Sentences with phrase «test score effects for»

Despite the vast majority of randomized control trials (RCTs) of private school choice showing significant, positive test score effects for at least some subgroups of students, some of those gains have been modest and other effects have been null for at least some subgroups.

Not exact matches

Sarah and Matt also discuss a new white paper on the effects of redshirting in kindergarten (delaying a kid's start by a year), which suggest that being old for one's grade may result in higher test scores, increased college attendance, and reduced likelihood of incarceration for juvenile crime.

GFI aims for diversity in their hires primarily through hiring practices that are intended to help them minimize the effects of bias, such as encouraging staff to score applications anonymously, using generalized ability tests, and meeting applicants only late in the process.88 While they've hired many women, including in seven of nine director roles, they find that their team is lacking in diversity in other ways, and they've met with Encompass to discuss further steps they can take to develop their diversity strategy.89 One staff member we spoke to mentioned that they hoped GFI would be able to begin paying interns, which might help diversify their team by broadening the pool of potential interns who could afford to take a position with GFI.90, 91

A paired - samples t - test demonstrated significant differences with small to medium effect sizes in the before and after scores for all three subscales.

Fariña recently told Capital she believes some charter schools can have a positive effect on the public system, while knocking others (without naming specific schools) for touting high test scores, but not accepting special education or English Language Learner students.

Best known for documenting the eponymous Flynn effect — the tendency for standardized intelligence testing scores to increase over many decades across the world — Flynn is the right man for the job.

The small increase in the high - dose group did not translate into beneficial effects because authors found no difference between the three study groups for changes in spine, average total - hip, average femoral neck or total - body bone mineral density, trabecular bone score, muscle mass or sit - to - stand tests.

The researchers from the University's Department of Social Policy and Intervention, and the Swedish Institute for Social Research, Stockholm, studied the test scores measuring cognitive ability of children aged between 10 and 13, and found they had a strong effect on a child's subsequent educational performance.

Failing to correct for the Flynn effect can have even bigger consequences, as courts frequently consider IQ scores using tests introduced more than a decade earlier — meaning scores can be inflated by 3 or more points (see «Life or death ``, below).

Consistent with other research on school effects, we find that the school a student attends can explain a substantial share of the overall variation in test scores: that single factor explains 34 percent of the variation in math scores and 24 percent of the variation for reading.

But all previous evaluations of the effects of private schools or of school voucher programs reported test - score results for both reading and math, or a composite measure of the two, even if the researchers thought that one or the other was a better measure of school performance.

Such «selection effects» could in theory account for the apparent school impacts on test scores, or even the apparent absence of impacts on fluid cognitive skills.

My best estimate is that it lowers test scores for both boys and girls by approximately 4 percent of a standard deviation and has even larger effects on various measures of student engagement.

The results indicate that the effect of a later start time in both math and reading is more than twice as large for students in the bottom third of the test - score distribution than for students in the top third.

We therefore also evaluated the effect of actually being retained, again controlling for race, eligibility for free or reduced - price lunch, English proficiency, and baseline test scores.

I therefore separate the students in my sample by years of age and estimate the effect of start time on test scores separately for each group.

For example, the effect of a one - hour later start time on math scores is roughly 14 percent of the black - white test - score gap, 40 percent of the gap between those eligible and those not eligible for free or reduced - price lunch, and 85 percent of the gain associated with an additional year of parents» educatiFor example, the effect of a one - hour later start time on math scores is roughly 14 percent of the black - white test - score gap, 40 percent of the gap between those eligible and those not eligible for free or reduced - price lunch, and 85 percent of the gain associated with an additional year of parents» educatifor free or reduced - price lunch, and 85 percent of the gain associated with an additional year of parents» education.

The effect is largest for students with below - average test scores, suggesting that later start times would narrow gaps in student achievement.

Though each of these policies has been tied to student test - score improvements, either the effect size was too small or the policy affected too few students to alone account for the substantial test - score improvements seen on the NAEP and FCAT.

Yet virtually no effect was seen on test scores (outside of 5th - grade math, an effect that disappeared for those same children the next year).

Specifically, I separated out the effects on test - score gains of a student's race and ethnicity, as well as accounted for the influence of a student's peers, by evaluating the influence of demographic characteristics of the student body, including average income level and percentage of minority students.

This negative effect persists at least through 8th grade, the highest grade for which we could obtain test scores.

The fail rating effect for students with test scores in the bottom quarter prior to the treatment year is 0.20 and 0.14 standard deviations in mathematics and English, respectively (see Figure 2).

Why are the effects of a fail rating largest for students with low prior test scores?

We decided to assess the relationship between test - score trends and incumbents» decisions to run for reelection, and then to estimate the effect of test - score trends on the probability that an incumbent who runs faces an opponent.

And to turn back to school choice for a moment, Imberman finds that charters in an unnamed urban district had no effect on student tests scores — but had large positive effects on discipline and attendance.

[4] Among low - income students, the effect was even more dramatic: for every 1,000 low - income students who had taken the test before 2007 and scored well, another 480 college - ready, low - income students were uncovered by the universal test.

Using a sophisticated methodology to look for value - added effects (gauged by scores on state tests and SAT and AP exams) in six prominent «exam schools» in Boston and New York City, they didn't find much to applaud:

It's true that students from those schools who did enroll in post-secondary schooling were more likely to go to a 4 than 2 year college, but it is unclear if this is a desirable outcome given that it may be a mismatch for their needs and this more nuanced effect is not commensurate with the giant test score gains.

In an article for Education Next, Pieter De Vlieger, Brian A. Jacob, and Kevin Stange of the University of Michigan report that students taught by skilled postsecondary instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, earn more credits, and are better positioned to complete a college degree, with larger effects for in - person than online classes.

For example, the Gates Foundation's small school reforms were widely panned as a flop in early reviews relying on student test scores, but a number of later rigorous studies showed (sometimes substantial) positive effects on outcomes such as graduation and college enrollment.

[6] Several studies estimated the causal effect of being assigned to remediation on future college outcomes by comparing students just above and below test score cutoffs for remedial placement.

Because test scores and enrollment in college are not the end of the road for most students, and because emerging evidence suggests that these positive effects may fade as students begin their adult lives.

As the arguments for and against the Arizona ballot question have unfurled in recent months, the California measure's effect on test scores has attracted widespread attention.

Because we observe schools over several time periods, we can subject the program to an even stricter test by controlling for all characteristics of schools that remain constant over time (by «differencing out» the effect of attending a particular school on exam scores).

The recently released study of the program examines its effects on test scores for students that have used vouchers for one, two, three, or four years.

The results are quite surprising: after adjusting the data for the effects of only a few observable characteristics, the black - white test - score gap in math and reading for students entering kindergarten essentially disappeared.

The predictive effects for test scores based on the test scores of other classes are and.

Getting into a charter school doubled the likelihood of enrolling in Advanced Placement classes (the effects are much bigger for math and science than for English) and also doubled the chances that a student will score high enough on standardized tests to be eligible for state - financed college scholarships.

The teacher effect of 0.99 percentage points could reflect skills that are relevant for college attendance but are not measured by the test scores.

Thus adjusting the data for the effects of socioeconomic status reduces the estimated racial gaps in test scores by more than 40 percent in math and more than 66 percent in reading.

Repeating the analysis above with these two measures of parent characteristics added to the baseline control vector gives the following predictive effects for college attendance based on test scores which are somewhat lower than the results above using the baseline controls.

But the evidence on test score gains is massive: CREDO has studied dozens of cities and have found an overall effect of ~.1 for urban areas serving hundreds of thousands of students.

Once we adjusted the data for the effects of socioeconomic status, birth weight, participation in WIC, and a few other variables, we were able to fully account for the difference in test scores.

In parallel with the optimal linear predictor of college attendance, the optimal linear predictor for the test score is The predictive effects are With the baseline controls in X, the estimates are and.

The suit filed in state Supreme Court in Albany by the STA and about 30 city teachers, and supported by New York State United Teachers, argues SED did not properly account for the devastating effects of student poverty on achievement when it set growth scores on state tests in grades 4 - 8 math and English Language Arts.

This includes evidence from four separate studies that have directly tested whether VAMs measure correlation or causation... All four of these studies reach the same conclusion: VAMs that control for students» lagged test scores primarily capture teachers» causal effects rather than correlations due to other factors not captured in the model.

I control for other factors that affect all NYC public schools in a given year, such as the appointment of a new chancellor or curriculum changes, and I use prior - year test scores to capture students» ability and control for previous school and family effects.

To argue that she has been even moderately successful with her approach, we would have to ignore the legitimate concerns of local and national charter reformers who know the city well, and ignore the possibility that Detroit charters are taking advantage of loose oversight by cherry - picking students, and ignore the very low test score growth in Detroit compared with other cities on the urban NAEP, and ignore the policy alternatives that seem to work better (for example, closing low - performing charter schools), and ignore the very low scores to which Detroit charters are being compared, and ignore the negative effects of virtual schools, and ignore the negative effects of the only statewide voucher programs that provide the best comparisons with DeVos's national agenda.

Like the Cook research on behavior, the Rockoff and Lockwood study finds that the negative achievement effect on children who moved into middle school «persists at least through 8th grade, the highest grade for which we could obtain test scores.»