Sentences with phrase «significant grade differences»

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«There were no significant differences in the polyp number (adenoma), polyp size, or grade of dysplasia» in the obese and lean groups, wrote the research team.

Results indicated there were no significant gender or ethnicity differences in prevalence of use in 8th grade or in accelerated usage rates through 9th grade.

While the downhill running resulted in the largest peak force on the runners, Neves and fellow researchers Bill Myrer, Wayne Johnson, and Iain Hunter, were surprised to find no significant differences in Achilles tendon thickness changes between running grades.

Whatever differences occurred may not have been significant enough to deserve an increased grade.

Figure 11 shows no significant difference between the reading scores of fourth - grade students in Texas and in the nation as a whole, except in 2003, and minimal improvement across the board.

There's only four grades available — A, B, C and T — so half a grade was very significant and very much the difference between passing and failing.

The researchers also point out there were 1290 unique school and grade combinations in the study sample — an average of 40 students per combination — which meant it «lacked statistical power to find significant differences between treatment conditions or grade levels».

Specifically, while the Impact Study found some initial effects, by third grade the control and treatment groups showed no significant differences.

The difference was significant, said Wehrheim, who is also a fourth grade literacy teacher.

Although there was no statistically significant difference on mean beginning level of regular education, special education, and at - risk students, results showed that upper - class special education males and ninth - grade at - risk females had the largest increase in mean ending level within the program.

[2] In order to assess value - added and the validity and reliability of value - added measures, it is important to consider the significant differences across grades in the ways teachers» work and students» time are organized.

Under the strong leadership of its co-chairs, County District Attorney Teresa Drenick and OUSD's Coordinator of Attendance and Discipline Support Services Theresa Clincy, the committee began focusing on reducing chronic absence in the early grades, given the lack of prior focus on young children and the potential for making a significant difference.

REQUIRED QUALIFICATIONS: A bachelor's degree or higher with at least 24 credit hours in content area Valid IndianaTeaching License for Grades K - 5 or 6 Demonstrates strong writing skills as evidenced by a written response included with Application, answering the following questions: o Describe one experience where you made a significant difference in a student's academic achievement.o Describe a time in which you have used student data to drive greater levels of student achievement.o Describe one way you have successfully integrated technology into your classroom.

While there was no significant difference in the grade point averages of students in the program and their district peers, graduation rates were higher for dual enrollees than their peers, the analysis found.

The study included a caveat: «Given the expense of grade retention and the emotional toil retention exacts on students, a finding of «no significant difference» for retention on achievement calls into question the educational benefits of grade retention policies.»

Differences between grade levels were not significant at either Time 1 or Time 2, and over time, gains were significant only for eighth graders (see Table 3).

Overall, year 1 results on MacMillan for kindergarten students with lower reading scores demonstrated a significant difference of.000; for first grade overall results were not significant; second grade results were significant at.000; and third grade results were significant at.042.

An ANOVA including all variables did not suggest significant differences by gender, grade, or ethnicity.

In each state, and in both elementary grades and middle school grades, a significant portion of the aggregate difference in math proficiency can be accounted for by the fact that ELL students and white students tend not to attend the same public schools.

Eleventh grade shows almost no significant difference: 37 percent proficient.

In light of recent research by Sean Reardon and associates at Stanford's Center for Education Policy Analysis that achievement / opportunity gaps are due primarily to differences that occur before third grade, it is significant that school effectiveness can move the needle at the third - grade level.

But because 25 percent of the city's teachers churn to a new grade, subject, or both within their school every year, that moderate difference can really add up to a significant learning loss over several years.

However, given the statistical controls employed and the consistency of their findings with other studies at different grade levels, one can conclude that the question as to whether effective teachers make a significant difference in student achievement has been answered.

That assistance probably made a significant difference in the grade.

In 2007, Professor Curcio gave her first - year Civil Procedure class five single - issue essay questions over the course of the semester.134 After students turned each assignment in, the professor provided an annotated model answer.135 In addition, the professor spent some class time discussing the models and providing time for self - and peer - edits.136 The students in Professor Curcio's class and in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.142

On the other hand, girls who were more aggressive (red solid line) were bullied more than girls who were less aggressive (red dotted line) over time, and the difference was significant in eighth grade.

Girls who were less prosocial (red dotted line) were bullied more than girls who were more prosocial (red solid line) throughout the school years, although the difference in eighth grade was not significant.

Their SWB is significant difference in the aspects of nationality, grade and academic records.

There were no significant effects of perceived stress on grade point average or minor medical issues, and there were no significant gender differences in levels of stress.

No significant differences in school performance were found, with both groups having generally low grades.

(Parental configuration was not as significant a predictor of achievement as was socioeconomic status; in 12th grade in 1992, the students in mother - only households outperformed their counterparts in father - only households; in 1994 the parental configuration differences disappeared when socioeconomic status was held constant.)