Brazil and Andersson controlled for a variety
of student background characteristics, such as GPA, academic achievement, college expectations, family socioeconomic status and household structure.
The findings held true for all students, regardless of whether they appeared likely or unlikely to attend selective schools, as predicted
by student background characteristics such as race, gender, socioeconomic status, and pre-college test scores.
The version we use takes into
account student background characteristics and schooling environment factors, including students» socioeconomic status (SES), while simultaneously calculating school - average student test - score growth.
Looking at the Spanish and English reading benefits associated with these four language acquisition approaches, this study takes into account differences
in student background characteristics, including family economic standing, student immigrant status, gender, and age at school entry, students» initial English instructional rating, bilingual program exposure (in years), and factors associated with school context.
The second approach, typically associated with value - added models (VAM), controls
for student background characteristics and under some conditions can be used to identify the causal effects of schools and teachers on student achievement.
The ACER report provides an analysis of Australian students» financial literacy background in the context
of student background characteristics: Indigenous background, geographic location, immigrant and language background, and socioeconomic background.
These findings are obtained after adjustments for levels of economic development across countries,
student background characteristics, and features of national school systems.
The SRI analysis looked at four years of data, controlled for
student background characteristics, demographics and prior achievement.