This research paper explores the relationship between school performance and geographical isolation of schools in England. It finds that as the distance between schools increases, the attainment of students eligible for free school meals (FSM) decreases. Schools less than 1km apart saw 49% of FSM students achieve good GCSE scores, compared to 37% in schools over 5km apart. Even after controlling for student characteristics, FSM attainment declined by an average of 0.7 percentage points for every additional kilometer between schools. While all students had lower attainment in more isolated schools, the impact was greater for those from disadvantaged backgrounds.
A geodemographic classification of London primary schools GISRUK conference
This document summarizes research that classified primary schools in London into 14 clusters based on the socioeconomic characteristics of their pupil populations. The researchers analyzed census and performance data for all maintained primary schools in London to derive variables like free school meal eligibility, English as an additional language status, and mobility rates. They used a k-means clustering algorithm to group schools into 14 relatively homogeneous clusters based on these variables. The classification reveals differences in the profiles and performance of schools in each cluster and could be used as a framework for further research on relationships between schools, neighborhoods, and educational outcomes.
1A_3-A geodemographic classification of london primary schoolsGISRUK conference
This document summarizes research that classified primary schools in London into 14 clusters based on the socioeconomic characteristics of their pupil populations. The researchers analyzed census and performance data for all maintained primary schools in London to derive variables like free school meal eligibility, English as an additional language status, special educational needs, and pupil mobility. They used k-means clustering to group schools based on standardized profiles across these variables. The resulting 14-cluster classification revealed differences in the types of pupil populations served by different schools. It could potentially be used as a framework for further analyzing relationships between schools and neighborhoods or the impact of mobility on educational attainment.
Effects of jigsaw cooperative learning strategy on students’ achievement by g...Alexander Decker
This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
The document summarizes New York State's annual assessment and accountability discussion. It provides data on student performance on English and math assessments from 2006 to 2008. Achievement increased in most grades and subgroups in both subjects. The performance of English language learners and students with disabilities also improved overall. The state is proposing a growth model for accountability that measures student progress toward proficiency from year to year.
pedagogical approaches to tackling gender related underperformance Mike Blamires
The document summarizes research on the gender gap in educational achievement in the UK. It shows that girls outperform boys in English at Key Stage 2, and the gender gap widens from KS1 to GCSE levels. However, strategies that deconstruct stereotypical gender constructions in school, such as whole-school approaches promoting gender equality and classroom discussions on gender, are most effective in reducing the gap. The recommendations include teacher training to halt practices exacerbating differences and focus on applying strategies encouraging students to reflect on gender.
Repetition rates in public secondary schools in kericho district in relation ...Alexander Decker
This document summarizes a study that analyzed student repetition rates in public secondary schools in Kericho District, Kenya from 2004 to 2007. The study found that repetition rates were higher in day schools compared to boarding schools, in mixed-gender schools compared to single-sex schools, and in smaller schools compared to larger schools. Internationally, studies have found repetition rates to be a problem affecting internal efficiency in education systems. The objective of this study was to determine repetition levels according to school characteristics. It hypothesized that there would be differences in repetition rates between school regimes, school types, and school sizes.
This document summarizes data from a school's annual report. It covers enrollment numbers, health status of students, availability of learning materials, teacher professional development, school funding sources, awards earned, student promotion and dropout rates, literacy levels, governance assessments, stakeholder participation, classroom ratios, and status of improvement projects. Overall, the school has seen increased enrollment, high promotion rates, improved literacy, and notable stakeholder participation in various initiatives. Areas for improvement include performance in English and math, and reducing class sizes.
The document discusses Lisbon High School's efforts to increase participation in Advanced Placement (AP) courses through open access. It describes how the number of students taking AP courses and exams increased after barriers to entry were removed. Data shows participation grew from 16 students in 2002-2003 to 85 students in 2007-2008, with a corresponding increase in exams taken. The open access policy led to students taking more rigorous coursework across the curriculum.
A geodemographic classification of London primary schools GISRUK conference
This document summarizes research that classified primary schools in London into 14 clusters based on the socioeconomic characteristics of their pupil populations. The researchers analyzed census and performance data for all maintained primary schools in London to derive variables like free school meal eligibility, English as an additional language status, and mobility rates. They used a k-means clustering algorithm to group schools into 14 relatively homogeneous clusters based on these variables. The classification reveals differences in the profiles and performance of schools in each cluster and could be used as a framework for further research on relationships between schools, neighborhoods, and educational outcomes.
1A_3-A geodemographic classification of london primary schoolsGISRUK conference
This document summarizes research that classified primary schools in London into 14 clusters based on the socioeconomic characteristics of their pupil populations. The researchers analyzed census and performance data for all maintained primary schools in London to derive variables like free school meal eligibility, English as an additional language status, special educational needs, and pupil mobility. They used k-means clustering to group schools based on standardized profiles across these variables. The resulting 14-cluster classification revealed differences in the types of pupil populations served by different schools. It could potentially be used as a framework for further analyzing relationships between schools and neighborhoods or the impact of mobility on educational attainment.
Effects of jigsaw cooperative learning strategy on students’ achievement by g...Alexander Decker
This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
The document summarizes New York State's annual assessment and accountability discussion. It provides data on student performance on English and math assessments from 2006 to 2008. Achievement increased in most grades and subgroups in both subjects. The performance of English language learners and students with disabilities also improved overall. The state is proposing a growth model for accountability that measures student progress toward proficiency from year to year.
pedagogical approaches to tackling gender related underperformance Mike Blamires
The document summarizes research on the gender gap in educational achievement in the UK. It shows that girls outperform boys in English at Key Stage 2, and the gender gap widens from KS1 to GCSE levels. However, strategies that deconstruct stereotypical gender constructions in school, such as whole-school approaches promoting gender equality and classroom discussions on gender, are most effective in reducing the gap. The recommendations include teacher training to halt practices exacerbating differences and focus on applying strategies encouraging students to reflect on gender.
Repetition rates in public secondary schools in kericho district in relation ...Alexander Decker
This document summarizes a study that analyzed student repetition rates in public secondary schools in Kericho District, Kenya from 2004 to 2007. The study found that repetition rates were higher in day schools compared to boarding schools, in mixed-gender schools compared to single-sex schools, and in smaller schools compared to larger schools. Internationally, studies have found repetition rates to be a problem affecting internal efficiency in education systems. The objective of this study was to determine repetition levels according to school characteristics. It hypothesized that there would be differences in repetition rates between school regimes, school types, and school sizes.
This document summarizes data from a school's annual report. It covers enrollment numbers, health status of students, availability of learning materials, teacher professional development, school funding sources, awards earned, student promotion and dropout rates, literacy levels, governance assessments, stakeholder participation, classroom ratios, and status of improvement projects. Overall, the school has seen increased enrollment, high promotion rates, improved literacy, and notable stakeholder participation in various initiatives. Areas for improvement include performance in English and math, and reducing class sizes.
The document discusses Lisbon High School's efforts to increase participation in Advanced Placement (AP) courses through open access. It describes how the number of students taking AP courses and exams increased after barriers to entry were removed. Data shows participation grew from 16 students in 2002-2003 to 85 students in 2007-2008, with a corresponding increase in exams taken. The open access policy led to students taking more rigorous coursework across the curriculum.
Multi sensor data fusion for change detectionsanu sharma
This document summarizes a study that used multi-sensor data fusion to detect changes in a coastal zone in Trabzon, Turkey between 2000 and 2003. The study fused higher resolution aerial photographs and IKONOS panchromatic data with lower resolution ETM+ multispectral data to create 1m resolution multi-spectral images for both time periods. Post-classification comparison of the fused images from 2000 and 2003 was then used to detect changes in the coastal zone due to highway construction, identifying an area of 186023 m2 of new filled earth. Fusion was performed using the à trous wavelet transform algorithm to preserve spectral content while improving spatial resolution for accurate change detection.
Este documento lista 25 tipos comunes de archivos, incluyendo archivos de Word (.docx), Excel (.xlsx), imágenes (.png, .jpg, .bmp), video (.mp4, .mp3, .wm), audio (.mp3, .ra, .cda), fuentes (.ttf), archivos temporales (.tmp), y archivos de Adobe PDF (.pdf). El documento fue elaborado por Brian Omar López Ríos, un estudiante de Informática en el Colegio de Educación Profesional Técnica del Estado de México.
El documento define la solidaridad como un sentimiento de unidad basado en metas e intereses comunes que une a los miembros de una sociedad. La tolerancia se refiere al respeto por las acciones u opiniones de otros aunque difieran de las propias. La confianza es la seguridad en otra persona o cosa.
Diagnostico y tratamiento sincope 30 marzo mir c ardiologia 1Hospital Guadix
El documento proporciona información sobre la pérdida transitoria de conciencia, también conocida como síncope. Describe las diferentes clasificaciones y causas del síncope, incluido el síncope reflejo, el síncope ortostático y las arritmias. También discute la evaluación inicial del paciente, las pruebas complementarias y los criterios para determinar el riesgo cardíaco.
Katie Wegg is a risk professional with over 10 years of experience in investment banking. She has expertise in risk operations, fund management, credit risk analysis, and client onboarding. Previously she was an Assistant Vice President at Barclays Bank, where she managed the credit risk of 3,200 funds and implemented robust processes for fund limit management. She has strong leadership, communication, and technical skills.
El primer documento describe cómo los docentes se han centrado demasiado en seguir las normas establecidas en lugar de usar su creatividad, lo que ha limitado el aprendizaje de los estudiantes. El segundo documento propone un taller para capacitar a los nuevos docentes de la Escuela Normal Superior Farallones de Cali en el uso de las TIC para mejorar el aprendizaje, a través de la experiencia de los docentes ya capacitados. El taller se llevará a cabo durante un mes al comienzo del año escolar 2016.
en esta presentacion nos permite ver cuales aplicaciones o articulos podemos descargar o comprar de la misma manera veremos para que nos sirven y algunas caracteristica
The document discusses quality assurance and the role of quality analysts. It defines quality assurance as ensuring an expected level of quality throughout the development lifecycle. Quality analysts, or QAs, test applications to find issues early and ensure minimal risks. The document outlines when QAs become involved in waterfall and agile development methods, and highlights some benefits of investing in quality assurance like mitigating risks and catching bugs early.
This document summarizes a treasurer workshop covering various financial processes for student groups at Seton Hall University. It outlines the five-step process for requesting funds from the Finance Committee, which includes submitting an event proposal, receiving approval and a form, presenting to the Finance Committee, and receiving a decision within 48 hours. It also describes the processes for cosponsorships, philanthropic funds through the GDS Fund, and reviewing budget sheets. The document answers previous questions and provides contact information for the SGA Treasurer and her office hours.
Liquidación de Vacaciones - Viajantes VendedoresRedSocialFuva
Este documento resume las regulaciones sobre vacaciones para vendedores viajantes en Argentina. Indica que las vacaciones deben concederse entre el 1 de octubre y el 30 de abril, y deben notificarse con 45 días de anticipación. La cantidad de días de vacaciones depende de la antigüedad, variando entre 1 día por cada 20 trabajados para menos de 6 meses hasta 35 días para más de 20 años de antigüedad. Las vacaciones deben comenzar un lunes o día hábil siguiente y pagarse con al menos 2 días de anticipación. El cálculo para el p
There are four main kinds of parallelism: data parallelism where the same task runs on different data simultaneously, task parallelism where different tasks run on the same data concurrently, hybrid data/task parallelism which combines both approaches in a parallel pipeline, and unstructured parallelism with an ad hoc combination of threads. Examples of each include converting array characters to uppercase in parallel (data), calculating multiple functions like average and minimum together (task), and assigning multiple processes per pipeline stage to balance load (hybrid).
Este documento describe los principales símbolos patrios de un país, incluyendo su bandera, escudo e himno nacional. Explica brevemente cada uno de estos símbolos y proporciona enlaces de video para mostrarlos visualmente.
El documento lista los cinco departamentos más importantes del Perú: La Libertad, Ancash, Cajamarca, Tumbes e Ica. Brevemente describe la ubicación y características geográficas de cada uno.
Este documento describe la historia de la población indígena en el Perú desde la conquista española hasta la actualidad. Detalla cómo los indígenas fueron sometidos y obligados a pagar tributos a los españoles, pero que con la independencia se logró abolir estas prácticas. Aún así, la discriminación y desigualdad racial ha persistido, especialmente a través de la lengua y la clase social. Recientemente se ha reconocido más la diversidad cultural a través de la constitución, aunque todavía queda trabajo por hacer para superar
Halloween originated from the ancient Celtic festival of Samhain, marking the end of the harvest season and the beginning of winter. Celts believed the boundary between the living and dead became thin on Samhain, allowing spirits to pass through. People would wear costumes and light bonfires to ward off harmful spirits. Over time, traditions evolved to include carving pumpkins and going trick-or-treating, with children wearing costumes and asking for candy. Popular Halloween movies include Dracula, Halloween, and Nightmare on Elm Street.
How to get started with IoT? Learn how Ayla Networks and mnubo integrate to bring product manufacturers with a turnkey IoT Connectivity and Analytics solution.
Socialização e cultura - SOCIOLOGIA 12º ANODrew Mello
1) A cultura separa os humanos da natureza e contribui para a satisfação de necessidades, reunindo normas, valores e crenças que ajudam a resolver situações.
2) A cultura é específica de cada grupo e consiste em padrões de comportamento que dão sentido à forma de agir, pensar e sentir.
3) Os seres humanos são produtos e produtores de cultura, adquirindo valores e comportamentos através da socialização com a família, escola e outros grupos.
The Art of Body Language | Public SpeakingFais PPT
Komunikasi non-verbal melalui tubuh, tangan, dan mata sangat penting dalam berinteraksi dengan orang lain. Senyuman, kontak mata, dan gestur tangan yang tepat dapat meningkatkan kepercayaan diri dan kekuatan komunikasi.
The document provides an overview of Crabapple Middle School's state of the school address for the 2010-2011 school year. It summarizes the school's objectives to improve performance in math, science, language arts, and writing skills. It also outlines initiatives like the Knowledge Quest reading program and standards-based report card pilot program. The school saw improvements in reading scores, discipline rates, and was recognized as an exceptional media center by the state department of education.
This document provides an overview of J.H.S. 125 Henry Hudson for the 2013-2014 school year. It includes information on enrollment, student demographics, principal leadership, a Quality Review assessment, student progress and achievement metrics, and targets for the following school year. The Quality Review found the school's curricula and assessment practices to be developing, while its culture of high expectations and support for students was also developing. Student progress and achievement metrics showed the school meeting targets in English and math median growth percentiles overall, and for its lowest-performing students in English.
Multi sensor data fusion for change detectionsanu sharma
This document summarizes a study that used multi-sensor data fusion to detect changes in a coastal zone in Trabzon, Turkey between 2000 and 2003. The study fused higher resolution aerial photographs and IKONOS panchromatic data with lower resolution ETM+ multispectral data to create 1m resolution multi-spectral images for both time periods. Post-classification comparison of the fused images from 2000 and 2003 was then used to detect changes in the coastal zone due to highway construction, identifying an area of 186023 m2 of new filled earth. Fusion was performed using the à trous wavelet transform algorithm to preserve spectral content while improving spatial resolution for accurate change detection.
Este documento lista 25 tipos comunes de archivos, incluyendo archivos de Word (.docx), Excel (.xlsx), imágenes (.png, .jpg, .bmp), video (.mp4, .mp3, .wm), audio (.mp3, .ra, .cda), fuentes (.ttf), archivos temporales (.tmp), y archivos de Adobe PDF (.pdf). El documento fue elaborado por Brian Omar López Ríos, un estudiante de Informática en el Colegio de Educación Profesional Técnica del Estado de México.
El documento define la solidaridad como un sentimiento de unidad basado en metas e intereses comunes que une a los miembros de una sociedad. La tolerancia se refiere al respeto por las acciones u opiniones de otros aunque difieran de las propias. La confianza es la seguridad en otra persona o cosa.
Diagnostico y tratamiento sincope 30 marzo mir c ardiologia 1Hospital Guadix
El documento proporciona información sobre la pérdida transitoria de conciencia, también conocida como síncope. Describe las diferentes clasificaciones y causas del síncope, incluido el síncope reflejo, el síncope ortostático y las arritmias. También discute la evaluación inicial del paciente, las pruebas complementarias y los criterios para determinar el riesgo cardíaco.
Katie Wegg is a risk professional with over 10 years of experience in investment banking. She has expertise in risk operations, fund management, credit risk analysis, and client onboarding. Previously she was an Assistant Vice President at Barclays Bank, where she managed the credit risk of 3,200 funds and implemented robust processes for fund limit management. She has strong leadership, communication, and technical skills.
El primer documento describe cómo los docentes se han centrado demasiado en seguir las normas establecidas en lugar de usar su creatividad, lo que ha limitado el aprendizaje de los estudiantes. El segundo documento propone un taller para capacitar a los nuevos docentes de la Escuela Normal Superior Farallones de Cali en el uso de las TIC para mejorar el aprendizaje, a través de la experiencia de los docentes ya capacitados. El taller se llevará a cabo durante un mes al comienzo del año escolar 2016.
en esta presentacion nos permite ver cuales aplicaciones o articulos podemos descargar o comprar de la misma manera veremos para que nos sirven y algunas caracteristica
The document discusses quality assurance and the role of quality analysts. It defines quality assurance as ensuring an expected level of quality throughout the development lifecycle. Quality analysts, or QAs, test applications to find issues early and ensure minimal risks. The document outlines when QAs become involved in waterfall and agile development methods, and highlights some benefits of investing in quality assurance like mitigating risks and catching bugs early.
This document summarizes a treasurer workshop covering various financial processes for student groups at Seton Hall University. It outlines the five-step process for requesting funds from the Finance Committee, which includes submitting an event proposal, receiving approval and a form, presenting to the Finance Committee, and receiving a decision within 48 hours. It also describes the processes for cosponsorships, philanthropic funds through the GDS Fund, and reviewing budget sheets. The document answers previous questions and provides contact information for the SGA Treasurer and her office hours.
Liquidación de Vacaciones - Viajantes VendedoresRedSocialFuva
Este documento resume las regulaciones sobre vacaciones para vendedores viajantes en Argentina. Indica que las vacaciones deben concederse entre el 1 de octubre y el 30 de abril, y deben notificarse con 45 días de anticipación. La cantidad de días de vacaciones depende de la antigüedad, variando entre 1 día por cada 20 trabajados para menos de 6 meses hasta 35 días para más de 20 años de antigüedad. Las vacaciones deben comenzar un lunes o día hábil siguiente y pagarse con al menos 2 días de anticipación. El cálculo para el p
There are four main kinds of parallelism: data parallelism where the same task runs on different data simultaneously, task parallelism where different tasks run on the same data concurrently, hybrid data/task parallelism which combines both approaches in a parallel pipeline, and unstructured parallelism with an ad hoc combination of threads. Examples of each include converting array characters to uppercase in parallel (data), calculating multiple functions like average and minimum together (task), and assigning multiple processes per pipeline stage to balance load (hybrid).
Este documento describe los principales símbolos patrios de un país, incluyendo su bandera, escudo e himno nacional. Explica brevemente cada uno de estos símbolos y proporciona enlaces de video para mostrarlos visualmente.
El documento lista los cinco departamentos más importantes del Perú: La Libertad, Ancash, Cajamarca, Tumbes e Ica. Brevemente describe la ubicación y características geográficas de cada uno.
Este documento describe la historia de la población indígena en el Perú desde la conquista española hasta la actualidad. Detalla cómo los indígenas fueron sometidos y obligados a pagar tributos a los españoles, pero que con la independencia se logró abolir estas prácticas. Aún así, la discriminación y desigualdad racial ha persistido, especialmente a través de la lengua y la clase social. Recientemente se ha reconocido más la diversidad cultural a través de la constitución, aunque todavía queda trabajo por hacer para superar
Halloween originated from the ancient Celtic festival of Samhain, marking the end of the harvest season and the beginning of winter. Celts believed the boundary between the living and dead became thin on Samhain, allowing spirits to pass through. People would wear costumes and light bonfires to ward off harmful spirits. Over time, traditions evolved to include carving pumpkins and going trick-or-treating, with children wearing costumes and asking for candy. Popular Halloween movies include Dracula, Halloween, and Nightmare on Elm Street.
How to get started with IoT? Learn how Ayla Networks and mnubo integrate to bring product manufacturers with a turnkey IoT Connectivity and Analytics solution.
Socialização e cultura - SOCIOLOGIA 12º ANODrew Mello
1) A cultura separa os humanos da natureza e contribui para a satisfação de necessidades, reunindo normas, valores e crenças que ajudam a resolver situações.
2) A cultura é específica de cada grupo e consiste em padrões de comportamento que dão sentido à forma de agir, pensar e sentir.
3) Os seres humanos são produtos e produtores de cultura, adquirindo valores e comportamentos através da socialização com a família, escola e outros grupos.
The Art of Body Language | Public SpeakingFais PPT
Komunikasi non-verbal melalui tubuh, tangan, dan mata sangat penting dalam berinteraksi dengan orang lain. Senyuman, kontak mata, dan gestur tangan yang tepat dapat meningkatkan kepercayaan diri dan kekuatan komunikasi.
The document provides an overview of Crabapple Middle School's state of the school address for the 2010-2011 school year. It summarizes the school's objectives to improve performance in math, science, language arts, and writing skills. It also outlines initiatives like the Knowledge Quest reading program and standards-based report card pilot program. The school saw improvements in reading scores, discipline rates, and was recognized as an exceptional media center by the state department of education.
This document provides an overview of J.H.S. 125 Henry Hudson for the 2013-2014 school year. It includes information on enrollment, student demographics, principal leadership, a Quality Review assessment, student progress and achievement metrics, and targets for the following school year. The Quality Review found the school's curricula and assessment practices to be developing, while its culture of high expectations and support for students was also developing. Student progress and achievement metrics showed the school meeting targets in English and math median growth percentiles overall, and for its lowest-performing students in English.
- The document discusses various studies on the effects of different English education policies on student achievement, including increasing school spending, literacy programs, school choice/competition, and different school types (e.g. academies).
- One study found that an additional £1000 per student in school spending raised achievement by 0.25 standard deviations. Literacy programs were found to have modest positive effects on performance at a low cost.
- Evidence on effects of school choice/competition is mixed, but there may be impacts on inequality. Studies on different school types like academies found improved student intakes and modest achievement gains compared to traditional schools.
Increased enrolments into primary school in developing countries such as Ethiopia has also led to Increased supply of private provision of education especially at primary level.
There are growing concerns around inequality and inequity because more advantaged students have access to private schools types which might be of better quality than public schools and will lead to inequalities in terms of educational achievement. As more children enrol into school there are more concerns for learning outcomes and their predictors.
Although private schools have been around for a while in Ethiopia, there’s very little research available on their effects on pupils’ learning.
Presented at the UKFIET Conference, University of Oxford, 17 September 2015
The Impact of School Academic Quality on Low Socioeconomic Status studentshanakunje
1) The document examines whether high-quality schools benefit low socioeconomic status (SES) students as much as high SES students in terms of completing Year 12.
2) It finds that high-quality schools benefit all students, but help low-achieving, low SES students the most - doubling their chances of completing Year 12 compared to low-quality schools.
3) For the most vulnerable students who are low-achieving and low SES, increasing school quality has an exceptionally large positive impact on Year 12 completion rates.
The document discusses creating a methodology for visualizing school inspection data from Estyn reports on the Schooloscope website. It currently only shows data from Ofsted inspections in England. The methodology would rate Welsh schools on key areas like teaching, achievement, happiness, and management based on a translation from Estyn inspection ratings. It provides an example of how the ratings might look for a school. It also discusses linking other relevant data sources to provide a more complete picture of each school.
ConnCAN State & Districts SBAC analysis 9 3-15ConnCAN
The Connecticut Coalition for Achievement Now (ConnCAN) has provided an in-depth analysis of state and district level results that includes a breakdown of results by student group, provides a look into the performance of the state’s five largest districts, and highlights standout districts that are exceeding the state average performance for Connecticut’s students of color and low-income students.
The document discusses a school's Academic Performance Index (API) score, which ranges from 200 to 1000. It provides details on how the API is calculated based on student test scores in different subject areas and performance bands. It then summarizes the school's specific API data over time, noting it decreased by 16 points from the previous year and fell short of its target goal. Areas of focus for improvement are identified.
The Connecticut Coalition for Achievement Now (ConnCAN) has provided an in-depth analysis of state and district level results that includes a breakdown of results by student group, provides a look into the performance of the state’s five largest districts, and highlights standout districts that are exceeding the state average performance for Connecticut’s students of color and low-income students.
This document provides a summary of the 2013/14 report from Her Majesty's Chief Inspector of Education, Children's Services and Skills on the South West region of England. Some key points:
- Educational outcomes in the region are inconsistent, with no local authority performing highly across all age groups. Progress between ages 7-16 is below national averages.
- Early years and primary education outcomes are stronger than secondary. However, too many children live in areas with inadequate child protection arrangements.
- Despite pockets of good leadership, weaknesses remain in student achievement and support for diverse/vulnerable students. Teaching quality must improve to raise achievement.
- Children's social care services need stronger focus on quality of
This document compares two studies on the differences between online and traditional in-person courses. The first study found no significant difference in student grades but found that online students were less satisfied. The second study found statistically significant differences in final grades, failure rates, and course evaluations between the two formats, suggesting online students did not perform as well. However, the document concludes that learning outcomes ultimately depend more on individual student factors than the format alone, and both can provide effective education depending on student needs and learning styles.
From A to G- Intro to A-G High School Graduation RequirementsRebecca Joseph
This document provides an overview of the A-G requirements that California students must complete to qualify for the Cal State and UC university systems. It outlines the specific course requirements across 7 subject areas: history, English, math, lab science, foreign language, visual and performing arts, and a college prep elective. It emphasizes taking rigorous courses, continuing to increase academic challenge through high school, and using options like community college classes to fulfill requirements. Contact information is provided for the author to learn more about preparing for and applying to college.
Derby Teaching Schools Alliance: changes to school inspectionOfsted
A brief overview of the changes to school inspection by Emma Ing Senior HMI, Senior Operational Lead: presented to the Derby Teaching Schools Alliance in November 2015. http://dtsa.org.uk/
This document analyzes the relationship between socioeconomic status and mathematics performance on Connecticut Mastery Tests (CMTs) in Waterford, Connecticut from 2009-2013. It finds that while students in the free and reduced lunch subgroup performed comparably to other students on goal CMTs, they lagged by an average of 17% on advanced CMTs. The document recommends further study of trends in middle and high school and how to ensure equal opportunities for rigorous math study.
The education system in the UK has three main stages: primary education from ages 4-11, secondary education from ages 11-16/18, and further education from ages 16/18+. There are state-run and private schools at each level. Secondary education culminates in exams like GCSEs and A-Levels. Students may then pursue higher education at universities, where degrees like Bachelor's degrees are earned. The UK has a variety of university types including older universities like Oxford and prestigious newer research universities.
The document is the 2008-2009 student achievement report for the Jefferson Davis County School District. It includes the district's mission and vision statements focusing on high academic standards, character education, and preparing students for a global society. The report summarizes MCT2 test scores from 2007-2008 and 2008-2009 which show some improvement in proficiency percentages from year to year. It also includes SATP scores for district high schools from 2007-2008 and 2008-2009 which show mixed results with some subject scores improving and others declining slightly. The overall document provides a high-level overview of student performance and achievement goals for the Jefferson Davis County School District.
Local indices of segregation: a case study of London secondary schoolsRich Harris
Segregation indices measure how social groups are distributed across a region and whether they are separated. A local index compares each place to surrounding places, adopting a network model of space. This allows calculating an index value for each place and examining the distribution.
Applying this to London secondary schools, differences were found between schools' proportions of pupils eligible for free school meals and their competitors. Selecting schools showed the greatest differences. No evidence was found that segregation increased from 2003-2008, possibly because the competitive system remained stable, with average patterns of competition unchanged.
1A_3_A geodemographic classification of london primary schoolsGISRUK conference
This document summarizes research that classified primary schools in London into 14 clusters based on the socioeconomic characteristics of their pupil populations. The researchers analyzed census and performance data for all maintained primary schools in London to derive variables like free school meal eligibility, English as an additional language status, and mobility rates. They used a k-means clustering algorithm to group schools into 14 relatively homogeneous clusters based on these variables. The classification reveals differences in the profiles and performance of schools in each cluster. The researchers suggest future work could use this classification framework to further analyze relationships between schools and neighborhoods and the impact of mobility on educational attainment.
Social Market Foundation Report: Staying the CourseHobsons
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1. GREAT LEADERS MAKE GREAT SCHOOLS
GREAT SCHOOLS CHANGE LIVES
Isolated schools: Out on a limb
This research paper explores the relationship between school performance and
relative geographical isolation in England, defined as the straight-line distance to
the next nearest secondary school. It particularly looks at how this relates to the
GCSE attainment of students in receipt of Free School Meals (FSM students).
The research establishes a correlation between poorer outcomes for FSM students
and relative geographical isolation.
Key findings
• As relative geographical isolation of schools increases, so the average attainment of FSM students
decreases.
• For each additional kilometre between schools, FSM students’ attainment of five or more GCSEs at A*
to C including English and maths (5+A*-C[EM]) declines by an average of 1.06 percentage points.
• Looking at average attainment over the past three years, both FSM and non-FSM students perform
worse in schools that are further apart, but the impact on FSM students is greater.
• Over the past three years, schools in this analysis that were less than 1km apart saw 49% of their FSM
students achieve 5+A*-C(EM). In schools that are 5km or more apart, this falls to 37%. The three-year
average in state-maintained schools for all FSM students in this analysis is 42.6% and for all non-FSM
students is 64.9%.
• The majority of schools where the proportion of FSM students attaining 5+A*-C(EM) is above the
national average for all students are within 1km of another school.
• Even after taking into account school and student characteristics (proportion of students who speak
English as an additional language [EAL], students with special educational needs [SEN], FSM students
and total student population), FSM students’ 5+A*-C(EM) attainment still declines by an average of
0.745 percentage points for every additional kilometre between schools.
Context Methodology Detailed findings Conclusions
November 2015
2. Context
Recent qualitative research, including work done by The Future Leaders Trust, has examined the
challenges facing coastal schools. Numerous factors affect these schools, including the decline of
maritime industry and tourism, poor transport infrastructure and relative geographical isolation.
Following this work, we undertook an analysis of relative geographical isolation. We explored the
relationship between school performance and distance between schools, including, but not limited to,
coastal schools. A full methodology is given below.
By calculating the distances between all state-maintained mainstream secondary schools, this report asks
if greater distance – relative geographical isolation – can be correlated to a decrease in the attainment of
FSM students in 5+A*-C(EM). All the performance statistics refer to three-year averages unless specified.
Methodology
A list of secondary schools in England was compiled based on the Department for Education’s (DfE) 2014
GCSE statistical release. This was linked to additional school data (from the DfE) including the number of
students in the school, the proportion of FSM, EAL and SEN students, and the KS2 Average Point Score
of the 2014 cohort.
Independent schools, alternative provision and special schools were removed from the dataset, leaving
only mainstream, state-maintained secondary schools, including sponsored academies, converter
academies, city technical colleges, foundation schools, free schools, community maintained schools,
voluntary aided schools, voluntary controlled schools, studio schools and university technical colleges.
The distance as the crow flies between each school was calculated, based on coordinates sourced from
postcodes, using the ‘geonear’ package for Stata developed by Robert Picard and available from the
Boston College Statistical Software Components archive (SSC).
Performance was measured as: three-year average of 5+ A*-C(EM) attainment for all students, FSM
students and non-FSM students.
Simple linear regressions were performed to understand the relationship between a school’s performance
and the distance to the next nearest school. Multiple linear regressions were run to control for the pupil
characteristics discussed above.
Additional analyses were run looking at the one-year average of 5+ A*-C(EM) of FSM students and non-
FSM students; three-year average progress rates in English and maths for FSM and non-FSM students;
one-year average progress rates in English and maths for FSM and non-FSM students; excluding schools
in London, as well as London and Manchester, to control for the potential effect of large population
centres. All outputs from these analyses can be made available on request.
2
Isolated schools: Out on a limb
3. Detailed findings
Distances between schools
As the crow flies, 68.1% of state-maintained, mainstream secondary schools are within 2km of another
secondary school.
FSM students’ achievement decreases as isolation increases
At a whole-school level, students’ attainment of 5+ A*-C(EM) over three years is not significantly related to
a school’s distance from other schools.1
However, when analysed separately, there is a statistically significant decline in average GCSE attainment
over three years for both FSM and non-FSM students. There is minimal difference in the overall headline
results because more isolated schools have fewer FSM students on average. This is strong evidence
against the null hypothesis that there is no correlation between school isolation and school performance.
The average decline in attainment for every kilometre is relatively small – around 1 percentage point per
kilometre for FSM students.2
However, this results in a substantial difference in the attainment of FSM
students in the most isolated schools.
While 49% of FSM students in schools within 1km of their nearest neighbour attained 5+A*-C(EM), this
falls to 37% in schools over 5km from their nearest neighbour.
The average attainment of FSM students is not lowest in the most geographically isolated schools but
levels never return to those found in the least isolated areas. Furthermore, most of these very isolated
schools operate in unusual circumstances and can be considered outliers. The small number of extremely
isolated schools also makes variations in their performance difficult to evaluate: only 0.52% of mainstream
state-maintained secondary schools in England are 15km or more from their nearest neighbour.
The decline in GCSE attainment for non-FSM students is not as substantial, decreasing by about one third
of one percent per kilometre on average.
Table 1: The distribution of schools
Distance to nearest
school (km)
Number of schools Percentage of
schools
Cumulative
percentage
0-1 1152 35.4% 35.4%
1-2 1066 32.8% 68.1%
2-3 400 12.3% 80.4%
3-4 159 4.88% 85.3%
4-5 93 2.86% 88.1%
5-6 69 2.12% 90.2%
6-7 51 1.57% 91.8%
7-8 65 2.00% 93.8%
8-9 35 1.07% 94.9%
9+ 167 5.13% 100%
1
(t=-1.69, P>|t| = 0.091)
2
FSM (t = -9.99, P>|t|<0.001) non-FSM (t = -3.91, P>|t|<0.001)
Isolated schools: Out on a limb
3
4. Table 2: Average attainment and the distance between schools3
Distance to nearest
school (km)
FSM attainment,
three-year average
5+ A*-C (EM)
Non-FSM
attainment,
three-year average
5+ A*-C (EM)
Number of schools
0-1 48.8% 67.7% 995
1-2 41.7% 63.6% 1014
2-3 37.5% 63.0% 482
3-4 36.5% 63.4% 156
4-5 38.2% 65.6% 90
5-6 38.7% 65.7% 67
6-7 35.9% 63.8% 49
7-8 37.6% 64.6% 62
8-9 40.2% 65.4% 34
9+ 35.9% 62.2% 164
Sample average4
42.6% 64.9%
National average 38.7% 65.9%
Nationally 58.7% of students attained 5+A*-C(EM) over the past three years. Figure 1 shows that almost
all of the schools where FSM students performed better than this average are located very close to other
schools.
Figure 1 – Change in the percentage of students on free school meals achieving 5+ A*-C GCSE
(EM) relative to school isolation
3
The number of schools in Table 2 is slightly lower than Table 1 because not every schools is able to report the attainment of FSM and non-FSM students.
4
The attainment rate of FSM students in our sample is higher than the national average because of the exclusion of non-mainstream state-maintained schools,
such as special schools and pupil referral units.
More FSM students achieve in less isolated schools
There are 615 schools in the country where FSM students out-perform the national average for all
students at 5+A*-C(EM). These schools are more likely to be geographically close to other schools:
4
Isolated schools: Out on a limb
5. 5
This may appear to contradict findings that FSM students tend to do better when in a school where there are more FSM students. However, this reflects a
difference between an overall trend across all schools and the specific characteristics of the few exceptional schools where FSM pupils exceed the national average.
Averages from our full sample do support the previous research: in our sample, in schools with above average numbers of free school meal students 44.1% of FSM
students attained 5+A*-C GCSE (EM), compared to 39.1% in schools with below average numbers of FSM students
6
Macleod, Shona et al. Supporting the Attainment of Disadvantaged Pupils: Articulating Success and Good Practice. London: Department for Education, 2015.
7
Ibid
8
“EAL Achievement.” National Association for Language Development in the Curriculum, 2014. Web. 17 Nov. 2015.
9
Strand, Steve, Lars Malmberg, and James Hall. English as an Additional Language (EAL) and Educational Achievement in England: An Analysis of the National
Pupil Database. Oxford: Department of Education, University of Oxford, 2015. Google Scholar. Web. 17 Nov. 2015.
10
(t = -7.81, P>|t|<0.001)
11
(FSM: t = -2.86, P>|t|=0.004; non-FSM: t = -2.03, P>|t|=0.043)
• 62.6% (370) of the schools where FSM students out-perform the national average for all students at
5+A*-C(EM) are within 1km of their nearest neighbour. In contrast, only 35.4% of all schools in this
analysis are this close to each other.
• 38.2% (231) of these schools are further than 1km from their nearest neighbour and only 6.0% (37) are
further than 3km apart.
These schools are also less likely to have a high proportion of FSM students:
• 38.2% (235) of the 615 schools where FSM students out-perform the national average have a
proportion of FSM students equal to or greater than the sample average.5
• Of these 235 schools, 80 are sponsored academies, 56 are free schools, 28 are convertor academies,
21 are community schools, 18 are studio schools, 14 are UTCs, 15 are voluntary aided and 3 are
foundations schools. Four of them are schools with selective intakes.
• 72.8% (171) of these schools are within 1km of their nearest neighbour. 31.1% (73) of these 235
schools are in London.
This means there are only 64 schools more than 1km from their nearest neighbour where both the
proportion of FSM students in the school and their attainment exceeds the national average.
Controlling for pupil characteristics: proportion of FSM, EAL and SEN students
The observations around achievement and relative geographical isolation could relate to the characteristics
of students in schools that are closest together.
Previous research has shown that FSM students tend to perform better in schools where there are many
other FSM students.6
FSM students and SEN students also tend to have lower GCSE attainment.7
EAL
students tend to have lower GCSE achievement than students who speak English as a first language,
but the attainment gap is actually slightly smaller for FSM students who speak English as an additional
language than students than for those who speak English as a first language.8 9
Therefore the regression of FSM students’ attainment on distance was repeated, controlling for the
number of students in the school and the proportion of FSM, SEN and EAL students.
FSM students’ attainment in isolated areas still declines after controlling for other variables
Although reduced by controlling for student characteristics, the decline in FSM students’ attainment with
the increase in distance between schools remained significant,10
with an average decline in attainment of
0.7 percentage points per kilometre.
As a final control, the prior attainment of students in the 2014 cohort (Key Stage 2 Average Point Score)
was added to the model. With this additional factor controlled for, the relationship between distance to the
nearest school and attainment of 5+A*-C(EM) for FSM and non-FSM students remained significant for all
schools.11
The analysis was also repeated excluding London and Manchester because both cities have been part
of major school improvement initiatives and their high population density could impact results. Results
remained broadly the same in both cases.
5
Isolated schools: Out on a limb