Sentences with phrase «student background variables»

Chetty might even agree with this assertion, although he would disagree with the EVAAS's (typical) lack of use of controls for student background variables / demographics — a point of contention that has been debated, now, for years, with research evidence supporting both approaches; hence, the intense debates about VAM — based bias, now also going on for years.

These systems included measures of school context (resources, student background variables, and so on); processes (curriculum coherence, leadership and teaching, and so on); and outcomes (student achievement, graduation rate, school safety, and so on).

One study, for example, found that under value - added models that had very limited controls for student background variables, the two percent of teachers who had half or more students with disabilities received value - added scores that, on average, were low; they ranked in the 20th to 25th percentile in math and the 25th to 33rd percentile in reading.

[24] We say «surprisingly» both because the two types of models have different motivations and because the kinds of student background variables that are in value - added models are often found to influence student achievement.

This finding is consistent with what we would expect to see if the estimates confounded student background variables with teacher effectiveness.

Because the evidence on confounding by student background variables is mixed, those who make decisions about teachers should allow for its potential to occur.

Accordingly, there is much research about how such survey data can be gamed and manipulated by instructors (e.g., via the use of external incentives / disincentives), can be biased by respondent or student background variables (e.g., charisma, attractiveness, gender and race as compared to the gender and race of the teacher or instructor, grade expected or earned in the class, overall grade point average, perceived course difficulty or the lack thereof), and the like.

Not exact matches

Research shows that after controlling for background variables between AP and non-AP students, taking AP courses has very little impact on time to degree (Klopfenstein, 2010).

Claiming that education is misguided and misdirected, Orr supports his argument by noting that students live mainly in urban or suburban settings and come from variable and uncertain home backgrounds.

There are a number of reasons: 1) student achievement probably wasn't used as the measure of teacher effectiveness; 2) before the advent of the modern computer, in the mid-1960s, some of the more sophisticated analyses were not feasible; 3) the structure and makeup of schools change, making the findings less applicable to the current situation; 4) most important, older studies may not control for critical variables, such as students» backgrounds or past achievement.

All of our students are from the South Los Angeles neighborhood where we operate, and they each enter kindergarten with highly variable abilities, backgrounds and learning styles.

Because students and parents selectively chose schools, however, OLS estimates may be biased by correlation between school choice and unobserved variables related to ability, motivation, or family background.

Finally, the type of regression - based analyses used to support the performance pay conclusion does not properly consider that the background variables used in these analyses can vary in terms of relationships with student scores and have different definitions across the countries under study.

The first, parental education, is well known to be a particularly appropriate control variable, as other studies have shown that it is the background variable most highly correlated with student achievement.

However, researchers generally agree that up to two - thirds of the variation in student achievement is explainable by individual student characteristics like family background and such variables.

Longitudinal studies and controlled studies — for example, experimental or quasi-experimental studies that seek to eliminate the effect of extraneous variables such as student background — could establish causation.

I found that few variables from a principal's background had a statistically significant relationship with outcomes such as student math and reading scores, attendance, and principal retention at the school or district level.

Typically, researchers studying voucher effects attempt to isolate the effect of receiving a voucher from family background variables by comparing students who have the opportunity to use vouchers and choose to pursue it with those that do not take advantage of their opportunity.

By using a variety of variables focusing on student achievement, family background, and school characteristics from the High School Longitudinal Study of 2009 (HSLS: 09) I wanted to see if I could shed light on the school choice debate.

Although evidence about the influence of student and family backgrounds on student success in school is incontrovertible (e.g., Henderson, 1987; Sanders and Epstein, 1998; Snow et al., 1991; Walberg, 1984), there remains considerable conflict about how this variable should be addressed in district and school improvement efforts.

After controlling for student background, the only objective factor found to be positively correlated with student performance was smaller classes, not school size or teacher qualifications, nor any other variable that the researchers could identify.

Married and not - married Hmong female high school students were compared on attitudinal, achievement, and background variables to explore factors associated with early marriage and to determine consequences of early marriage for mental health and educational expectations.