings.

2000 Results began to demonstrate that the changes in Finland's educational system were making a significant difference as demonstrated by scoring third on a global assessment, the Programme for International Student Assessment (PISA), a standardized test given to 15 - year - olds in approximately 40 countries.

In addition, this questionnaire presents good test — retest reliability, even for testing after 6 months (correlation coefficients from 0.60 to 0.90, except for bodily pain (0.43)-RRB-.53 Finally, the SF - 36 is sensitive to change, 57 with a difference of 5 points in scale scores being clinically significant, as suggested by Ware et al. In addition, this questionnaire presents good test — retest reliability, even for testing after 6 months (correlation coefficients from 0.60 to 0.90, except for bodily pain (0.43)-RRB-.53 Finally, the SF - 36 is sensitive to change, 57 with a difference of 5 points in scale scores being clinically significant, as suggested by Ware et al. in scale scores being clinically significant, as suggested by Ware et al. 58

Results of grouped t tests and Mann - Whitney U tests to show t or z values, degrees of freedom, and p values for the significant differences in the changes in scores between the control and intervention group

In tests of the main study hypotheses, the experimental group showed a significant decrease in attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tesIn tests of the main study hypotheses, the experimental group showed a significant decrease in attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tesin attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tesin attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tesin anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tesin avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-test.