Sentences with phrase «statistical difference school»

Not exact matches

Translation: many of the schools are given a ranked number, even though in a good deal of cases there is no statistical basis for the difference between one EMBA program and another.

According to Robert Hall, professor of pediatrics at the University of Missouri School of Medicine in Kansas City, there was no statistical difference in growth, language development, vision or cognitive development among the children studied, although in most categories the breast - fed infants did show slightly better performance.

In order to separate student characteristics from aspects of segregated public schools, Kainz used a statistical technique called «propensity score matching,» which allows for comparison of reading growth in segregated and non-segregated schools, while also accounting for numerous differences in the students» backgrounds.

After this yearlong effort, the authors found stark statistical differences between the schools that had participated versus those that hadn't.

The most important characteristic included among our statistical controls is 8th - grade test score, which aims to capture differences in student ability and students» educational experiences prior to high school.

Students in magnet public schools have slightly higher scores than assigned public school students, although the difference does not approach statistical significance.

The statistical analysis relied exclusively on some crudely measured differences across schools, such as the number of days in the school year or the presence of a science lab.

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».

«All of the charter schools in the study either outperformed or showed no statistical difference when compared to traditional schools,» the report read.

One very recent study, using sophisticated statistical techniques to summarize dozens of analyses across many states and cities, found that charter schools generally outperform traditional public schools in math, with little difference between the two sectors in reading.

This is the exactly what would happen with the statistical phenomenon of «regression towards the mean» — it indicates a serious flaw in the data analysis and interpretation, and suggests that there is no real difference between the two types of schools.

However, there are analytic and statistical strategies that enable you to control for these differences, that allow you to better isolate the true relationship between school choice and student achievement.

The authors assess how different covariates contribute to improving the statistical power of a randomization design and examine differences between math and reading tests; differences between test types (curriculum - referenced tests versus norm - referenced tests); and differences between elementary school and secondary school, to see if the test subject, test type, or grade level makes a large difference in the crucial design parameters.

Using this methodology in 2009, the CREDO team found that only 17 % of charter schools outperformed traditional public schools, while 46 % did worse, and 37 % had no statistical difference.

The proportion considering leaving was 17 % in the most deprived schools compared to 19 % in the least, and there was no statistical difference in desire to leave across the five different levels of deprivation.

The internal consistency of the CBCL in our sample, specifically the School subscale, was somewhat low, reducing statistical power (Bacon, 2004); however, our sample size and matched design provided enough power to uncover as statistically significant even small differences between the groups on this measure.