Sentence examples for a longitudinal student from inspiring English sources

In addition, as ACT (2006) suggested for policy makers and educational leaders, it would be good to include a longitudinal student progress assessment in mathematics to identify and improve students' readiness for college and provide a support and/or awareness program to reduce gender and ethnic/racial gaps in the course preparedness from middle school.

In addition to their altruistic motives for engagement, they required clear articulation of the incentives offered to host a longitudinal student each year.

That company was trying to solve a problem for states around how to store longitudinal student data.

The National Center for Educational Accountability, a group affiliated with the University of Texas, conducted a survey last year of states' educational technology plans and found that at least 48 states were building longitudinal student data systems.

Additional questions and areas of interest will be added to the longitudinal student surveys.

In Study 4, we replicated the findings from Study 3, using a multilevel sample (92 secondary teachers, 2749 students), a longitudinal research design, and student measures of teachers' motivating styles.

This article presents an overview of the national primary and secondary education data systems, paying special attention to longitudinal student- and teacher-level datasets that individual states and school districts maintain around the country.

While the assistance of current students to identify patients could potentially result in a sample with positive perspectives, it should be noted that the patients' perspectives were also derived from previous longitudinal students who had no role in sample selection.

We use this data to present a longitudinal analysis of student performance on the North Carolina End-of-Grade mathematics exam and use Markov chain models to probabilistically characterize the movement of students' scores from one grade level to the next.

The course, which was compulsory, was set up as a longitudinal strand of student learning in clinical practice during the first two preclinical years, characterized by experience-based and small-group, workplace learning [ 6].

In a longitudinal study of student performance in courses, it is critical to test the hypothesis that changes in failure rates are due to changes in the academic ability and preparedness of the student population at the time of entering each course.