Sentences with phrase «whether school characteristics»

This report explores whether school characteristics influence student engagement of 15 - year - olds.

In Episode 6 of The Research Files, Teacher speaks to Sandra Pattison and Tham Lu about an NCVER report that explores whether school characteristics influence student engagement of 15 - year - olds.

Not exact matches

A newly published research study conducted by graduate students Jessie Green and Alan Brown under the guidance of Punam Ohri - Vachaspati, a nutrition researcher at the School of Nutrition and Health Promotion at Arizona State University, examined whether noticing and using calorie menu labels was associated with demographic characteristics of customers at a national fast food chain currently posting calorie counts.

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.

Teachers decide whether to remain at a school for a multiplicity of reasons, which can be divided into four main categories: 1) characteristics of the job, including salary and working conditions; 2) alternative job opportunities; 3) teachers» own job and family preferences; and 4) school districts» personnel policies.

Whether these characteristics directly affect teachers» decisionmaking or indicate other less tangible factors (such as the disciplinary climate or bureaucratic environment at the school) can not be determined.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

The author adds, «School practices to encourage parents to participate in their children's education are more important than family characteristics like parental education, family size, marital status, socioeconomic level, or student grade level in determining whether parents get involved.»

Parents have exercised choice in selecting a charter or private - sector school rather than a district school, making it impossible to say whether parental perceptions of the school are caused by actual school characteristics in each sector or some other factor.

The significance of the coefficients on the private - and district - school indicators allows us to test whether there is a statistically significant difference between charter - school parents and parents from either of the other sectors, after adjusting for differences in the observable background characteristics of the parents they serve.

If spending is not strongly influenced by observable school characteristics, we have to question whether it is driven by a district strategy at all.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

He uses this information to estimate the relationship between four parental characteristics (ethnic background, educational attainment, whether both parents are in the home, and mother's employment status) and whether the parent is choosing the child's school.

For this analysis, school characteristics taken into account include national percentile test rank, the proportion of students eligible for a free lunch, whether the school is secular or religious, and the local education authority in which it is located.

I then examine whether these survey measures, which are not observed by the inspectors, are higher in schools that received better inspection ratings, controlling for various characteristics of the schools and survey respondents.

These results, however, still do not account for differences in the backgrounds and characteristics of students who attend these types of schools that might in turn affect whether they engage in community service.

Remember that my test for whether school choice raises demand for certain teacher characteristics is two-fold: 1) whether a school that faces stronger competition hires teachers with more of a certain characteristic; and 2) whether that characteristic earns a premium in an environment of greater school choice.

As a first test for nonrandom selection of students into or out of particular schools and cohorts of students, we examined whether peer family violence appears to have an effect on cohort size or student characteristics such as race, gender, and income.

We examined whether larger networks are more effective than smaller ones and found that, both with and without correcting for student and peer socioeconomic characteristics and selection bias, students at schools that are part of networks of three or more schools consistently outperform students at schools in networks of only two schools.

That is, we compare students with the same demographic characteristics, the same test scores in the current year and in a previous year, the same responses to the surveys for other social - emotional measures collected by the district, and within the same school and grade, to see whether students who look the same on all of these measures but have a stronger growth mindset learn more over the course of the following year.

We also confirm that we obtain similar results when we control for student characteristics measured at or before the PSAT / NMSQT, including sex, parental education, family income level, whether a student took the PSAT / NMSQT in 10th grade and his or her previous score, indicators for ethnic background (for example, Mexican, Cuban), and controls for the type of high school attended, including affiliation (public or private), urbanicity (that is, city, suburban, rural), size, and concentration of Hispanic students.

We also were able to obtain from PISA student reports of their background characteristics and administrator reports on the characteristics of each student's school, including such things as school resources and whether the school was public or private.

These characteristics include, in addition to a variety of measures of student achievement as of 1996, the percentages of students in the school that are eligible for free school meals, those who are nonwhite, and those with special educational needs; the pupil - teacher ratio and the number of students enrolled; whether the school is all girls, all boys, a religious school, or in London; and several measures of the qualifications of the teaching staff.

They also used PISA data on students» background and the characteristics of each student's school, including resource levels and whether the school is public or private.

Using data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.

We examine whether race - match effects vary based on a range of other student and school characteristics.

Abdulkadiroglu et al. (2011) and Angrist, Pathak, and Walters (2013) found similar estimates of the impact of a year in a Boston area charter school whether they compared charter school admission lottery winners and losers or whether they compared charter attendees to regular public school students with similar observed characteristics.

Second, we examine whether the size of the drop in relative achievement suffered by students entering middle school in grade 6 varied with the characteristics of the middle school they attended.

Policymakers should also consider whether altering the structural characteristics of schools — reconfiguring large middle schools as smaller K - 8 school, for example — may prove helpful in reducing suspensions.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

I recently collaborated with Jay Greene, head of the Department of Education Reform at the University of Arkansas, to observe whether private school - educated adults are likely to espouse anti-Semitic beliefs after controlling for a variety of background characteristics.

This paper focused on whether the use of online discussion boards can enhance the quality of interaction in the middle and high school English classroom, covering both the characteristics of online discussion boards and potential negative effects of their features.

This exploratory study examined the extent to which the reform processes of the schools reflected characteristics and strategies found in the research, whether schools improving at different rates differed in systematic ways, and the most significant challenges faced in both securing and sustaining dramatic school improvements.

Project Appleseed believes whether parents live in a school district that offers school choice, are changing residences, or have a child entering kindergarten, choosing a school is a complex decision that includes the characteristics of the child, family, and schools.

The process can include assessing whether certain characteristics — such as the qualifications of teachers or counselor - student ratios — can explain some of the differences in the number of advanced courses schools offer.

It should also differentiate charter schools according to whether they operate as autonomous LEAs or part of an existing, traditional LEA as this characteristic greatly influences provision of special education and related services.

Now that we have established that boundary participation rates are different across the city in ways that systematically change with neighborhood characteristics, we can test whether differences in neighborhood characteristics can explain school choice behaviors across the city.

That treasure trove of information enabled the consortium to determine with a high degree of reliability the organizational characteristics and practices that predict whether a school is likely to produce above - average improvement in student outcomes.

Personal characteristics may have a significant impact on how individuals fit in a particular environment and, thus, whether or not they ultimately stay in a challenging profession like K - 12 education, especially within schools that are making intensive efforts to meet 21st - century learning requirements involving technology.

My Assumptions I set out, assuming that five factors are most important in determining student achievement.They are: 1) whether or not a student attends a choice school, 2) students» demographic characteristics, 3) students» motivation, 4) a student's parental characteristics, and 5) a students teacher characteristics.

The report raises the key question of whether district - level effects are attributable to district characteristics that include, but are not limited to, the make - up and reform orientation of the school board.

When asked by Justice Russell Brown whether law school tuition fees were a discriminatory barrier to entry, the AG's counsel stated that while tuition does not engage an immutable personal characteristic like sexual orientation, «[t] here may well be an argument in a different case that an accredited law school may not set their fees so prohibitively high... so as to curtail the [admission] of meritorious candidates.»

Although the results from the present study may not be conclusive on whether children who participate in ECE have better learning outcomes due to lack of robust longitudinal support, it is undeniable that stimulation of child characteristics that are targeted to reduce educational inequalities at school entry between advantaged and disadvantaged children represents a critical foundation in reducing the economic, health, and social burdens associated with poverty.

A range of childhood psychosocial risk factors have been associated with depression, including characteristics of the child (eg, behavioral and socioemotional problems, poor school performance), characteristics of the parents (eg, parent psychopathology, rejecting or intrusive behavior), and family circumstances (eg, the loss of a parent, physical or sexual violence, family discord).12 - 15 However, it has not been shown decisively whether these risks distinguish juvenile from adult - onset MDD.