scholarly journals School Competition and Efficiency with Publicly Funded Catholic Schools

2010 ◽  
Vol 2 (4) ◽  
pp. 150-176 ◽  
Author(s):  
David Card ◽  
Martin D Dooley ◽  
A. Abigail Payne
Keyword(s):  
Standard Deviation ◽  
Simple Model ◽  
Test Scores ◽  
Catholic Schools ◽  
Test Score ◽  
Sixth Grade ◽  
School Systems ◽  
Competitive Pressure ◽  
Publicly Funded ◽  
School Competition

We study competition between two publicly funded school systems in Ontario, Canada: one that is open to all students, and one that is restricted to children of Catholic backgrounds. A simple model of competition between the competing systems predicts greater effort by school managers in areas with more Catholic families who are willing to switch systems. Consistent with this insight, we find significant effects of competitive pressure on test score gains between third and sixth grade. Our estimates imply that extending competition to all students would raise average test scores in sixth grade by 6 percent to 8 percent of a standard deviation. (JEL I21, I22, H75, Z12)

When the Saints Go Marching Out: Long-Term Outcomes for Student Evacuees from Hurricanes Katrina and Rita

2012 ◽  
Vol 4 (1) ◽  
pp. 109-135 ◽  
Author(s):  
Bruce Sacerdote
Keyword(s):  
Standard Deviation ◽  
Test Scores ◽  
Test Score ◽  
First Year ◽  
Long Term Outcomes ◽  
Score Distribution ◽  
The Third ◽  
College Going ◽  
Hurricanes Katrina And Rita

I examine long-term academic performance and college going for students affected by Hurricanes Katrina and Rita. Students who are forced to switch schools due to the hurricanes experience sharp declines in test scores in the first year following the hurricanes. However, by the third and fourth years after the disaster, evacuees displaced from Orleans Parish see a 0.18 standard deviation improvement in scores. Gains are concentrated among students initially in the lowest quintiles of the test score distribution. Katrina evacuees do not show gains in college going relative to earlier cohorts from their same pre-hurricane high schools. (JEL I20, Q54, R23).

scholarly journals An Analysis of Students Writing Ability by Composing Narrative Text

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Ira Puspita
Keyword(s):  
Standard Deviation ◽  
Data Collection ◽  
Test Scores ◽  
Random Sampling ◽  
Test Score ◽  
Narrative Text ◽  
Seventh Grade ◽  
Writing Ability ◽  
Post Test ◽  
Academic Year

The study aimed to find out whether any influences compossing narrative text to the students writing ability at seventh grade students of STIT Muhammadiyah Tanjung Redeb and to find out the level ability after students compossing narrative text. The  scope of study writing narrative text at the Seventh Grade Students of STIT Muhammadiyah  Tanjung Redeb. The method of this research is quantitative. The population in this study was the whole seventh grade students in STIT Muhammadiyah  Tanjung Redeb, which is enlisted in the academic year of 2014/2015. The seventh grades belong of one class each classes consisted of about 36 students. The writer takes  15 students of them as the research sample (groub B) by using random sampling (namely a method of sample taking by mixly without paying attention to the grade of number of population. The method of data collection used documentation and test and the method of data analys used SPPS 21 Version. The result showed that shows the pre-test score of the class was 11.617 with standard deviation of 3.065 and the post-test score was 17.617 with standard deviation of 2.146. The post-test scores were higher than the pre-test scores.

Paying for Whose Performance? Teacher Incentive Pay and the Black–White Test Score Gap

2021 ◽  
pp. 016237372110014
Author(s):  
Andrew J. Hill ◽  
Daniel B. Jones
Keyword(s):  
Test Scores ◽  
Test Score ◽  
Performance Pay ◽  
Incentive Pay ◽  
Difference In Differences ◽  
Teacher Incentives ◽  
Test Score Gap ◽  
Before And After ◽  
White Test ◽  
Matched Data

Teacher performance pay is often introduced with the goal of reducing gaps in test scores across groups, yet little is known about how well they achieve this aim. We ask, “Do test score-based teacher incentives impact the Black–White test score gap?” Using student–teacher matched data and a difference-in-differences approach in which the performance of a teacher’s students before and after the policy is compared, we find that performance pay increases the conditional Black–White gap. The effect is particularly evident when bonuses are large, consistent with a causal response to performance pay.

Interpretation of the Standard Error of Measurement when True Scores and Error Scores on Mental Tests are Not Independent

1966 ◽  
Vol 19 (2) ◽  
pp. 611-617 ◽  
Author(s):  
Donald W. Zimmerman ◽  
Richard H. Williams
Keyword(s):  
Standard Deviation ◽  
Standard Error ◽  
Test Score ◽  
Test Reliability ◽  
True Score ◽  
Observed Score ◽  
Standard Error Of Measurement ◽  
True Scores ◽  
Modified Equation ◽  
Error Of Measurement

It is shown that for the case of non-independence of true scores and error scores interpretation of the standard error of measurement is modified in two ways. First, the standard deviation of the distribution of error scores is given by a modified equation. Second, the confidence interval for true score varies with the individual's observed score. It is shown that the equation, so=√[(N−O/a]+[so2(roō−roo)/roō]̄, where N is the number of items, O is the individual's observed score, a is the number of choices per item, so2 is observed variance, roo is test reliability as empirically determined, and roō is reliability for the case where only non-independent error is present, provides a more accurate interpretation of the test score of an individual.

scholarly journals Examination of attitudes of secondary school 6th classstudents related to their attitudes towards maths in the frame of several variables

2016 ◽  
Vol 13 (1) ◽  
pp. 1937
Author(s):  
Kerim Karabacak ◽  
Subhan Eksioglu ◽  
Nesibe Karakıs
Keyword(s):  
Standard Deviation ◽  
Secondary School ◽  
Analysis Of Variance ◽  
Educational Status ◽  
Sixth Grade ◽  
T Test ◽  
Average Standard Deviation ◽  
Statistical Process ◽  
Several Variables ◽  
Purposeful Sampling

This research, which is carried out in Kinik, İzmir, aims at determining the reasons of students’ attitude towards Maths. Sixth class students from Kinik town make up population of the research which has been carried out as the model of survey. The sample of the research has been determined by the method of “purposeful sampling”. It is constituted of 152 students at the sixth grade. Collected data has been transferred into SPSS and the statistical process such as, analysis of average, standard deviation, T-test and one way analysis of variance procedures have been realized. It has been identified that the students who gets higher grades at Maths have got better attitude towards Maths than the ones who got lower grades at Maths. It has been identified that there has been no relationship between the students’ attitude towards Maths and their families’ income, their parents’ educational status, their parents’ occupation and the teachers’ way of teaching.

scholarly journals Case-based learning in integrated management of neonatal and childhood illness

2019 ◽  
Vol 6 (3) ◽  
pp. 1163
Author(s):  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar
Keyword(s):  
Gender Differences ◽  
Test Scores ◽  
Test Score ◽  
Integrated Management ◽  
Childhood Illness ◽  
Cognitive Domain ◽  
Post Test ◽  
Case Based Learning ◽  
The Difference ◽  
Case Based

Background: This complete-enumeration, before-and-after type of study (without controls) was conducted on 61 third-year medical students at Rajiv Gandhi Medical College, Thane, Maharashtra state to study the difference in cognitive domain scores after attending lecture-based learning (by a pre-test) and after attending case-based learning (by a post-test).Methods: After approval from the institutional ethics committee, the purpose of the study was explained to third-year medical students and written informed consent was obtained. After curriculum-based lectures on integrated management of neonatal and childhood Illness, a pre-test was administered wherein each student was asked to fill up case sheets for five case scenarios. The maximum marks obtainable were 10 marks per case (total 50 marks).  Case-based learning was conducted in two sub-groups comprising 31 and 30 randomly assigned students by the same faculty and students in each sub-group were exposed to identical case scenarios. The post-test was conducted using case scenarios and case sheets that were identical to that of the pre-test.Results: The overall mean score increased and the difference between the case-wise pre-test and post-test scores of both female (n=35) and male (n=26) students was highly significant (p <0.00001). However, the gender differences in pre-test score (Z=1.038; p=0.299) and post-test score were not significant (Z=0.114; p=0.909).Conclusions: Using case scenarios augmented the cognitive domain scores of participating students and the gender differences in scores were not statistically significant. The post-test scores showed higher variability. Remedial educational interventions would be required for students who obtained low scores in the post-test.

Abstract 245: Assessing Patient Knowledge and Satisfaction Following Stroke Video Education

2018 ◽  
Vol 11 (suppl_1) ◽  
Author(s):  
Sarah Tisel ◽  
Abigail Rieman ◽  
Matthew Hodges ◽  
Kelly Gwathmey
Keyword(s):  
High School ◽  
Patient Education ◽  
Knowledge Acquisition ◽  
Preliminary Data ◽  
Test Scores ◽  
Test Score ◽  
Stroke Patients ◽  
Highly Educated ◽  
Video Group ◽  
Video Education

Objective: To create a stroke education video and study its impact in stroke clinic with regards to patient satisfaction and knowledge acquisition. Background: Excellent medical care includes providing patient education, but most clinics do not emphasize this. We are exploring the use of video education in the stroke clinic, as this patient population may particularly benefit from secondary stroke prevention teaching. Methods: Ischemic stroke patients coming for routine hospital follow-up were enrolled and randomized to either watch an educational stroke video or receive standard care. Patients were stratified by education level, with one group having completed high school or less, and the other having completed any post high school training. Both groups took a pre- and post-visit knowledge test as well as a post-visit satisfaction survey. We hypothesized that knowledge acquisition, judged by improvement in test score, and satisfaction scores would both be greater in the video group. Test scores were expected to positively correlate with satisfaction. Results: Forty patients were enrolled to date. Preliminary data demonstrated patients were positive (n=15) or neutral (n=5) about the video. Both groups were highly satisfied with their visit, and a two-tailed t-test demonstrated no difference in satisfaction between groups (p=0.89). A linear regression showed a trend for the highly educated patients in the video group having improved test scores after the visit (p=0.069). Further enrollment of patients is needed to better assess this. In both groups, there was a correlation between post-test scores and satisfaction scores (R=0.37, p=0.03). Conclusions: Based on this preliminary data, stroke patients enjoy video education in clinic. However, as patients in both groups were highly satisfied, it remains unclear whether video education increases overall satisfaction. Highly educated patients may bennefit from video education, but further enrollment will clarify this. A positive correlation between post-visit test score and satisfaction indicates that clinics should prioritize patient education.

scholarly journals Determination of the Iodine Content of Some Commonly Consumed Foods in Zaria Metropolis, Nigeria, Using PCNAA and Sandell-Kolthoff Reaction

2014 ◽  
Vol 2014 ◽  
pp. 1-4
Author(s):  
T. Muhammad ◽  
A. Uzairu ◽  
M. S. Sallau ◽  
M. O. A. Oladipo
Keyword(s):  
Neutron Activation Analysis ◽  
Standard Deviation ◽  
Test Score ◽  
Research Reactor ◽  
Iodine Content ◽  
Food Samples ◽  
Average Percentage ◽  
Average Percentage Deviation ◽  
Percentage Standard Deviation

The Nigerian Research Reactor-1 was employed in the analysis of iodine in local food samples at an operating flux of 5.0×1011 ncm−2 s−1. Preconcentration neutron activation analysis (PCNAA) was compared against the most common spectroscopic (Sandell-Kolthoff reaction) technique, giving a concentration range of 0.295 to 2.960 mg/Kg and 0.264 to 2.725 mg/Kg, respectively, with an average percentage deviation of 11.34% and a positive correlation between the methods at 0.89. PCNAA and Sandell-Kolthoff spectroscopy of NIST 1548a reported values of 0.759±0.06 mg/Kg and 0.751±0.05 with Student’s t-test score of 1 and 0.95 and percentage standard deviation of 0 and 1.12%, respectively.

scholarly journals Can Tracking Raise the Test Scores of High-Ability Minority Students?

2016 ◽  
Vol 106 (10) ◽  
pp. 2783-2816 ◽  
Author(s):  
David Card ◽  
Laura Giuliano
Keyword(s):  
Minority Students ◽  
Test Scores ◽  
Cohort Analysis ◽  
Sixth Grade ◽  
High Achievers ◽  
Urban District ◽  
High Achiever ◽  
Math Scores ◽  
Reading And Math ◽  
Positive Spillovers

We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate “gifted/high achiever” classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (i) a rank-based regres sion discontinuity design, and (ii) a between-school/cohort analysis. We find significant effects that are concentrated among black and Hispanic participants. Minorities gain 0.5 standard deviation units in fourth-grade reading and math scores, with persistent gains through sixth grade. We find no evidence of negative or positive spillovers on nonparticipants. (JEL I21, J21, J24)

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