The Texas STaR Chart was developed to help educators, campuses, and school districts determine their progress in meeting the technology goals laid out in the Texas Long Range Plan for Technology from 2006 to 2020. The STaR Chart examines four key areas: Teaching & Learning, Educator Preparation & Development, Leadership/Administration/Instructional Support, and Infrastructure for Technology. Analysis of the sample school's STaR Chart data from 2009 to 2012 revealed that Infrastructure was its greatest strength, while Educator Preparation & Development was its biggest weakness.
Marriage and Divorce among Adolescents: Before and After COVID19, why we can'...Young Lives Oxford
This document summarizes a presentation on a WHO-IPU initiative to engage parliamentarians in mitigating the impact of COVID-19 on efforts to end child marriage. It notes that COVID-19 is expected to disrupt plans and increase economic hardship, resulting in over 13 million additional child marriages by 2030. The initiative aims to work with parliamentarians to ensure continued investment and action on child marriage programs in 12 priority countries during the pandemic. Parliamentarians can advocate for laws and policies, support SDG implementation, ensure accountability, and collaborate with others. The WHO-IPU memorandum of understanding recognizes their shared goals of bridging science and policy to achieve health and development targets.
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
This presentation by Tanya Barron, Chief Executive Officer of Plan International UK, was delivered as part of the Child Protection panel 'How do we best support young people in situations of adversity?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Challenges and Priorities - Child protection and use of evidence to inform po...Young Lives Oxford
This presentation by Cornelius Williams, Associate Director and Global Chief of Child Protection at UNICEF, was delivered as part of the Child Protection panel 'How do we best support young people in situations of adversity?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Ensure strong beginnings and support for development from conception to adole...Young Lives Oxford
This presentation by Andy Dawes, Professor Emeritus in the Department of Psychology at the University of Cape Town, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
'How can we best support young people in situations of adversity?'Young Lives Oxford
This presentation by Alula Pankhurst, Young Lives Ethiopia Country Director, was delivered as part of the Child Protection panel at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
The Texas STaR Chart was developed to help educators, campuses, and school districts determine their progress in meeting the technology goals laid out in the Texas Long Range Plan for Technology from 2006 to 2020. The STaR Chart examines four key areas: Teaching & Learning, Educator Preparation & Development, Leadership/Administration/Instructional Support, and Infrastructure for Technology. Analysis of the sample school's STaR Chart data from 2009 to 2012 revealed that Infrastructure was its greatest strength, while Educator Preparation & Development was its biggest weakness.
Marriage and Divorce among Adolescents: Before and After COVID19, why we can'...Young Lives Oxford
This document summarizes a presentation on a WHO-IPU initiative to engage parliamentarians in mitigating the impact of COVID-19 on efforts to end child marriage. It notes that COVID-19 is expected to disrupt plans and increase economic hardship, resulting in over 13 million additional child marriages by 2030. The initiative aims to work with parliamentarians to ensure continued investment and action on child marriage programs in 12 priority countries during the pandemic. Parliamentarians can advocate for laws and policies, support SDG implementation, ensure accountability, and collaborate with others. The WHO-IPU memorandum of understanding recognizes their shared goals of bridging science and policy to achieve health and development targets.
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
This presentation by Tanya Barron, Chief Executive Officer of Plan International UK, was delivered as part of the Child Protection panel 'How do we best support young people in situations of adversity?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Challenges and Priorities - Child protection and use of evidence to inform po...Young Lives Oxford
This presentation by Cornelius Williams, Associate Director and Global Chief of Child Protection at UNICEF, was delivered as part of the Child Protection panel 'How do we best support young people in situations of adversity?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Ensure strong beginnings and support for development from conception to adole...Young Lives Oxford
This presentation by Andy Dawes, Professor Emeritus in the Department of Psychology at the University of Cape Town, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
'How can we best support young people in situations of adversity?'Young Lives Oxford
This presentation by Alula Pankhurst, Young Lives Ethiopia Country Director, was delivered as part of the Child Protection panel at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Intersecting inequalities: Evidence from Young Lives IndiaYoung Lives Oxford
This presentation by Renu Singh, Young Lives India Country Director, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Young Lives 2016-17 School Survey: Value-added analysis and school effectivenessYoung Lives Oxford
The document summarizes findings from the Young Lives 2016-17 School Survey in India on educational effectiveness and equity. Some key findings include:
- Private unaided schools tended to add more student learning value, even after accounting for student backgrounds, while government schools showed more variability.
- Larger schools with more sections added more student learning value than smaller, single-section schools across school types.
- Wealthier, male students and those with more educated mothers tended to attend schools that added more student learning value.
- Starting learning gaps in 9th grade widened over the school year as disadvantaged students attended less effective schools.
Early-Life Undernourishment in Developing Countries: Prevalence, Impacts over...Young Lives Oxford
This document summarizes a presentation on early-life undernourishment in developing countries. It discusses the prevalence of undernutrition in young children, the impacts of early-life undernutrition over the life cycle based on data from nutritional studies in Guatemala and other countries. It also examines determinants of early-life nutrition and production relationships. The presentation outlines the prevalence of undernutrition, long term impacts on outcomes like education, economic productivity, and health based on longitudinal studies, and conclusions.
System Expansion Step Three: Capitalising on Student Talents for a Middle-Inc...Young Lives Oxford
•Progress is strongly strongly linked to factors other than home background.
• Early achievement strongly influences whether students carry on at the expected rate.
• Encouraging enrolment on time and support for students that enrol late could provide smoother progression through the school system.
• To capitalise on talents of all: ensure that all students in the earliest grades reach minimum minimum expectations as a basis for smooth progress.
Beyond the basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
1) The document analyzes access to and learning outcomes in upper secondary education in Vietnam using data from Young Lives school surveys.
2) It finds that students from more advantaged backgrounds are more likely to transition to 10th grade, but prior academic ability also predicts access.
3) Higher performing students at the primary level continue to outperform their peers at the start of upper secondary school.
4) While inequities exist, home advantage does not become more important than academic ability over time in determining learning outcomes, suggesting Vietnam has a relatively equitable education system.
Private Schools in India: More Learning, More InequalityYoung Lives Oxford
The document discusses a study on private schools in India that examined learning outcomes and progress across different types of schools. Some key findings from the study include:
1) There is significant variation in test scores and learning progress between school types, with private unaided schools showing higher average scores and learning gains.
2) Students from wealthier families and with more educated parents are more likely to attend private schools, indicating that school choice is linked to family background.
3) When controlling for student background factors, private schools generally "add more value" and have higher learning effectiveness than other school types.
4) Within the private school sector, higher fee schools tend to be more consistently effective than lower fee schools,
This document summarizes research from the Young Lives study, which tracked 12,000 children across 4 countries over 15 years. It finds that early life circumstances strongly shape later outcomes, with cognitive skills and height predicting learning, self-esteem, and other developmental domains. Rural girls face particular challenges, being more likely to be stunted and having lower enrollment rates. While workloads are similar, tasks become gender differentiated as children age. The document calls for policies that invest in reducing rural risks, implement child and gender sensitive social protections, expand learning opportunities for all children including older/married girls, and provide safe, accessible schools.
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
Beating the Odds: Why have some children fared well despite growing up in pov...Young Lives Oxford
Young Lives Senior Research Officer Gina Crivello presents on 'Beating the Odds' asking 'Why have some children fared well despite growing up in poverty?' alongside Virginia Morrow at the Global Coalition conference 'Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa' held 23-25 October 2017 in Addis Ababa, Ethiopia
Presentation from Professor Jo Boyden (Young Lives Director) and Dr Renu Singh (Young Lives India Country Director) at the International Association for Adolescent Health's 11th World Congress in New Delhi, 26th October 2017
Unequal opportunities: Inequalities in secondary education in India, Vietnam ...Young Lives Oxford
Unequal opportunities: Inequalities in secondary education in India, Vietnam and Ethiopia presentation slides from Rhiannon Moore at TRG Poverty and Education Conference London 27-29 September 'Poverty and Education from the 19th Century to the Present: India and Comparative Perspectives'
Beyond the Basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
Young Lives researchers Padmini Iyer and Caine Rolleston explore access and equity in the expansion of post-compulsory schooling in Vietnam in this presentation delivered at UKFIET 2017, Oxford
Presentation from Rhiannon Moore (Young Lives) and panel discussing teachers' working experiences and capturing data on teachers as professionals, learners and change-makers in low resource contexts
Problem solving and critical thinking: assessing performance among 15-year ol...Young Lives Oxford
Padmini Iyer and Caine Rolleston's presentation from UKFIET conference 2017 on assessing 21st Century Skills, drawing on Young Lives school survey data
Private schools in India - more learning, more inequality?Young Lives Oxford
Private unaided schools have higher test scores and add more educational value than other school types. However, they tend to serve more advantaged students from wealthier families with higher levels of education. Not all private schools are equally effective - those charging higher fees, located in urban areas, and larger in size achieve better learning outcomes. While private unaided schools may provide better education, this disproportionately benefits higher ability and more advantaged children, raising concerns about inequality of opportunity. Prior academic achievement remains the strongest determinant of learning, indicating performance gaps emerge early in students' schooling.
Defining learning quality at upper primary and secondary levels is complex;
‘Meaningful’ learning: ‘not only acquiring knowledge, but also being able to use knowledge in a variety of new situations’ (Mayer 2002);
21st Century Skills: schools should ‘equip young people with skills for future labour market or higher education opportunities’ (World Bank 2009)
The document discusses a study assessing problem solving and critical thinking skills among Vietnamese students. It found that the majority of students demonstrated basic or competent levels in these skills. However, performance on problem solving and critical thinking did not necessarily correlate with performance in academic subjects. Schools in more rural, disadvantaged areas tended to score higher in problem solving and critical thinking compared to schools in urban, advantaged areas that scored higher in math and English. The study suggests Vietnamese students may have stronger 21st century skills than implied by their high test scores alone, and that assessing these additional skills provides a more comprehensive view of school quality and effectiveness.
Intersecting inequalities: Evidence from Young Lives IndiaYoung Lives Oxford
This presentation by Renu Singh, Young Lives India Country Director, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Young Lives 2016-17 School Survey: Value-added analysis and school effectivenessYoung Lives Oxford
The document summarizes findings from the Young Lives 2016-17 School Survey in India on educational effectiveness and equity. Some key findings include:
- Private unaided schools tended to add more student learning value, even after accounting for student backgrounds, while government schools showed more variability.
- Larger schools with more sections added more student learning value than smaller, single-section schools across school types.
- Wealthier, male students and those with more educated mothers tended to attend schools that added more student learning value.
- Starting learning gaps in 9th grade widened over the school year as disadvantaged students attended less effective schools.
Early-Life Undernourishment in Developing Countries: Prevalence, Impacts over...Young Lives Oxford
This document summarizes a presentation on early-life undernourishment in developing countries. It discusses the prevalence of undernutrition in young children, the impacts of early-life undernutrition over the life cycle based on data from nutritional studies in Guatemala and other countries. It also examines determinants of early-life nutrition and production relationships. The presentation outlines the prevalence of undernutrition, long term impacts on outcomes like education, economic productivity, and health based on longitudinal studies, and conclusions.
System Expansion Step Three: Capitalising on Student Talents for a Middle-Inc...Young Lives Oxford
•Progress is strongly strongly linked to factors other than home background.
• Early achievement strongly influences whether students carry on at the expected rate.
• Encouraging enrolment on time and support for students that enrol late could provide smoother progression through the school system.
• To capitalise on talents of all: ensure that all students in the earliest grades reach minimum minimum expectations as a basis for smooth progress.
Beyond the basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
1) The document analyzes access to and learning outcomes in upper secondary education in Vietnam using data from Young Lives school surveys.
2) It finds that students from more advantaged backgrounds are more likely to transition to 10th grade, but prior academic ability also predicts access.
3) Higher performing students at the primary level continue to outperform their peers at the start of upper secondary school.
4) While inequities exist, home advantage does not become more important than academic ability over time in determining learning outcomes, suggesting Vietnam has a relatively equitable education system.
Private Schools in India: More Learning, More InequalityYoung Lives Oxford
The document discusses a study on private schools in India that examined learning outcomes and progress across different types of schools. Some key findings from the study include:
1) There is significant variation in test scores and learning progress between school types, with private unaided schools showing higher average scores and learning gains.
2) Students from wealthier families and with more educated parents are more likely to attend private schools, indicating that school choice is linked to family background.
3) When controlling for student background factors, private schools generally "add more value" and have higher learning effectiveness than other school types.
4) Within the private school sector, higher fee schools tend to be more consistently effective than lower fee schools,
This document summarizes research from the Young Lives study, which tracked 12,000 children across 4 countries over 15 years. It finds that early life circumstances strongly shape later outcomes, with cognitive skills and height predicting learning, self-esteem, and other developmental domains. Rural girls face particular challenges, being more likely to be stunted and having lower enrollment rates. While workloads are similar, tasks become gender differentiated as children age. The document calls for policies that invest in reducing rural risks, implement child and gender sensitive social protections, expand learning opportunities for all children including older/married girls, and provide safe, accessible schools.
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
Beating the Odds: Why have some children fared well despite growing up in pov...Young Lives Oxford
Young Lives Senior Research Officer Gina Crivello presents on 'Beating the Odds' asking 'Why have some children fared well despite growing up in poverty?' alongside Virginia Morrow at the Global Coalition conference 'Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa' held 23-25 October 2017 in Addis Ababa, Ethiopia
Presentation from Professor Jo Boyden (Young Lives Director) and Dr Renu Singh (Young Lives India Country Director) at the International Association for Adolescent Health's 11th World Congress in New Delhi, 26th October 2017
Unequal opportunities: Inequalities in secondary education in India, Vietnam ...Young Lives Oxford
Unequal opportunities: Inequalities in secondary education in India, Vietnam and Ethiopia presentation slides from Rhiannon Moore at TRG Poverty and Education Conference London 27-29 September 'Poverty and Education from the 19th Century to the Present: India and Comparative Perspectives'
Beyond the Basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
Young Lives researchers Padmini Iyer and Caine Rolleston explore access and equity in the expansion of post-compulsory schooling in Vietnam in this presentation delivered at UKFIET 2017, Oxford
Presentation from Rhiannon Moore (Young Lives) and panel discussing teachers' working experiences and capturing data on teachers as professionals, learners and change-makers in low resource contexts
Problem solving and critical thinking: assessing performance among 15-year ol...Young Lives Oxford
Padmini Iyer and Caine Rolleston's presentation from UKFIET conference 2017 on assessing 21st Century Skills, drawing on Young Lives school survey data
Private schools in India - more learning, more inequality?Young Lives Oxford
Private unaided schools have higher test scores and add more educational value than other school types. However, they tend to serve more advantaged students from wealthier families with higher levels of education. Not all private schools are equally effective - those charging higher fees, located in urban areas, and larger in size achieve better learning outcomes. While private unaided schools may provide better education, this disproportionately benefits higher ability and more advantaged children, raising concerns about inequality of opportunity. Prior academic achievement remains the strongest determinant of learning, indicating performance gaps emerge early in students' schooling.
Defining learning quality at upper primary and secondary levels is complex;
‘Meaningful’ learning: ‘not only acquiring knowledge, but also being able to use knowledge in a variety of new situations’ (Mayer 2002);
21st Century Skills: schools should ‘equip young people with skills for future labour market or higher education opportunities’ (World Bank 2009)
The document discusses a study assessing problem solving and critical thinking skills among Vietnamese students. It found that the majority of students demonstrated basic or competent levels in these skills. However, performance on problem solving and critical thinking did not necessarily correlate with performance in academic subjects. Schools in more rural, disadvantaged areas tended to score higher in problem solving and critical thinking compared to schools in urban, advantaged areas that scored higher in math and English. The study suggests Vietnamese students may have stronger 21st century skills than implied by their high test scores alone, and that assessing these additional skills provides a more comprehensive view of school quality and effectiveness.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. 0
200400600800
0 .2 .4 .6 .8 1
Wealth Index - R1
Reading Comprehension Scores Fitted values
r=0.28 (p-value<0.00)
CORRELATION BETWEEN READING COMPREHENSION
AND WEALTH INDEX AT R1 (age 1)
3. CORRELATION BETWEEN MATHEMATICS
AND WEALTH INDEX AT R1 (age 1)
300400500600700800
0 .2 .4 .6 .8 1
Wealth Index - R1
Math Scores Fitted values
r=0.32 (p-value<0.00)
4. CORRELATION BETWEEN ACHIEVEMENT AND
WEALTH INDEX ACROSS WAVES
Reading Comprehension
(2017)
Maths
(2017)
Wealth index R1
(2002)
0.28
(p<0.00)
0.32
(p<0.00)
Wealth index R2
(2006)
0.29
(p<0.00)
0.32
(p<0.00)
Wealth index R3
(2009)
0.29
(p<0.00)
0.29
(p<0.00)
Wealth index R4
(2013)
0.30
(p<0.00)
0.25
(p<0.00)
6. CORRELATION BETWEEN CLASS SIZE AND
WEALTH INDEX AT R1(age 1)
0
10203040
0 .2 .4 .6 .8 1
Wealth Index - R1
Students per class Fitted values
r=0.24 (p-value<0.00)