Sentences with phrase «suggest differences in schooling»

Not exact matches

His naive use of class differences to identify excellence («Ministers of the better class are not satisfied to accept the rural churches») and his explicit call for theological schools to train persons to minister specifically to the rich suggest that this interest in theology, which is otherwise so thoroughly underemployed in Harper's proposed reform of theological schooling, is vulnerable to ideological misuse as a «cover» that at once obscures and legitimates an underlying concern to secure the churches» social status.

He argued: «Research suggests that if you take out the different school factors and you compare the achievements of children in the same school it would be as small as 0.02 per cent of the difference, so it's clearly not a geographical thing, it's a wide - spread issue across the board.»

Immediately, she insisted suggested that we take Baby on over to the school and try to squeeze in an appointment with the Speech and Language Pathologist (SLP), breezily insisting that she didn't think anything was WRONG with him, but that on the off - chance there was, early intervention could make all the difference in the world.

Evidence on the performance of academies compared to local authority schools is mixed, but on the whole suggests there is no substantial difference in performance.

«Evidence suggests that salad bars in schools can make a big difference.

In the realm of formal schooling, he suggests that instead of focusing on preferences — asking students to declare that one piece of work is superior, more valuable, or more beautiful than another — teachers should first emphasize and cultivate a student's ability to distinguish and articulate differences that matter.

The ACWP report suggests this may be down to differences in primary and secondary school environments where:» teachers tend to teach larger numbers of students, and students have to deal with larger numbers of teachers.»

«The fact that there are large differences in subsequent performance suggests that the charter schools were indeed having an impact.

However, this difference diminished over the course of the study, leading the authors to suggest that satisfaction with schools in the two sectors is unlikely to differ in the long run.

The difference in enrollment trends suggests that the LSP's regulatory burden had the opposite of its intended effect: discouraging higher - performing schools from participating, leaving only the lower - performing schools that were so desperate to reverse their declining enrollment and increase their funding that they were willing to do whatever the voucher program required.

A large body of evidence suggests that differences in quality between schools affect how students learn, but it will take creative policies to tap this potential.

The fact that the entire distribution of students in other developed countries outperforms the entire distribution of U.S. students suggests that there is a difference in the effectiveness of school systems across countries that school reform could remedy.

(For a fuller picture of Weingarten and a good account of the difference between political savvy and fixing our schools for kids, I suggest RiShawn Biddle's profile in the American Spectator.)

These patterns suggest that the positive effects of charter school attendance on educational attainment are not due solely to measured differences in the achievement of students in charter and traditional public high schools.

These within - school differences likely understate the overall import of teacher effectiveness because, as recent evidence suggests, there are also differences in teacher quality across schools.

The inclusion of this variable hardly affects our results, suggesting that our findings reflect competitive effects stemming from the private operation of schools and not from differences in funding policies.

Mariam Durrani, an expert on Islamophobia and Muslim youth and a lecturer at the Harvard Graduate School of Education (HGSE), says that even if there are no Muslim students in a class, «changing educational and society - wide demographics suggest that as young people come of age, we'll have even greater need for conversations about learning across difference and about addressing systemic inequalities,» whether about religion, race, gender, sexual orientation, or other identifiers.

In reading, however, we found no difference in the test - score gains achieved by F schools and low - performing non-F schools, suggesting that regression to the mean could be influencing our results in readinIn reading, however, we found no difference in the test - score gains achieved by F schools and low - performing non-F schools, suggesting that regression to the mean could be influencing our results in readinin the test - score gains achieved by F schools and low - performing non-F schools, suggesting that regression to the mean could be influencing our results in readinin reading.

Overall, however, results from the top - down approach suggest that governance arrangements do not correlate with notable differences in school characteristics.

Florida middle schools also spend 11 percent less per student and have higher student - teacher ratios than K — 8 schools, suggesting a potential role for differences in available resources.

This is a significant opportunity, given that the evidence suggests that teacher quality is the most important school factor in explaining differences in student performance.

This suggests that citizen ratings do reflect differences in the growth in student achievement across schools, but that this is primarily because of the correlation between achievement levels and achievement growth.

My own research has suggested the potential importance of reference bias due to differences in school climate, leading me to caution in this series against proposals to incorporate survey - based measures of non-cognitive skills into high - stakes accountability systems.

If these assumptions hold, evidence that the effects of being assigned to a teacher who shares one's race are concentrated in disadvantaged or highly segregated schools would suggest that differences in teacher quality are influencing the findings to some degree.

In contrast to statistically nonsignificant differences for the teachers within levels of school effectiveness, these statistically significant differences among teachers across schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others at the school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communicationIn contrast to statistically nonsignificant differences for the teachers within levels of school effectiveness, these statistically significant differences among teachers across schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others at the school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communicationin our study (e.g., time spent by students in independent reading, or degree of home communicationin independent reading, or degree of home communication).

The author suggests that in order detect differences in school quality, the evidence we gather must reflect the extent of student mastery of learning targets that are much more precise.

But unlike Connecticut's statewide data and the results from other urban school distrticts, the SBAC achievement results at Achievement First charter schools had incredible fluctuations between grade levels — differences that suggest that students in some grades may of had some «assistance» filling in the answers.

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.

If you look at the range of variations in schools, there are huge differences still between the top and bottom performing schools, suggesting there is still room for improvement.»

«The findings suggest that there are more similarities in student outcomes between charter schools and other public schools than differences,» Silverman writes.

Other studies found that school choice programs move students into less segregated schools in D.C. and Cleveland; results in Milwaukee either find no difference or suggest a positive effect.

However, research that focused on administrative costs between charters and traditional public schools in Michigan suggests the size difference might only explain about $ 130 of the per pupil gap.

Beginning with the now - famous evidence reported by Coleman and his colleagues (1966), study after study suggests that socioeconomic status (SES) of families explains more than half of the difference in student achievement across schools; it is also highly related to violence, dropping out of school, entry to postsecondary education and levels of both adult employment and income.

A synthesis of the best evidence suggests that, while money is part of the equation, it is less important than other factors in attracting and retaining educators who can make a difference in schools.

No significant differences were found in regards anxiety symptoms across study conditions, suggesting that a different approach may be more effective for reducing anxiety in school based populations.

Some research suggests that the academic deficits associated with living with a single mother are less pronounced for black than for white children.37 One study found that growing up in a single - parent family predicted lower socioeconomic attainment among white women, white men, and black women, but not among black men.38 McLanahan and Sandefur found that white offspring from single - parent families were more likely to drop out of high school than were African American offspring from single - parent families.39 African American children may thus adjust better than white children to life in single - parent families, although the explanation for this difference is not clear.

No significant differences in high schools attended were found between the 2 groups, again suggesting that Seattle's mandatory busing program overcame the separation of students from different neighborhoods and elementary schools sometimes found in large urban school districts.