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If elementary students are not affected by later start times, as my data suggest (albeit not definitively), it may be possible to increase test scores for middle school students at no cost by having elementary schools start first. Alternatively, the entire schedule could be shifted later into the day. However, these changes may pose other difficulties due to child-care constraints for younger students and jobs and afterschool activities for older students.

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How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below!

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Use factual statements that are supported by sound evidence.Note: Any time you develop an argument, you should start by thoroughly researching your opposition's point of view. This will help you to anticipate any potential holes or weaknesses in your own opinion or argument.

The results produced by this first approach could be misleading, however, if middle schools with later start times differ from other schools in unmeasured ways. For example, it could be the case that more-motivated principals lobby the district to receive a later start time and also employ other strategies that boost student achievement. If that were the case, then I might find that schools with later start times have higher test scores, even if start times themselves had no causal effect.

How to Start (and Complete) a Research Paper - TIP …
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How to begin research paper - Dissertation & Essay …

To further investigate how the effect of later start times varies with age, I estimate the effect of start times on upper elementary students (grades 3–5). If adolescent hormones are the mechanism through which start times affect academic performance, preadolescent elementary students should not be affected by early start times. I find that start times in fact had no effect on elementary students. However, elementary schools start much later than middle schools (more than half of elementary schools begin at 9:15, and almost all of the rest begin at 8:15). As a result, it is not clear if there is no effect because start times are not a factor in the academic performance of prepubescent students, or because the schools start much later and only very early start times affect performance.

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For the most part, garnering any type of information from your customers constitutes market research. This includes anything from passing out comment cards to customers, to conducting a full-on telephone survey with all of your customers. But regardless of the methodology you ultimately choose, it’s important to start by figuring out what questions you need answered in order to bring your organization to the next level. After that, the second step will be deciding how you are going to get those questions answered. Quite often, the answer is market research.

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Previous research tends to find that students in early-starting schools are more likely to be tardy to school and to be absent. In Wake County, students who start school one hour later have 1.3 fewer absences than the typical student—a reduction of about 25 percent. Fewer absences therefore may also explain why later-starting students have higher test scores: students who have an early start time miss more school and could perform worse on standardized tests as a result.

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My second method controls for all school-level characteristics that do not change over time. However, a remaining concern is that the student composition of schools may change. For example, high-achieving students in a school that changed to an earlier start time might transfer to private schools. To address this issue, I estimate the impact of later start times using only data from students who experience a change in start time while remaining in the same school. Among these students, the effect of a one-hour later start time is 1.8 percentile points in math and 1.0 point in reading (see Figure 1).

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The data used in this study come from two sources. First, administrative data for every student in North Carolina between 2000 and 2006 were provided by the North Carolina Education Research Data Center. The data contain detailed demographic variables for each student as well as end-of-grade test scores in reading and math. I standardize the raw test scores by assigning each student a percentile score, which indicates performance relative to all North Carolina students who took the test in the same grade and year. The second source of data is the start times for each Wake County public school, which are recorded annually and were provided by the WCPSS transportation department.

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