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Un
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,
r
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an
d
g
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r
ap
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ca
tio
n
[
1
]
,
[
2
]
.
Sch
o
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in
r
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d
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tr
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ar
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co
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s
tr
ain
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s
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wh
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h
as
b
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n
wo
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s
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b
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3
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Af
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s
m
ic
len
s
,
em
b
o
d
y
in
g
a
d
iv
er
s
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
th
at
i
n
clu
d
es
r
u
r
al,
u
r
b
an
,
an
d
s
u
b
u
r
b
an
co
n
tex
ts
.
Sch
o
o
ls
in
r
u
r
al
ar
ea
s
f
ac
e
s
ig
n
if
ican
t
o
b
s
tacle
s
,
s
u
ch
as
h
ig
h
teac
h
er
r
eten
tio
n
r
ates
an
d
lim
ited
ac
ce
s
s
to
s
p
ec
ialized
co
u
r
s
es
[
9
]
.
C
o
n
tr
asti
n
g
ly
,
lar
g
e
cit
y
ar
ea
s
lik
e
Ho
u
s
to
n
an
d
Dallas
ar
e
d
ea
lin
g
with
is
s
u
es
ca
u
s
ed
b
y
t
o
o
m
a
n
y
s
tu
d
e
n
ts
in
s
ch
o
o
ls
an
d
o
n
g
o
in
g
s
ep
ar
atio
n
an
d
i
n
eq
u
ality
b
ase
d
o
n
r
ac
e
an
d
s
o
cial
-
ec
o
n
o
m
ic
s
tatu
s
.
T
h
er
e
f
o
r
e,
T
ex
as
ca
n
b
e
a
m
o
d
el
lo
ca
tio
n
f
o
r
an
a
n
aly
tical
ex
am
in
atio
n
o
f
e
d
u
ca
tio
n
al
d
is
p
ar
ities
en
h
an
ce
d
b
y
C
OVI
D
-
1
9
d
u
e
to
th
e
u
n
u
s
u
al
co
n
v
er
g
en
ce
o
f
p
r
e
-
ex
is
tin
g
e
d
u
ca
tio
n
al
ch
allen
g
es a
n
d
p
an
d
em
ic
-
in
d
u
ce
d
p
e
r
tu
r
b
atio
n
s
.
Fo
cu
s
in
g
o
n
th
is
s
tate
allo
ws
r
eg
io
n
-
s
p
ec
if
ic
i
n
s
ig
h
ts
an
d
b
r
o
ad
er
u
n
d
e
r
s
tan
d
in
g
s
a
p
p
licab
le
to
d
iv
er
s
e
g
eo
g
r
a
p
h
ic
lo
ca
les
ac
r
o
s
s
th
e
Un
ited
State
s
.
Up
o
n
r
ec
o
g
n
izin
g
th
e
d
etailed
an
d
v
ar
io
u
s
co
m
p
lex
ities
o
f
ed
u
ca
tio
n
al
i
n
eq
u
alities
a
cr
o
s
s
d
if
f
er
en
t
g
eo
g
r
ap
h
ic
a
r
ea
s
,
an
d
co
n
s
id
er
i
n
g
t
h
e
in
cr
ea
s
ed
ch
allen
g
es
p
r
esen
ted
b
y
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic,
we
aim
to
p
r
o
v
id
e
a
d
etailed
an
d
ev
i
d
en
ce
-
b
a
s
ed
co
n
tr
ib
u
tio
n
to
u
n
d
er
s
tan
d
i
n
g
h
o
w
lo
ca
tio
n
i
n
ter
ac
ts
with
d
if
f
er
en
t
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
af
f
ec
tin
g
e
d
u
ca
tio
n
al
r
esu
lts
in
th
e
p
er
io
d
f
o
llo
win
g
t
h
e
p
an
d
em
i
c.
T
h
u
s
,
t
wo
r
esear
c
h
q
u
esti
o
n
s
(
R
Q)
g
u
id
e
th
is
s
tu
d
y
:
i)
C
o
n
tr
o
llin
g
f
o
r
d
is
tr
ict
-
lev
el
Gr
ad
e
8
s
tu
d
en
ts
’
p
er
f
o
r
m
an
c
e
in
2
0
1
9
b
e
f
o
r
e
C
OVI
D
-
1
9
i
n
r
ea
d
i
n
g
,
m
ath
,
an
d
s
cien
ce
,
d
o
es
lo
ca
tio
n
(
r
u
r
al,
to
wn
,
city
,
an
d
s
u
b
u
r
b
a
n
)
s
ig
n
if
ican
tly
im
p
ac
t
d
is
tr
ict
-
lev
el
Gr
ad
e
8
s
tu
d
en
ts
’
r
ea
d
in
g
,
m
ath
,
a
n
d
s
cien
ce
ac
h
iev
em
en
ts
in
T
e
x
as
in
2
0
2
3
?
(
R
Q1
)
ii)
C
o
n
tr
o
llin
g
d
is
tr
ict
-
lev
el
Gr
ad
e
8
s
tu
d
en
ts
’
2
0
1
9
p
er
f
o
r
m
an
ce
i
n
r
ea
d
in
g
,
m
at
h
a
n
d
s
cien
ce
an
d
d
em
o
g
r
a
p
h
ic
c
h
ar
ac
ter
is
tics
,
d
o
es
lo
ca
tio
n
(
r
u
r
al,
to
wn
,
cit
y
,
an
d
s
u
b
u
r
b
an
)
s
ig
n
if
ican
tly
im
p
ac
t
d
is
tr
ict
-
lev
el
Gr
ad
e
8
s
tu
d
e
n
ts
’
r
ea
d
in
g
,
m
ath
,
a
n
d
s
cien
ce
ac
h
ie
v
em
en
ts
in
T
ex
as in
2
0
2
3
?
(
R
Q2
)
T
h
e
g
e
o
g
r
a
p
h
ic
d
is
p
ar
ities
in
ac
ad
em
ic
ac
h
iev
em
e
n
t
a
r
e
n
o
t
m
er
e
co
in
ci
d
en
ce
s
;
th
e
y
r
esu
lt
f
r
o
m
co
m
p
lex
s
o
cio
-
ec
o
n
o
m
ic
a
n
d
p
o
liti
ca
l
f
ac
to
r
s
.
His
to
r
ically
,
r
u
r
al
s
ch
o
o
ls
in
th
e
Un
ited
States
h
av
e
s
er
v
ed
f
u
n
ctio
n
s
e
x
ten
d
in
g
b
e
y
o
n
d
a
ca
d
em
ic
in
s
tr
u
ctio
n
,
p
la
y
in
g
a
ce
n
tr
al
r
o
le
in
m
ain
tain
in
g
co
m
m
u
n
ity
i
d
en
titi
es
an
d
s
o
cial
co
h
esio
n
[
1
0
]
.
M
o
r
eo
v
e
r
,
th
e
g
eo
g
r
ap
h
ic
d
is
p
er
s
io
n
o
f
r
u
r
al
s
ch
o
o
ls
af
f
ec
t
s
m
an
y
asp
ec
ts
o
f
ed
u
ca
tio
n
,
in
clu
d
in
g
ed
u
ca
tio
n
r
eso
u
r
ce
s
,
s
ch
o
o
l
f
u
n
d
in
g
a
n
d
ch
o
ices,
teac
h
er
r
ec
r
u
itm
e
n
t
an
d
tr
an
s
p
o
r
tatio
n
[
1
1
]
.
Fo
r
e
x
am
p
le,
C
h
in
g
o
s
a
n
d
B
lag
g
[
1
2
]
f
o
u
n
d
th
at
s
tu
d
en
ts
’
p
r
o
x
im
ity
to
s
ch
o
o
ls
s
ig
n
if
ican
tly
v
a
r
ies
b
y
u
r
b
an
icity
with
r
u
r
al
f
am
ili
es
h
av
in
g
f
ar
less
p
r
o
x
im
ity
to
s
ch
o
o
l
ac
r
o
s
s
s
ec
to
r
s
.
T
h
ese
in
s
titu
tio
n
s
’
ed
u
ca
tio
n
al
c
h
allen
g
es
a
r
e
i
n
tr
in
s
ically
lin
k
ed
to
b
r
o
a
d
e
r
co
n
ce
r
n
s
o
f
c
o
m
m
u
n
ity
v
iab
ilit
y
an
d
lo
ca
l
ec
o
n
o
m
ic
s
tab
ilit
y
[
1
3
]
.
Similar
ly
,
u
r
b
an
an
d
s
u
b
u
r
b
a
n
s
c
h
o
o
ls
h
a
v
e
c
o
m
p
lex
h
is
to
r
ica
l
n
ar
r
ativ
es
o
f
th
eir
o
wn
.
Ur
b
a
n
s
ch
o
o
ls
f
r
e
q
u
en
t
ly
co
n
f
r
o
n
t
v
a
r
io
u
s
ch
allen
g
e
s
,
in
clu
d
in
g
o
v
er
cr
o
wd
in
g
,
in
s
u
f
f
icien
t
f
u
n
d
in
g
,
an
d
lo
wer
h
ig
h
s
ch
o
o
l
c
o
m
p
le
tio
n
r
ates
[
4
]
.
C
o
n
v
e
r
s
ely
,
s
u
b
u
r
b
an
s
ch
o
o
ls
,
wh
ile
o
f
ten
b
e
n
ef
itin
g
f
r
o
m
m
o
r
e
s
u
b
s
tan
tial
r
eso
u
r
ce
s
,
h
av
e
th
eir
o
wn
c
h
allen
g
es.
T
h
ese
in
s
titu
tio
n
s
f
ac
e
d
if
f
icu
lties
s
tem
m
in
g
f
r
o
m
s
o
ci
o
-
ec
o
n
o
m
ic
a
n
d
r
ac
ial
s
eg
r
e
g
atio
n
,
wh
ich
s
u
b
s
eq
u
en
tly
c
o
n
tr
i
b
u
te
to
d
is
p
ar
ities
in
ed
u
ca
tio
n
al
o
u
tco
m
es
[
1
4
]
.
T
h
e
ac
ad
em
ic
lan
d
s
ca
p
e
is
s
h
ap
ed
b
y
a
co
m
p
le
x
in
ter
p
la
y
o
f
f
ac
to
r
s
,
in
clu
d
in
g
SES
v
ar
iatio
n
s
with
in
b
o
th
r
u
r
al
an
d
u
r
b
a
n
ed
u
ca
tio
n
al
d
is
tr
icts
[
1
5
]
.
T
h
ese
m
u
lti
-
f
ac
eted
SES
v
ar
iatio
n
s
,
in
f
lu
en
ce
d
b
y
p
ar
en
tal
in
co
m
e,
o
cc
u
p
atio
n
,
an
d
ed
u
ca
tio
n
al
attain
m
en
t,
c
o
llectiv
ely
co
n
tr
ib
u
te
to
s
tu
d
e
n
ts
’
h
eter
o
g
en
e
o
u
s
d
is
tr
ib
u
tio
n
o
f
f
am
ily
,
c
u
ltu
r
al
,
an
d
s
o
cial
ca
p
ital
[
1
6
]
.
T
h
is
co
m
p
lex
ity
ca
lls
f
o
r
a
d
etaile
d
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
en
ts
’
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
an
d
ch
allen
g
es
ac
r
o
s
s
v
ar
i
o
u
s
g
eo
g
r
a
p
h
ic
r
e
g
io
n
s
an
d
w
ith
in
s
p
ec
if
ic
lo
ca
l
ar
ea
s
.
Fo
r
in
s
tan
ce
,
f
am
ilies
with
h
ig
h
er
SES
o
f
ten
h
av
e
t
h
e
r
eso
u
r
ce
s
t
o
en
r
ich
th
eir
c
h
ild
r
en
’
s
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
th
r
o
u
g
h
e
x
tr
ac
u
r
r
icu
lar
ac
tiv
ities
an
d
p
r
i
v
a
te
tu
to
r
in
g
,
th
er
e
b
y
a
f
f
o
r
d
i
n
g
th
em
s
p
ec
if
ic
ad
v
an
tag
es
[
1
7
]
.
C
o
n
v
er
s
ely
,
s
tu
d
en
ts
f
r
o
m
l
o
wer
SES
b
a
ck
g
r
o
u
n
d
s
f
r
eq
u
en
tly
r
eq
u
ir
e
ad
d
itio
n
al
e
x
ter
n
al
ed
u
ca
tio
n
al
s
u
p
p
o
r
t,
ex
ac
e
r
b
atin
g
e
x
is
tin
g
ac
h
iev
e
m
en
t
g
ap
s
.
Fu
r
th
er
co
n
tex
t
u
alizin
g
th
is
is
s
u
e
ar
e
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
th
at
s
er
v
e
as
s
ig
n
if
ican
t
d
eter
m
in
an
t
s
o
f
s
tu
d
en
ts
’
e
d
u
ca
tio
n
al
d
e
v
elo
p
m
en
t,
n
o
ta
b
ly
d
if
f
er
en
ce
s
in
SES
th
at
im
p
ac
t
ac
ad
em
ic
p
er
f
o
r
m
an
ce
d
is
p
ar
ities
b
etwe
en
r
u
r
al
an
d
n
o
n
r
u
r
al
s
ettin
g
s
[
2
]
.
C
o
n
v
er
s
ely
,
s
tu
d
en
ts
f
r
o
m
lo
wer
SES b
ac
k
g
r
o
u
n
d
s
f
r
eq
u
e
n
tly
r
eq
u
ir
e
ad
d
itio
n
al
ex
ter
n
al
ed
u
ca
tio
n
al
s
u
p
p
o
r
t,
ex
ac
er
b
atin
g
ex
is
tin
g
ac
h
iev
e
m
en
t
g
ap
s
.
Fu
r
th
er
co
n
tex
t
u
alizin
g
th
is
is
s
u
e
ar
e
d
em
o
g
r
ap
h
i
c
f
ac
to
r
s
th
at
s
er
v
e
as
s
ig
n
if
ican
t
d
ete
r
m
in
an
ts
o
f
s
tu
d
en
ts
’
ed
u
ca
tio
n
al
d
e
v
el
o
p
m
en
t,
n
o
ta
b
ly
d
if
f
er
e
n
ce
s
i
n
SES
th
at
im
p
ac
t
ac
ad
em
ic
p
er
f
o
r
m
an
ce
d
is
p
ar
i
ties
b
etwe
en
r
u
r
al
an
d
n
o
n
r
u
r
a
l settin
g
s
[
2
]
.
Ad
d
itio
n
ally
,
E
n
g
lis
h
lan
g
u
ag
e
p
r
o
f
icien
cy
is
in
d
is
p
en
s
ab
le
f
o
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14
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Feb
r
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20
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:
332
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334
co
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tr
icts
in
T
ex
as,
illu
s
tr
ates
th
is
d
iv
er
s
ity
as
an
e
x
am
p
le.
T
h
e
v
ar
ian
ce
b
etwe
en
t
h
em
is
p
r
o
n
o
u
n
ce
d
d
esp
ite
s
h
ar
in
g
co
m
m
o
n
h
u
r
d
les
—
s
u
ch
as
co
n
s
tr
ain
ed
p
er
-
s
tu
d
e
n
t
f
u
n
d
i
n
g
,
in
c
o
n
s
is
ten
t
f
in
an
ci
al
s
u
p
p
o
r
t,
lim
ited
tr
an
s
p
o
r
tatio
n
b
u
d
g
ets,
h
i
g
h
s
t
u
d
en
t
t
u
r
n
o
v
er
,
an
d
s
ig
n
if
ican
t
p
o
v
e
r
ty
lev
els
[
4
8
]
.
L
in
d
s
ay
I
SD,
f
o
r
in
s
tan
ce
,
f
ea
tu
r
es
a
r
elativ
ely
lo
w
p
er
ce
n
tag
e
o
f
ec
o
n
o
m
ically
d
is
ad
v
an
tag
ed
(
E
D)
s
tu
d
e
n
ts
at
1
4
.
9
%
an
d
a
m
in
u
s
cu
le
p
r
o
p
o
r
tio
n
o
f
E
n
g
lis
h
lear
n
e
r
s
(
E
L
)
at
0
.
2
%.
T
h
eir
s
tu
d
e
n
t
m
o
b
ilit
y
r
ate
s
tan
d
s
at
4
.
7
%,
with
a
teac
h
er
tu
r
n
o
v
e
r
r
ate
o
f
2
8
.
9
%,
an
d
th
e
teac
h
er
s
p
o
s
s
ess
an
av
er
ag
e
o
f
1
3
.
9
y
ea
r
s
o
f
ex
p
er
ien
ce
.
I
n
co
n
tr
ast,
San
ta
Ma
r
ia
I
S
D
r
ep
o
r
ts
a
d
r
asti
ca
lly
h
ig
h
e
r
p
r
o
p
o
r
tio
n
o
f
E
D
s
tu
d
e
n
ts
at
9
9
.
6
%,
d
war
f
in
g
L
in
d
s
ay
I
SD’
s
f
ig
u
r
es
an
d
th
e
s
tate
av
er
ag
e
o
f
6
0
.
6
%.
I
t
also
h
as
a
s
ig
n
if
ican
t
E
L
p
o
p
u
latio
n
o
f
3
9
.
7
%,
a
s
tu
d
en
t
m
o
b
ilit
y
r
a
te
o
f
8
%,
an
d
a
teac
h
er
tu
r
n
o
v
er
r
ate
o
f
1
6
.
9
%,
with
t
h
e
av
er
ag
e
teac
h
er
ex
p
er
ien
ce
la
g
g
in
g
at
6
.
1
y
ea
r
s
,
b
elo
w
th
e
s
tate’
s
av
er
a
g
e.
T
h
ese
d
is
cr
ep
an
cies
u
n
d
er
s
co
r
e
th
e
n
ec
ess
ity
o
f
r
ec
o
g
n
izin
g
th
e
r
ic
h
d
iv
e
r
s
ity
with
in
r
u
r
al
ed
u
ca
tio
n
d
is
tr
icts
.
T
h
ey
also
h
ig
h
lig
h
t
th
e
n
ee
d
to
u
n
d
er
s
tan
d
h
o
w
d
em
o
g
r
a
p
h
ic
v
ar
iatio
n
s
,
co
n
s
t
r
ain
ts
o
n
d
ata,
r
eso
u
r
ce
allo
ca
tio
n
,
an
d
th
e
in
f
l
u
en
ce
o
f
g
eo
g
r
ap
h
ical
lo
ca
tio
n
co
llectiv
ely
p
o
s
e
u
n
i
q
u
e
c
h
allen
g
es th
at
ca
n
im
p
ac
t
ed
u
ca
tio
n
al
o
u
tco
m
es.
B
r
id
g
in
g
th
e
g
ap
to
th
e
an
al
y
s
is
,
it
b
ec
o
m
es
ev
id
en
t
th
at
ex
is
tin
g
liter
atu
r
e
lack
s
co
m
p
r
eh
en
s
iv
e
an
aly
s
es
ex
am
in
in
g
h
o
w
d
em
o
g
r
a
p
h
ic
an
d
g
e
o
g
r
a
p
h
ical
f
ac
to
r
s
in
f
lu
en
ce
e
d
u
ca
tio
n
al
o
u
tco
m
es.
Fu
r
th
er
m
o
r
e
,
th
er
e
is
a
n
o
tic
ea
b
le
s
ca
r
city
o
f
r
esear
ch
o
n
th
e
ef
f
icac
y
o
f
ed
u
ca
tio
n
al
s
er
v
ices
d
esig
n
ed
s
p
ec
if
ically
f
o
r
v
u
ln
er
a
b
le
s
tu
d
en
t
p
o
p
u
latio
n
s
,
in
cl
u
d
in
g
E
n
g
lis
h
lear
n
er
s
an
d
s
tu
d
en
ts
w
ith
d
is
ab
ilit
ies.
T
h
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Mu
ltiva
r
ia
te
a
n
a
lysi
s
:
g
eo
g
r
a
p
h
y,
d
emo
g
r
a
p
h
ics,
a
n
d
Texa
s
’
p
o
s
t
-
C
OV
I
D
ed
u
ca
tio
n
(
S
h
ifa
n
g
Ta
n
g
)
335
d
is
p
ar
ity
em
p
h
asizes
th
e
n
ec
e
s
s
ity
o
f
a
f
o
cu
s
ed
in
q
u
ir
y
in
to
h
o
w
s
p
ec
if
ic
in
ter
v
en
tio
n
s
ca
n
b
e
cu
s
to
m
ized
to
ad
d
r
ess
th
e
u
n
iq
u
e
n
ee
d
s
o
f
th
ese
g
r
o
u
p
s
with
in
th
e
m
u
lti
-
f
a
ce
ted
co
n
tex
t
o
f
r
u
r
al
ed
u
ca
tio
n
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n a
nd
da
t
a
co
llect
io
n
Per
th
e
Natio
n
al
C
en
ter
f
o
r
E
d
u
ca
tio
n
Statis
tic
s
(
NC
E
S),
p
u
b
lic
s
ch
o
o
l d
is
tr
icts
co
u
ld
b
e
c
ateg
o
r
ized
in
to
f
o
u
r
m
ain
g
r
o
u
p
s
b
ased
o
n
th
eir
lo
ca
tio
n
an
d
p
o
p
u
latio
n
:
city
,
s
u
b
u
r
b
an
,
to
wn
,
an
d
r
u
r
al.
Sp
ec
if
ically
,
a
d
is
tr
ict
is
class
if
ied
as
a
“c
ity
”
if
it
is
lo
ca
ted
i
n
s
id
e
an
u
r
b
an
ized
ar
ea
an
d
a
p
r
in
cip
al
city
.
A
d
is
tr
ict
is
class
if
ied
as
“su
b
u
r
b
an
”
if
it
is
lo
ca
ted
o
u
ts
id
e
a
p
r
i
n
cip
al
city
an
d
in
s
id
e
a
n
u
r
b
an
ized
ar
ea
.
A
d
is
tr
ict
is
class
if
ied
as
a
“to
wn
”
if
it
is
lo
ca
ted
in
s
id
e
an
u
r
b
an
clu
s
ter
.
A
d
is
tr
ict
is
class
if
ied
as
“r
u
r
al”
if
it
is
lo
ca
ted
s
o
m
ewh
er
e
awa
y
f
r
o
m
a
n
u
r
b
an
ized
ar
ea
an
d
an
u
r
b
an
cl
u
s
ter
[
4
9
]
.
I
n
th
is
s
tu
d
y
,
th
e
f
in
al
s
am
p
le
f
o
r
an
aly
s
is
co
n
s
is
ted
o
f
1
,
1
4
5
p
u
b
lic
s
ch
o
o
l d
is
tr
icts
,
in
clu
d
in
g
6
3
7
r
u
r
a
l,
1
6
7
cities,
1
3
4
s
u
b
u
r
b
an
,
an
d
2
0
7
to
wn
s
.
T
o
in
v
esti
g
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
ch
o
o
l
lo
ca
le
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
we
co
llected
s
ch
o
o
l
d
is
tr
icts
ac
r
o
s
s
T
ex
as
ab
o
u
t
STAA
R
r
ea
d
in
g
,
m
ath
,
an
d
s
cien
ce
t
h
r
o
u
g
h
t
h
e
T
e
x
as
ass
es
s
m
en
t
m
an
ag
em
e
n
t
s
y
s
tem
(
T
AM
S).
Mo
r
e
p
r
ec
is
ely
,
th
e
d
ata
ac
q
u
is
itio
n
ef
f
o
r
ts
tar
g
eted
8
th
-
g
r
ad
e
d
is
tr
ict
-
lev
el
d
ata
f
o
r
th
e
2
0
1
8
-
2
0
1
9
an
d
2
0
2
2
-
2
0
2
3
ac
ad
e
m
ic
y
ea
r
s
.
E
lev
en
d
is
tr
ict
-
lev
el
d
em
o
g
r
a
p
h
ic
d
at
a
f
r
o
m
th
e
s
ch
o
o
l
y
ea
r
o
f
2
0
1
8
-
2
0
1
9
wer
e
also
g
ath
e
r
ed
f
r
o
m
th
e
T
ex
as
ac
ad
em
ic
p
er
f
o
r
m
an
ce
r
ep
o
r
ts
(
T
APR
)
,
in
clu
d
in
g
teac
h
er
f
u
ll
-
tim
e
eq
u
iv
ale
n
ce
,
teac
h
e
r
an
d
p
r
in
ci
p
al
ex
p
e
r
ien
ce
,
teac
h
er
-
s
tu
d
en
t
r
atio
,
teac
h
er
tu
r
n
o
v
e
r
r
ate,
s
tu
d
en
t
m
o
b
ilit
y
r
ate,
p
er
ce
n
ta
g
e
o
f
s
tu
d
en
ts
id
en
tifie
d
as
ec
o
n
o
m
ically
ch
allen
g
e
d
,
p
er
ce
n
tag
e
o
f
s
tu
d
en
ts
id
en
tifie
d
as
lim
ited
E
n
g
lis
h
p
r
o
f
icien
cy
,
p
er
ce
n
tag
e
o
f
s
tu
d
en
ts
i
d
en
tifie
d
as
at
r
is
k
,
in
s
tr
u
ctio
n
al
ex
p
e
n
d
itu
r
e
r
atio
,
an
d
e
d
u
ca
tio
n
ai
d
e.
2
.
2
.
M
ea
s
urem
ent
STAA
R
is
a
s
tate
-
lev
el,
m
an
d
ato
r
y
s
tan
d
ar
d
ized
test
in
g
p
r
o
g
r
am
alig
n
e
d
with
th
e
T
ex
a
s
ess
en
tia
l
k
n
o
wled
g
e
a
n
d
s
k
ills
(
T
E
KS)
s
tan
d
ar
d
s
.
I
t
ev
alu
ates
g
r
ad
e
3
to
8
s
tu
d
en
ts
’
ab
ilit
ies
in
co
r
e
s
u
b
jects,
in
clu
d
in
g
r
ea
d
in
g
,
m
ath
,
s
cien
ce
,
an
d
wr
itin
g
.
STAA
R
u
s
es
f
o
u
r
p
er
f
o
r
m
an
ce
-
le
v
el
d
e
s
cr
ip
to
r
s
to
ca
p
tu
r
e
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
:
d
id
n
o
t
m
ee
t,
ap
p
r
o
ac
h
es,
m
ee
ts
,
an
d
m
aster
s
g
r
ad
e
lev
el.
Stu
d
en
ts
class
if
ied
as
“a
p
p
r
o
ac
h
es
g
r
a
d
e
lev
el”
will
lik
ely
s
u
cc
ee
d
in
th
e
n
ex
t
g
r
ad
e
lev
el
with
tailo
r
ed
ac
ad
em
ic
in
ter
v
en
tio
n
.
Stu
d
en
ts
ca
n
u
s
e
th
e
ass
ess
ed
k
n
o
wled
g
e
a
n
d
s
k
ills
in
f
am
iliar
co
n
tex
ts
at
t
h
is
s
tag
e.
Stu
d
en
ts
class
if
ied
as
“m
ee
ts
g
r
ad
e
lev
el”
ar
e
h
ig
h
ly
lik
ely
to
s
u
cc
ee
d
in
th
e
n
ex
t g
r
ad
e
lev
el
with
p
o
ten
tial
s
h
o
r
t
-
ter
m
,
tailo
r
ed
ac
ad
em
ic
in
ter
v
e
n
tio
n
.
Stu
d
en
ts
ca
n
d
em
o
n
s
tr
ate
cr
i
tical
th
in
k
in
g
s
k
ills
an
d
u
s
e
ass
ess
ed
k
n
o
wled
g
e
an
d
s
k
ills
in
f
am
iliar
co
n
tex
t
s
at
th
is
s
tag
e.
Stu
d
en
ts
w
h
o
ar
e
class
if
ied
as
“m
aster
s
g
r
ad
e
lev
el”
will
b
e
s
u
cc
ess
f
u
l
in
th
e
n
ex
t g
r
ad
e
le
v
el
with
lim
ited
o
r
n
o
tailo
r
ed
ac
ad
em
ic
in
ter
v
en
tio
n
.
Stu
d
en
ts
ca
n
d
em
o
n
s
tr
ate
cr
itical
th
in
k
in
g
s
k
ills
at
th
i
s
s
tag
e
an
d
u
s
e
ass
e
s
s
ed
k
n
o
wled
g
e
an
d
s
k
ills
in
all
co
n
tex
ts
.
Giv
en
th
at
“a
p
p
r
o
ac
h
es
g
r
ad
e
lev
el”
s
er
v
es
as
a
g
au
g
e
f
o
r
p
ass
in
g
t
h
e
test
s
an
d
th
e
p
er
ce
n
tag
e
o
f
s
tu
d
en
ts
r
ated
as
“a
p
p
r
o
ac
h
es
g
r
ad
e
lev
el”
in
c
lu
d
es
an
y
s
tu
d
en
ts
r
ated
as
a
p
p
r
o
ac
h
es,
m
ee
ts
,
an
d
m
aste
r
s
g
r
ad
e
lev
el,
th
e
cu
r
r
en
t
s
tu
d
y
f
o
c
u
s
es
o
n
th
e
p
er
ce
n
tag
e
o
f
s
tu
d
en
ts
wh
o
a
ch
iev
ed
th
e
“a
p
p
r
o
ac
h
es
g
r
a
d
e
lev
el”
in
g
r
a
d
e
8
STAA
R
r
ea
d
in
g
,
m
ath
an
d
s
cien
ce
test
s
.
2
.
3
.
Da
t
a
a
na
ly
s
is
a
nd
m
o
del sp
ec
if
ica
t
io
n
T
h
e
R
Q1
aim
ed
to
in
v
esti
g
ate
wh
eth
er
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
T
e
x
as
8
th
-
g
r
a
d
e
s
tu
d
en
ts
’
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
as
m
ea
s
u
r
ed
b
y
STARR
r
ea
d
in
g
,
m
ath
,
a
n
d
s
cien
ce
te
s
ts
am
o
n
g
d
if
f
e
r
en
t
s
ch
o
o
l
lo
ca
les
(
city
,
r
u
r
al,
s
u
b
u
r
b
an
,
a
n
d
to
wn
)
.
T
o
t
h
is
en
d
,
we
co
n
d
u
cte
d
a
m
u
lti
v
ar
iate
an
aly
s
is
o
f
co
v
ar
ian
ce
(
MA
NC
OVA)
.
T
h
e
th
r
ee
d
e
p
en
d
e
n
t
v
a
r
iab
les
ar
e
t
h
e
p
er
ce
n
tag
e
o
f
8
t
h
-
g
r
ad
e
s
tu
d
e
n
ts
wh
o
ac
h
iev
ed
“a
p
p
r
o
ac
h
es
g
r
ad
e
lev
el”
in
STAA
R
r
ea
d
i
n
g
,
m
at
h
an
d
s
cien
ce
test
s
,
r
esp
ec
tiv
e
ly
.
Dis
tr
ict
lo
ca
tio
n
is
in
clu
d
ed
as a
g
r
o
u
p
in
g
v
a
r
iab
le,
an
d
s
tu
d
e
n
ts
’
p
er
f
o
r
m
a
n
c
e
in
2
0
1
9
was u
s
ed
as a
co
v
ar
i
ate.
T
h
e
R
Q2
aim
e
d
to
in
v
esti
g
at
e
wh
eth
er
ad
d
i
n
g
ad
d
itio
n
al
d
is
tr
ict
-
lev
el
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
im
p
ac
ted
th
e
r
esu
lts
o
f
th
e
p
r
e
v
io
u
s
r
esear
ch
q
u
esti
o
n
.
T
h
e
d
ep
en
d
e
n
t
v
a
r
iab
les
u
s
ed
wer
e
th
e
s
am
e
as
in
th
e
R
Q1
.
T
o
a
d
d
r
ess
R
Q2
,
d
is
tr
ict
-
lev
el
d
em
o
g
r
a
p
h
ic
v
ar
iab
les,
in
clu
d
i
n
g
teac
h
er
f
u
ll
-
tim
e
e
q
u
iv
alen
ce
,
teac
h
er
an
d
p
r
in
cip
al
ex
p
e
r
ien
ce
,
tea
ch
er
-
s
tu
d
en
t
r
atio
,
teac
h
er
tu
r
n
o
v
er
r
ate,
s
tu
d
en
t
m
o
b
ilit
y
r
ate,
p
er
ce
n
tag
e
o
f
s
tu
d
en
ts
id
en
tifie
d
as
ec
o
n
o
m
ically
ch
allen
g
ed
,
p
er
ce
n
tag
e
o
f
s
tu
d
en
ts
id
en
tifie
d
as
lim
ited
E
n
g
lis
h
p
r
o
f
icien
c
y
,
p
er
ce
n
tag
e
o
f
s
tu
d
en
ts
id
en
tifie
d
as
at
r
is
k
,
in
s
tr
u
ctio
n
al
ex
p
e
n
d
itu
r
e
r
atio
,
a
n
d
ed
u
ca
tio
n
aid
e
,
wer
e
ad
d
ed
as c
o
v
ar
iate
b
esid
es th
e
co
v
ar
iates u
s
ed
in
th
e
R
Q1
.
3.
RE
SU
L
T
S
3
.
1
.
Resea
rc
h
qu
estio
n 1
A
MA
NC
O
VA
was c
o
n
d
u
cted
to
an
aly
ze
th
e
e
f
f
ec
ts
o
f
s
ch
o
o
l lo
ca
le
o
n
8
th
-
g
r
ad
e
s
tu
d
e
n
ts
’
STAA
R
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
af
ter
c
o
n
tr
o
llin
g
f
o
r
th
eir
p
er
f
o
r
m
an
ce
in
2
0
1
9
.
Me
a
n
s
an
d
a
d
ju
s
ted
m
ea
n
s
wer
e
v
er
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
332
-
340
336
s
im
ilar
as
s
h
o
wn
in
T
ab
le
1
.
R
esu
lts
in
d
icate
d
th
at
th
er
e
was
a
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
am
o
n
g
s
ch
o
o
l
d
is
tr
icts
o
f
d
if
f
er
en
t
l
o
ca
le
o
n
STAA
R
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
r
ea
d
i
n
g
,
m
at
h
,
an
d
s
cien
ce
af
ter
co
n
tr
o
llin
g
f
o
r
th
eir
STAA
R
p
er
f
o
r
m
an
ce
i
n
2
0
1
9
,
F
(
9
,
2
6
5
5
)
=5
.
2
2
8
,
p
<.
0
0
1
,
W
i
lk
s
’
Λ=.
9
5
8
,
p
a
r
tial
η
2
=.
0
1
4
.
Fo
llo
w
-
u
p
u
n
iv
a
r
iate
o
n
e
-
way
ANCOVAs
wer
e
p
er
f
o
r
m
e
d
.
T
h
er
e
wer
e
s
tat
is
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
i
n
a
d
ju
s
ted
m
ea
n
s
f
o
r
p
e
r
ce
n
tag
e
o
f
s
tu
d
en
ts
ac
h
iev
ed
ap
p
r
o
ac
h
es
g
r
ad
e
lev
el
in
r
ea
d
in
g
(
F
(
3
,
1
0
9
3
)
=8
.
8
8
9
,
p
<.
0
0
1
,
p
a
r
tial
η
2
=.
0
2
4
)
,
p
e
r
ce
n
tag
e
o
f
s
tu
d
en
ts
ac
h
iev
ed
a
p
p
r
o
ac
h
es
g
r
ad
e
lev
el
in
m
ath
(
F
(
3
,
1
0
9
3
)
=7
.
7
8
1
,
p
<.
0
0
1
,
p
a
r
tial
η
2
=.
0
2
1
)
,
a
n
d
p
er
ce
n
tag
e
o
f
s
tu
d
e
n
ts
ac
h
iev
ed
ap
p
r
o
ac
h
es
g
r
ad
e
le
v
el
in
s
cien
ce
(
F
(
3
,
1
0
9
3
)
=7
.
5
3
0
,
p
<.
0
0
1
,
p
ar
tial η
2
=.
0
2
0
)
.
Pair
wis
e
co
m
p
ar
is
o
n
s
with
a
B
o
n
f
er
r
o
n
i
-
ad
ju
s
ted
p
-
v
alu
e
wer
e
m
ad
e
f
o
r
all
th
r
ee
ac
ad
em
ic
o
u
tco
m
es.
T
h
e
s
tu
d
e
n
ts
in
city
,
s
u
b
u
r
b
a
n
,
an
d
t
o
wn
s
ch
o
o
l
d
is
tr
icts
h
ad
s
tatis
tica
lly
s
ig
n
if
ican
tly
lo
wer
ad
ju
s
ted
m
ea
n
p
e
r
ce
n
tag
e
ap
p
r
o
ac
h
g
r
ad
e
le
v
el
in
STAA
R
r
ea
d
in
g
test
s
co
m
p
ar
ed
to
s
tu
d
en
ts
in
th
e
r
u
r
a
l
s
ch
o
o
l
d
is
tr
ict,
a
n
ad
j
u
s
ted
m
e
an
d
if
f
er
en
ce
o
f
3
.
0
6
5
%,
9
5
%
C
I
[
.
9
0
8
,
5
.
2
2
1
]
,
p
<.
0
1
,
2
.
5
1
5
%,
9
5
%
C
I
[
.
2
2
2
,
4
.
8
0
8
]
,
p
=.
0
2
3
,
a
n
d
2
.
8
5
6
%,
9
5
%
C
I
[
.
9
1
2
,
4
.
8
0
0
]
,
p
<.
0
1
,
r
esp
ec
tiv
ely
.
T
h
e
s
tu
d
e
n
ts
in
th
e
city
s
ch
o
o
l
d
is
tr
icts
h
ad
s
tatis
tically
s
ig
n
if
ican
tly
lo
wer
ad
ju
s
ted
m
ea
n
p
e
r
ce
n
tag
e
ap
p
r
o
ac
h
es
g
r
a
d
e
lev
el
in
STAA
R
m
ath
test
s
th
an
r
u
r
al
s
ch
o
o
l
d
is
tr
ict
s
tu
d
en
ts
,
with
an
ad
ju
s
ted
m
ea
n
d
if
f
er
en
ce
o
f
5
.
1
7
5
%,
9
5
%
C
I
[
2
.
1
1
3
,
8
.
2
3
6
]
,
p
<.
0
0
1
.
Ad
d
itio
n
ally
,
s
tu
d
en
ts
in
th
e
city
s
ch
o
o
l
d
is
t
r
icts
h
ad
s
tatis
tical
ly
s
ig
n
if
ican
tly
lo
wer
ad
ju
s
ted
m
ea
n
p
er
ce
n
tag
e
a
p
p
r
o
ac
h
es
g
r
ad
e
lev
el
in
STAA
R
s
cien
c
e
test
s
th
an
s
tu
d
en
ts
in
r
u
r
al
s
ch
o
o
l
d
is
tr
icts
,
with
an
ad
ju
s
ted
m
ea
n
d
if
f
er
en
ce
o
f
5
.
5
9
5
%,
9
5
%
C
I
[
2
.
4
5
9
,
8
.
7
3
1
]
,
p
<
.
0
0
1
.
Stu
d
en
ts
in
th
e
c
ity
s
ch
o
o
l
d
is
tr
icts
also
h
ad
s
tatis
tically
s
ig
n
if
ica
n
t
lo
wer
ad
ju
s
ted
m
ea
n
p
er
ce
n
tag
e
ap
p
r
o
ac
h
es
g
r
ad
e
lev
el
in
STAA
R
s
cien
ce
test
s
co
m
p
ar
ed
to
th
e
s
tu
d
e
n
ts
in
to
wn
s
ch
o
o
l
d
is
tr
icts
,
with
an
ad
ju
s
ted
m
ea
n
d
if
f
e
r
en
ce
o
f
4
.
5
9
5
%,
9
5
%
C
I
[
.
9
1
0
,
8
.
2
8
0
]
,
p
=.
0
0
6
.
All
o
th
er
p
air
wis
e
co
m
p
ar
is
o
n
s
w
er
e
n
o
t
s
tatis
tically
s
ig
n
if
ican
t
as
p
r
esen
ted
in
T
ab
le
2
.
T
ab
le
1
.
Me
an
,
ad
ju
s
ted
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
s
tan
d
ar
d
er
r
o
r
s
f
o
r
th
e
th
r
ee
ac
ad
e
m
ic
o
u
tco
m
e
m
ea
s
u
r
es f
o
r
ea
ch
lo
ca
le
s
ch
o
o
l d
is
tr
ict
S
TA
A
R
a
c
a
d
e
m
i
c
o
u
t
c
o
m
e
s
%
A
p
p
r
o
a
c
h
e
s
_
R
e
a
d
i
n
g
%Ap
p
r
o
a
c
h
e
s
_
M
a
t
h
%Ap
p
r
o
a
c
h
e
s
_
S
c
i
e
n
c
e
Lo
c
a
l
e
M
(
S
D
)
M
a
d
j
(
S
E)
M
(
S
D
)
M
a
d
j
(
S
E)
M
(
S
D
)
M
a
d
j
(
S
E)
C
i
t
y
8
0
.
2
7
(
1
2
.
8
5
)
8
1
.
7
9
(
0
.
7
3
)
6
9
.
6
9
(
1
8
.
8
9
)
7
2
.
0
6
(
1
.
0
3
)
6
5
.
4
8
(
1
8
.
6
1
)
6
7
.
6
7
(
1
.
0
6
)
R
u
r
a
l
8
5
.
5
5
(
1
1
.
0
0
)
8
4
.
8
5
(
0
.
3
7
)
7
8
.
1
5
(
1
5
.
3
6
)
7
7
.
2
3
(
0
.
5
2
)
7
4
.
2
1
(
1
6
.
4
7
)
7
3
.
2
7
(
0
.
5
3
)
S
u
b
u
r
b
an
8
3
.
8
5
(
8
.
7
1
)
8
2
.
3
4
(
0
.
7
9
)
7
6
.
2
3
(
1
3
.
1
4
)
7
4
.
1
4
(
1
.
1
2
)
7
3
.
9
2
(
1
3
.
4
9
)
7
1
.
5
3
(
1
.
1
5
)
To
w
n
8
0
.
0
9
(
9
.
6
7
)
8
2
.
0
0
(
0
.
6
3
)
7
2
.
9
3
(
1
3
.
4
1
)
7
5
.
2
0
(
0
.
9
0
)
6
9
.
5
9
(
1
3
.
5
0
)
7
2
.
2
7
(
0
.
9
2
)
T
ab
le
2
.
Pair
wis
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337
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two
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tr
u
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ap
p
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o
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ch
es.
4
.
1
.
T
he
im
pa
ct
o
f
g
e
o
g
ra
ph
ic
lo
ca
le
o
n a
ca
de
m
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perf
o
r
m
a
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in eig
hth
-
g
ra
de
s
t
ud
ent
s
T
h
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
ai
m
ed
to
ex
p
lain
th
e
in
f
lu
en
ce
o
f
g
e
o
g
r
ap
h
ic
lo
ca
le
o
n
th
e
ac
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p
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f
o
r
m
an
ce
,
s
p
ec
if
ically
STAA
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te
s
t
r
esu
lt
s
,
o
f
eig
h
th
-
g
r
ad
e
s
tu
d
en
ts
.
T
h
is
an
aly
s
is
ac
co
u
n
ted
f
o
r
p
r
io
r
ac
ad
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p
er
f
o
r
m
an
ce
d
ata
f
r
o
m
2
0
1
9
.
Statis
tical
ev
id
en
ce
s
u
b
s
tan
tiated
a
d
is
ce
r
n
ib
le
y
et
m
o
d
er
ate
ef
f
ec
t
s
ize,
in
d
icatin
g
th
at
d
is
p
ar
ate
ac
ad
em
ic
o
u
tco
m
es
ca
n
b
e
attr
ib
u
ted
to
d
is
tin
ct
s
ch
o
o
l
d
is
tr
icts
’
g
eo
g
r
ap
h
ical
s
ettin
g
s
.
Su
ch
r
esu
lts
co
r
r
o
b
o
r
ate
ea
r
lier
r
esear
c
h
[
1
]
,
[
2
]
,
em
p
h
asizin
g
p
er
s
is
ten
t
ed
u
ca
tio
n
al
attain
m
en
t
d
is
p
ar
ities
co
n
tin
g
en
t
u
p
o
n
g
eo
g
r
ap
h
ic
f
ac
to
r
s
.
Su
ch
f
in
d
i
n
g
s
ar
e
p
ar
ticu
lar
ly
s
ig
n
if
ica
n
t
in
th
e
co
n
tex
t
o
f
ed
u
ca
tio
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ettin
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s
p
o
s
t
-
p
an
d
em
ic.
Stru
ctu
r
al
in
eq
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alities
,
in
clu
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in
g
s
ch
o
o
l
f
u
n
d
in
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,
teac
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r
eten
tio
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r
ates,
an
d
th
e
av
aila
b
ilit
y
o
f
s
p
ec
ial
ized
ed
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ca
tio
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p
r
o
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am
s
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h
a
v
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ee
n
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n
tifie
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s
o
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s
f
o
r
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h
e
g
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g
r
ap
h
ic
d
if
f
er
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ce
s
in
ac
ad
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s
u
cc
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.
Ou
r
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y
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d
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s
f
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th
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n
d
er
s
tan
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in
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b
y
in
d
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th
at
th
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is
p
ar
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h
av
e
eith
e
r
p
er
s
is
ted
o
r
in
ten
s
if
ied
f
o
llo
win
g
t
h
e
C
OVI
D
-
1
9
p
a
n
d
em
ic,
th
er
e
b
y
u
n
d
e
r
s
co
r
in
g
t
h
e
p
a
n
d
em
ic’
s
ex
ac
er
b
atin
g
ef
f
ec
t
o
n
th
ese
s
tr
u
ctu
r
al
elem
en
ts
.
Ho
wev
e
r
,
f
o
cu
s
in
g
o
n
th
e
s
m
all
y
et
s
tatis
tically
s
ig
n
if
ican
t
ef
f
ec
t
s
ize
is
im
p
o
r
tan
t,
in
d
i
ca
ted
b
y
a
p
ar
tial
η
2
v
alu
e
o
f
.
0
1
4
.
Su
ch
a
r
esu
lt
ad
v
is
es
ca
u
tio
n
ag
ain
s
t
attr
ib
u
tin
g
d
if
f
er
e
n
ce
s
in
ed
u
ca
tio
n
al
ac
h
iev
e
m
en
t
s
o
lely
t
o
g
e
o
g
r
a
p
h
ic
l
o
ca
tio
n
.
T
h
is
c
ar
ef
u
l
i
n
ter
p
r
etatio
n
alig
n
s
with
B
o
u
r
d
ieu
’
s
th
eo
r
etica
l
f
r
am
ewo
r
k
[
1
6
]
,
wh
ich
r
e
co
m
m
en
d
s
a
m
u
lti
-
f
ac
eted
an
aly
s
is
o
f
th
e
f
ac
to
r
s
co
n
tr
ib
u
tin
g
to
ed
u
ca
tio
n
al
in
e
q
u
alities
,
g
o
in
g
b
ey
o
n
d
ju
s
t th
e
s
in
g
le
asp
ec
t o
f
g
e
o
g
r
a
p
h
ic
l
o
ca
tio
n
.
T
h
e
f
o
llo
win
g
ANCOVAs
p
r
o
v
id
e
ad
d
itio
n
al
in
s
ig
h
t
in
to
t
h
e
in
f
lu
en
ce
o
f
g
e
o
g
r
a
p
h
ic
lo
ca
tio
n
o
n
s
p
ec
if
ic
ac
ad
em
ic
ar
ea
s
.
T
h
e
s
tatis
tical
d
if
f
er
en
ce
s
s
h
o
w
a
n
o
tab
le
g
eo
g
r
a
p
h
ic
v
ar
iatio
n
in
ac
ad
em
ic
o
u
tco
m
es
(
i.e
.
,
r
ea
d
in
g
,
m
ath
,
an
d
s
cien
ce
)
af
te
r
C
OVI
D
-
1
9
.
T
h
ese
f
in
d
in
g
s
ar
e
c
o
n
s
is
ten
t
with
th
e
co
n
ce
p
t
o
f
“e
d
u
ca
ti
o
n
al
g
e
o
g
r
ap
h
y
”
[
1
4
]
,
in
d
icatin
g
th
at
lo
ca
ti
o
n
ca
n
a
f
f
ec
t
ed
u
ca
tio
n
al
a
cc
ess
an
d
q
u
ality
,
p
o
ten
tially
im
p
ac
tin
g
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
at
h
s
.
T
h
e
co
m
p
ar
ativ
e
an
al
y
s
is
s
h
o
wed
th
a
t
s
tu
d
en
ts
in
r
u
r
al
d
is
tr
icts
p
er
f
o
r
m
ed
b
etter
th
a
n
th
o
s
e
in
u
r
b
an
a
r
ea
s
,
wh
ic
h
d
if
f
er
s
f
r
o
m
th
e
p
atter
n
s
b
ef
o
r
e
th
e
p
an
d
em
ic
wh
en
u
r
b
a
n
d
is
tr
icts
o
f
ten
h
a
d
ad
v
an
ta
g
es
b
ec
au
s
e
o
f
m
o
r
e
r
eso
u
r
ce
s
[
5
0
]
.
Sev
er
al
p
o
t
en
tial
f
ac
to
r
s
co
u
ld
ac
co
u
n
t
f
o
r
th
e
im
p
r
o
v
ed
p
e
r
f
o
r
m
an
ce
o
f
r
u
r
al
s
tu
d
e
n
ts
f
o
ll
o
win
g
th
e
p
a
n
d
em
ic.
T
o
b
e
g
in
with
,
th
e
p
a
n
d
em
ic
m
ay
h
av
e
ch
a
n
g
ed
t
h
e
ed
u
c
atio
n
al
lan
d
s
ca
p
e,
alter
ed
ed
u
ca
tio
n
al
b
en
ef
it
p
a
r
ad
ig
m
s
,
an
d
r
ea
s
s
ess
ed
th
e
d
if
f
er
en
ce
s
b
etwe
en
r
u
r
al
an
d
u
r
b
an
ed
u
ca
tio
n
[
5
1
]
.
T
h
e
lo
wer
p
er
f
o
r
m
a
n
ce
in
city
s
ch
o
o
l
d
is
tr
icts
,
s
u
ch
a
s
s
tatis
t
ically
s
ig
n
if
ican
t
lo
wer
s
co
r
es
in
STAA
R
m
ath
an
d
s
cien
ce
co
m
p
ar
e
d
to
th
o
s
e
in
r
u
r
al
an
d
to
wn
d
is
tr
icts
,
m
ig
h
t
b
e
d
u
e
t
o
th
e
co
m
p
lex
c
o
m
b
in
atio
n
o
f
d
is
r
u
p
tio
n
s
r
elate
d
to
th
e
p
an
d
em
ic,
lik
e
h
ig
h
er
C
OVI
D
-
1
9
in
f
ec
tio
n
r
ates
an
d
th
e
r
esu
ltin
g
s
o
cial
an
d
ec
o
n
o
m
ic
tu
r
m
o
il,
wh
ich
af
f
ec
te
d
u
r
b
an
ar
ea
s
m
o
r
e
[
5
2
]
.
Seco
n
d
,
as
r
u
r
al
s
ch
o
o
l
s
p
lay
r
o
les
b
ey
o
n
d
ac
ad
em
ic
ed
u
ca
tio
n
,
th
e
lead
e
r
s
h
ip
team
o
f
r
u
r
al
s
ch
o
o
ls
s
ig
n
if
ican
tly
im
p
ac
ts
th
e
lo
ca
l
co
m
m
u
n
ity
a
n
d
s
tu
d
e
n
ts
’
lear
n
in
g
d
u
r
in
g
th
e
p
a
n
d
em
ic.
Ma
n
y
r
u
r
al
s
ch
o
o
l
p
r
in
cip
als
tap
p
ed
in
t
o
lo
ca
l
r
e
s
o
u
r
ce
s
to
eq
u
ip
teac
h
e
r
s
with
s
u
p
p
o
r
t,
tr
an
s
f
o
r
m
in
g
th
e
s
ch
o
o
l
in
to
a
ce
n
tr
al
lear
n
in
g
h
u
b
tailo
r
e
d
to
th
e
n
e
ed
s
o
f
s
tu
d
en
ts
an
d
th
eir
f
a
m
ilies
[
5
3
]
.
An
o
th
er
p
o
ten
tial
f
ac
to
r
th
at
m
ig
h
t
in
f
lu
en
ce
s
tu
d
en
ts
’
ac
ad
em
ic
o
u
tco
m
es
d
u
r
in
g
C
OVI
D
-
19
is
r
elate
d
to
th
e
u
n
iq
u
e
c
o
n
tex
t
o
f
th
e
lo
ca
l
co
m
m
u
n
ity
.
Du
e
to
th
e
s
m
all
s
ch
o
o
l
s
ize,
r
u
r
al
ar
ea
s
o
f
ten
b
o
ast
a
s
tr
en
g
th
en
ed
b
o
n
d
b
etwe
en
t
h
e
s
ch
o
o
ls
an
d
th
e
lo
ca
l
co
m
m
u
n
ity
,
f
ac
ilit
atin
g
clo
s
er
co
n
n
ec
tio
n
s
am
o
n
g
p
ar
en
ts
,
s
tu
d
en
ts
,
an
d
teac
h
e
r
s
[
5
4
]
.
Par
ticu
lar
ly
d
u
r
in
g
th
e
p
an
d
em
ic,
th
is
clo
s
er
r
e
latio
n
s
h
ip
en
ab
led
teac
h
er
s
to
f
o
r
g
e
m
ea
n
in
g
f
u
l
co
n
n
ec
tio
n
s
with
s
tu
d
en
ts
an
d
th
eir
f
a
m
ilies
,
s
u
p
p
o
r
ti
n
g
th
eir
ac
ad
e
m
ic
lear
n
in
g
.
T
h
ese
f
in
d
i
n
g
s
ca
ll
f
o
r
a
c
r
itical
r
ev
iew
o
f
th
e
ef
f
ec
tiv
en
ess
o
f
r
em
o
te
lear
n
in
g
s
y
s
tem
s
an
d
h
o
w
th
ey
v
ar
y
in
d
i
f
f
er
en
t
p
lace
s
.
4
.
2
.
T
he
im
pa
ct
o
f
demo
g
ra
ph
ics o
n a
ca
dem
ic
perf
o
rm
a
nce
in eig
hth
-
g
ra
de
s
t
ud
ent
s
T
h
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
ex
p
an
d
e
d
th
e
an
aly
s
is
b
y
in
co
r
p
o
r
atin
g
1
1
d
em
o
g
r
a
p
h
ic
i
n
d
icato
r
s
to
ass
es
s
th
eir
ef
f
ec
t
o
n
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
W
h
en
t
h
ese
d
e
m
o
g
r
ap
h
ic
f
ac
to
r
s
wer
e
in
cl
u
d
ed
,
th
e
im
p
o
r
tan
ce
o
f
g
e
o
g
r
a
p
h
ic
l
o
ca
tio
n
in
p
r
ed
ictin
g
ac
ad
em
ic
o
u
tc
o
m
es
was
r
ed
u
c
ed
t
o
an
in
s
ig
n
if
ica
n
t
le
v
el.
Su
ch
a
f
in
d
in
g
s
u
g
g
ests
th
at
d
em
o
g
r
ap
h
ic
v
a
r
iab
les
m
ig
h
t
s
er
v
e
as
eq
u
aliz
in
g
f
ac
to
r
s
,
b
alan
cin
g
ed
u
ca
tio
n
al
ac
h
iev
em
en
ts
ac
r
o
s
s
d
if
f
er
en
t
g
e
o
g
r
ap
h
ic
ar
ea
s
.
I
t
is
a
s
ig
n
if
ican
t
ad
d
itio
n
to
ex
is
tin
g
r
esear
ch
,
len
d
in
g
em
p
ir
ical
s
u
p
p
o
r
t
t
o
th
eo
r
etica
l
ar
g
u
m
e
n
ts
[
1
4
]
,
[
1
7
]
.
T
h
ese
au
th
o
r
s
ar
g
u
e
th
at
s
o
cio
-
ec
o
n
o
m
ic
f
ac
to
r
s
ar
e
cr
u
cial
in
d
eter
m
in
in
g
ed
u
ca
tio
n
al
r
esu
lts
.
B
y
d
im
in
is
h
in
g
th
e
s
ig
n
if
ican
ce
o
f
lo
c
atio
n
,
o
u
r
f
in
d
in
g
s
u
g
g
ests
th
at
p
o
licy
atten
tio
n
s
h
o
u
ld
s
h
if
t to
war
d
s
u
n
d
er
s
tan
d
in
g
an
d
ad
d
r
ess
in
g
th
e
im
p
ac
t o
f
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
.
Fu
r
th
er
m
o
r
e
,
th
e
in
f
l
u
en
ce
o
f
d
em
o
g
r
ap
h
ic
f
ac
t
o
r
s
h
ig
h
lig
h
ts
th
eir
s
ig
n
if
ican
t
r
o
le
in
d
eter
m
in
in
g
s
tu
d
en
t
p
er
f
o
r
m
an
ce
.
T
h
is
asp
ec
t
is
co
n
s
is
ten
t
with
s
ev
er
al
s
tu
d
ies
[
1
8
]
–
[
2
0
]
,
wh
ich
i
d
en
ti
f
ied
f
ac
to
r
s
s
u
ch
as
E
n
g
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lan
g
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p
r
o
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icien
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y
,
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
,
a
n
d
s
tu
d
en
t
m
o
b
ilit
y
as
im
p
o
r
tan
t
in
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
u
s
,
d
em
o
g
r
a
p
h
ic
elem
en
ts
n
o
t
o
n
ly
co
u
n
ter
b
alan
ce
g
eo
g
r
ap
h
ical
d
if
f
er
e
n
ce
s
b
u
t
also
ac
t
as
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
332
-
340
338
p
o
ten
t
in
f
l
u
en
ce
r
s
in
th
eir
o
wn
r
eg
a
r
d
.
T
h
is
p
atter
n
p
er
s
is
ts
ev
en
af
ter
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
T
h
e
f
in
d
i
n
g
s
en
h
an
ce
o
u
r
co
m
p
r
eh
en
s
io
n
o
f
th
e
co
m
p
le
x
in
ter
ac
tio
n
b
e
twee
n
g
eo
g
r
ap
h
ic
an
d
d
e
m
o
g
r
ap
h
ic
v
ar
iab
les
i
n
s
h
ap
in
g
ac
ad
e
m
ic
s
u
cc
ess
,
p
ar
ticu
lar
ly
in
t
h
e
d
is
tin
ctiv
ely
ch
allen
g
in
g
ed
u
ca
tio
n
al
e
n
v
i
r
o
n
m
en
t
f
o
llo
win
g
C
OVI
D
-
19.
5.
CO
NCLU
SI
O
N
T
h
e
p
r
esen
t
r
esear
ch
em
p
h
a
s
izes
th
e
n
ee
d
to
ex
am
in
e
th
e
co
m
p
licated
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
in
f
lu
en
ce
d
b
y
th
e
p
o
s
t
-
C
OVI
D
-
1
9
er
a.
T
h
e
r
esear
c
h
in
d
ica
tes
th
at
th
e
ed
u
ca
tio
n
al
d
is
p
ar
ities
ex
ac
er
b
ated
b
y
th
e
p
an
d
em
ic
ar
e
v
ar
ie
d
an
d
d
em
an
d
a
co
m
p
r
eh
e
n
s
iv
e
p
o
licy
ap
p
r
o
ac
h
th
at
tack
les
th
e
in
tr
icate
in
ter
ac
tio
n
s
am
o
n
g
g
eo
g
r
ap
h
ic,
d
e
m
o
g
r
a
p
h
ic,
an
d
s
o
cio
-
ec
o
n
o
m
ic
f
ac
t
o
r
s
.
T
h
e
u
n
e
x
p
ec
ted
ly
s
u
p
er
i
o
r
p
e
r
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
in
r
u
r
al
d
is
tr
icts
co
m
p
ar
ed
to
u
r
b
a
n
co
u
n
ter
p
a
r
ts
ch
allen
g
es
co
n
v
e
n
tio
n
al
b
elief
s
ab
o
u
t
ed
u
ca
tio
n
al
b
en
ef
its
an
d
s
u
g
g
ests
th
at
th
e
p
an
d
em
ic
h
as
n
ec
ess
itated
a
r
ea
s
s
ess
m
en
t
o
f
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
u
r
b
an
an
d
r
u
r
al
ed
u
ca
tio
n
al
ac
h
iev
e
m
en
ts
,
th
er
eb
y
in
f
lu
e
n
cin
g
a
p
o
s
s
ib
le
s
h
if
t
in
p
o
licy
f
o
cu
s
.
T
h
e
p
er
s
is
ten
t
lo
wer
ac
h
iev
em
en
t
in
u
r
b
an
s
ch
o
o
l
d
is
tr
icts
h
ig
h
lig
h
ts
a
n
ee
d
f
o
r
a
cr
itical
r
ev
iew
o
f
r
em
o
te
lea
r
n
in
g
p
r
ac
tices
an
d
th
e
in
f
r
astru
ctu
r
e
th
at
s
u
p
p
o
r
ts
th
em
.
Fu
r
th
er
m
o
r
e,
o
u
r
f
i
n
d
in
g
s
em
p
h
asize
th
e
im
p
o
r
t
an
ce
o
f
in
teg
r
atin
g
d
ig
ital
liter
ac
y
a
n
d
tec
h
n
o
l
o
g
i
ca
l
ac
ce
s
s
in
to
ed
u
ca
tio
n
al
e
q
u
ity
,
esp
ec
ially
i
n
r
e
g
io
n
s
wh
er
e
d
is
p
ar
ities
ar
e
m
o
r
e
r
e
m
ar
k
a
b
le.
T
h
e
d
etaile
d
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
g
eo
g
r
ap
h
ic
an
d
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
co
m
e
to
g
et
h
er
to
af
f
ec
t
ed
u
ca
tio
n
al
o
u
tco
m
es
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
a
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
to
m
a
k
in
g
p
o
licies.
T
h
is
ap
p
r
o
ac
h
s
h
o
u
ld
in
clu
d
e
in
p
u
t
f
r
o
m
lo
ca
l
co
m
m
u
n
ities
to
en
s
u
r
e
in
ter
v
en
tio
n
s
ar
e
ap
p
r
o
p
r
iate
an
d
r
elev
an
t
to
th
eir
s
p
ec
if
ic
cu
ltu
r
al
an
d
co
n
tex
tu
al
s
itu
atio
n
s
.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
p
r
o
m
is
es
t
o
ad
d
r
ess
cu
r
r
en
t
in
eq
u
alities
b
u
t
also
to
b
u
ild
a
m
o
r
e
r
esil
ien
t
ed
u
ca
tio
n
al
s
y
s
tem
ca
p
ab
le
o
f
ad
ap
tin
g
to
f
u
tu
r
e
ch
allen
g
es,
en
s
u
r
in
g
th
at
p
r
o
g
r
ess
to
war
d
s
ed
u
ca
tio
n
al
e
q
u
ity
is
b
o
th
in
c
lu
s
iv
e
an
d
s
u
s
tain
ab
le.
An
ev
alu
atio
n
m
u
s
t
b
e
th
o
u
g
h
tf
u
lly
cr
af
ted
to
a
d
d
r
ess
th
e
s
p
ec
if
ic
ch
allen
g
es
em
b
ed
d
e
d
in
d
if
f
er
en
t
r
eg
io
n
s
wh
ile
b
ein
g
s
en
s
itiv
e
to
th
e
u
n
eq
u
al
im
p
ac
ts
o
n
v
a
r
io
u
s
ac
ad
em
ic
s
u
b
jects
an
d
t
h
e
m
ar
k
ed
g
ap
s
in
m
ath
em
atics
an
d
s
cien
ce
ac
h
iev
em
en
t.
Mo
r
eo
v
er
,
alth
o
u
g
h
s
m
all,
th
e
r
ep
o
r
ted
ef
f
ec
t
s
izes
in
d
icate
n
o
t
o
n
ly
th
e
p
r
esen
ce
o
f
e
d
u
ca
tio
n
al
d
i
s
p
ar
ities
b
u
t
also
th
e
p
o
s
s
ib
ilit
y
o
f
t
h
eir
ex
p
an
s
io
n
.
T
h
ese
f
in
d
in
g
s
alig
n
with
th
e
co
n
ce
p
ts
o
f
ed
u
ca
tio
n
al
ca
p
ital
an
d
th
e
c
o
m
p
lex
p
at
ter
n
s
o
f
ed
u
ca
tio
n
al
in
eq
u
ality
.
T
h
er
ef
o
r
e,
we
ad
v
o
ca
te
th
e
im
p
lem
e
n
tatio
n
o
f
i
n
ter
v
en
tio
n
s
tailo
r
ed
t
o
t
h
e
d
is
tin
ct
n
ee
d
s
t
h
at
s
tem
f
r
o
m
lo
ca
le
-
s
p
ec
if
ic
d
if
f
er
en
ce
s
.
I
t
is
also
cr
u
cial
to
r
ec
o
g
n
ize
th
e
lim
itatio
n
s
o
f
o
u
r
s
tu
d
y
,
s
u
ch
as
th
e
p
o
te
n
tial
in
f
lu
en
ce
s
o
f
u
n
m
ea
s
u
r
ed
f
ac
t
o
r
s
,
in
clu
d
in
g
teac
h
in
g
ef
f
ec
tiv
e
n
ess
,
cu
r
r
icu
lu
m
v
ar
iatio
n
s
,
o
r
s
tu
d
e
n
t
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t.
T
o
f
u
r
th
er
ed
u
c
atio
n
al
eq
u
ity
,
r
esear
ch
s
h
o
u
l
d
b
e
b
r
o
ad
en
e
d
to
e
n
co
m
p
ass
th
ese
f
ac
to
r
s
.
T
h
e
p
o
licy
im
p
licatio
n
s
d
er
iv
e
d
f
r
o
m
th
is
s
tu
d
y
ar
e
cr
itical.
W
h
ile
d
em
o
g
r
a
p
h
ic
f
ac
t
o
r
s
d
o
m
in
ate
ed
u
ca
tio
n
al
o
u
tco
m
es,
g
e
o
g
r
a
p
h
ical
f
ac
to
r
s
ar
e
cr
u
cial
an
d
s
h
o
u
ld
n
o
t
b
e
o
v
er
lo
o
k
ed
.
On
ce
d
em
o
g
r
ap
h
ic
co
n
s
id
er
atio
n
s
ar
e
tak
en
in
to
ac
co
u
n
t,
th
e
s
ig
n
if
ican
ce
o
f
g
eo
g
r
ap
h
y
e
m
er
g
es,
s
u
g
g
esti
n
g
th
at
p
o
licy
ef
f
o
r
ts
s
h
o
u
ld
b
e
b
alan
ce
d
b
etwe
en
t
h
ese
f
ac
to
r
s
.
E
d
u
ca
tio
n
al
in
ter
v
en
tio
n
s
,
th
u
s
,
m
u
s
t
b
e
d
e
v
elo
p
ed
with
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
,
en
s
u
r
i
n
g
th
at
s
tu
d
en
ts
,
r
eg
ar
d
less
o
f
th
eir
g
eo
g
r
ap
h
ic
o
r
d
e
m
o
g
r
a
p
h
ic
b
a
ck
g
r
o
u
n
d
s
,
r
ec
eiv
e
eq
u
itab
le
ed
u
ca
tio
n
al
o
p
p
o
r
t
u
n
ities
an
d
o
u
tco
m
es.
RE
F
E
R
E
NC
E
S
[
1
]
C
.
B
i
d
d
l
e
a
n
d
A
.
P
.
A
z
a
n
o
,
“
C
o
n
s
t
r
u
c
t
i
n
g
a
n
d
r
e
c
o
n
st
r
u
c
t
i
n
g
t
h
e
‘
r
u
r
a
l
s
c
h
o
o
l
p
r
o
b
l
e
m’
:
A
c
e
n
t
u
r
y
o
f
r
u
r
a
l
e
d
u
c
a
t
i
o
n
r
e
se
a
r
c
h
,
”
Re
v
i
e
w
o
f
Re
se
a
r
c
h
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
0
,
n
o
.
1
,
p
p
.
2
9
8
–
3
2
5
,
2
0
1
6
,
d
o
i
:
1
0
.
3
1
0
2
/
0
0
9
1
7
3
2
X
1
6
6
6
7
7
0
0
.
[
2
]
D
.
G
a
g
n
o
n
a
n
d
M
.
M
a
t
t
i
n
g
l
y
,
“
R
a
c
i
a
l
/
e
t
h
n
i
c
t
e
s
t
sc
o
r
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g
a
p
s
a
n
d
t
h
e
u
r
b
a
n
c
o
n
t
i
n
u
u
m,
”
J
o
u
rn
a
l
o
f
R
e
se
a
rc
h
i
n
Ru
r
a
l
Ed
u
c
a
t
i
o
n
,
v
o
l
.
3
3
,
n
o
.
2
,
p
p
.
1
–
1
6
,
2
0
1
8
.
[
3
]
J.
S
h
e
r
ma
n
a
n
d
R
.
S
a
g
e
,
“
S
e
n
d
i
n
g
o
f
f
a
l
l
y
o
u
r
g
o
o
d
t
r
e
a
su
r
e
s:
R
u
r
a
l
sc
h
o
o
l
s,
b
r
a
i
n
-
d
r
a
i
n
,
a
n
d
c
o
mm
u
n
i
t
y
s
u
r
v
i
v
a
l
i
n
t
h
e
w
a
k
e
o
f
e
c
o
n
o
mi
c
c
o
l
l
a
p
s
e
,
”
J
o
u
rn
a
l
o
f
R
e
se
a
rch
i
n
R
u
r
a
l
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
6
,
n
o
.
1
1
,
p
p
.
1
–
1
4
,
2
0
1
1
.
[
4
]
H
.
R
.
M
i
l
n
e
r
,
“
B
u
t
w
h
a
t
i
s
u
r
b
a
n
e
d
u
c
a
t
i
o
n
?
”
U
r
b
a
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
7
,
n
o
.
3
,
p
p
.
5
5
6
–
5
6
1
,
2
0
1
2
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
4
2
0
8
5
9
1
2
4
4
7
5
1
6
.
[
5
]
S
.
S
a
p
o
r
i
t
o
a
n
d
D
.
S
o
h
o
n
i
,
“
M
a
p
p
i
n
g
e
d
u
c
a
t
i
o
n
a
l
i
n
e
q
u
a
l
i
t
y
:
C
o
n
c
e
n
t
r
a
t
i
o
n
s
o
f
p
o
v
e
r
t
y
a
m
o
n
g
p
o
o
r
a
n
d
mi
n
o
r
i
t
y
s
t
u
d
e
n
t
s
i
n
p
u
b
l
i
c
sc
h
o
o
l
s,”
S
o
c
i
a
l
Fo
r
c
e
s
,
v
o
l
.
8
5
,
n
o
.
3
,
p
p
.
1
2
2
7
–
1
2
5
3
,
2
0
0
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,
d
o
i
:
1
0
.
1
3
5
3
/
so
f
.
2
0
0
7
.
0
0
5
5
.
[
6
]
J.
R
e
i
c
h
,
C
.
J
.
B
u
t
t
i
mer,
R
.
C
o
l
w
e
l
l
,
D
.
C
o
l
e
ma
n
,
F
.
F
a
r
u
q
i
,
a
n
d
L
.
L
a
r
k
e
,
“
W
h
a
t
’
s
l
o
s
t
,
w
h
a
t
’
s
l
e
f
t
,
w
h
a
t
’
s
n
e
x
t
:
Le
ss
o
n
s
l
e
a
r
n
e
d
f
r
o
m
t
h
e
l
i
v
e
d
e
x
p
e
r
i
e
n
c
e
s
o
f
t
e
a
c
h
e
r
s
d
u
r
i
n
g
t
h
e
2
0
2
0
n
o
v
e
l
c
o
r
o
n
a
v
i
r
u
s
p
a
n
d
e
mi
,
”
T
e
a
c
h
i
n
g
S
y
s
t
e
m
s
L
a
b
,
p
p
.
1
–
2
8
,
2
0
2
0
,
d
o
i
:
1
0
.
3
5
5
4
2
/
o
sf
.
i
o
/
8
e
x
p
9
.
[
7
]
E.
D
o
r
n
,
B
.
H
a
n
c
o
c
k
,
J.
S
a
r
a
k
a
t
s
a
n
n
i
s,
a
n
d
E
.
V
i
r
u
l
e
g
,
“
C
O
V
I
D
-
1
9
a
n
d
l
e
a
r
n
i
n
g
l
o
ss
-
d
i
sp
a
r
i
t
i
e
s
g
r
o
w
a
n
d
s
t
u
d
e
n
t
s
n
e
e
d
h
e
l
p
,
”
Mc
k
i
n
s
e
y
&
C
o
m
p
a
n
y
,
2
0
2
0
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
mc
k
i
n
se
y
.
c
o
m/
i
n
d
u
st
r
i
e
s/
p
u
b
l
i
c
-
se
c
t
o
r
/
o
u
r
-
i
n
s
i
g
h
t
s/
c
o
v
i
d
-
19
-
a
n
d
-
l
e
a
r
n
i
n
g
-
l
o
ss
-
d
i
sp
a
r
i
t
i
e
s
-
g
r
o
w
-
a
n
d
-
st
u
d
e
n
t
s
-
n
e
e
d
-
h
e
l
p
(
a
c
c
e
sse
d
F
e
b
.
2
5
,
2
0
2
4
)
.
[
8
]
N
.
O
z
a
m
i
z
-
E
t
x
e
b
a
r
r
i
a
,
M
.
D
o
si
l
-
S
a
n
t
a
mari
a
,
M
.
P
i
c
a
z
a
-
G
o
r
r
o
c
h
a
t
e
g
u
i
,
a
n
d
N
.
I
d
o
i
a
g
a
-
M
o
n
d
r
a
g
o
n
,
“
S
t
r
e
ss,
a
n
x
i
e
t
y
,
a
n
d
d
e
p
r
e
ss
i
o
n
l
e
v
e
l
s i
n
t
h
e
i
n
i
t
i
a
l
s
t
a
g
e
o
f
t
h
e
C
O
V
I
D
-
1
9
o
u
t
b
r
e
a
k
i
n
a
p
o
p
u
l
a
t
i
o
n
s
a
m
p
l
e
i
n
t
h
e
n
o
r
t
h
e
r
n
S
p
a
i
n
,
”
C
a
d
e
r
n
o
s d
e
S
a
u
d
e
Pu
b
l
i
c
a
,
v
o
l
.
3
6
,
n
o
.
4
,
2
0
2
0
,
d
o
i
:
1
0
.
1
5
9
0
/
0
1
0
2
-
3
1
1
X
0
0
0
5
4
0
2
0
.
[
9
]
S
.
M
.
W
i
l
l
i
a
ms,
W
.
A
.
S
w
a
i
n
,
a
n
d
J.
A
.
G
r
a
h
a
m
,
“
R
a
c
e
,
c
l
i
ma
t
e
,
a
n
d
t
u
r
n
o
v
e
r
:
A
n
e
x
a
mi
n
a
t
i
o
n
o
f
t
h
e
t
e
a
c
h
e
r
l
a
b
o
r
mar
k
e
t
i
n
r
u
r
a
l
G
e
o
r
g
i
a
,
”
AE
RA
O
p
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B
I
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H
I
E
S O
F
AUTH
O
RS
S
h
ifa
n
g
T
a
n
g
is
a
n
ass
is
tan
t
p
r
o
f
es
so
r
i
n
t
h
e
De
p
a
rtme
n
t
o
f
P
sy
c
h
o
lo
g
y
a
n
d
S
p
e
c
ial
Ed
u
c
a
ti
o
n
in
th
e
C
o
ll
e
g
e
o
f
E
d
u
c
a
ti
o
n
a
n
d
Hu
m
a
n
S
e
rv
ic
e
s,
Tex
a
s
A&
M
Un
iv
e
rsit
y
-
Co
m
m
e
rc
e
.
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r
re
se
a
r
c
h
in
tere
sts
in
c
lu
d
e
a
ss
e
ss
m
e
n
t
a
n
d
e
v
a
l
u
a
t
io
n
fo
r
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g
li
sh
lea
rn
e
rs
i
n
ES
L
a
n
d
b
il
in
g
u
a
l
se
tt
i
n
g
s,
a
s
we
ll
a
s
e
x
a
m
in
in
g
t
h
e
in
str
u
c
ti
o
n
a
l
q
u
a
li
t
y
a
n
d
b
e
st p
ra
c
ti
c
e
s
fo
r
tea
c
h
in
g
t
h
e
se
stu
d
e
n
ts.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sh
ifan
g
.
ta
n
g
@ta
m
u
c
.
e
d
u
.
Zh
u
o
y
in
g
Wa
n
g
is
a
re
se
a
rc
h
a
ss
o
c
i
a
te
o
f
E
x
p
a
n
d
in
g
P
a
th
w
a
y
s
in
Co
m
p
u
ti
n
g
(EP
IC)
u
n
i
t,
th
e
Tex
a
s
Ad
v
a
n
c
e
d
C
o
m
p
u
t
in
g
Ce
n
ter
(TACC)
a
t
Th
e
Un
iv
e
rsity
o
f
Te
x
a
s
a
t
Au
stin
(UT).
S
h
e
h
a
s
p
a
rti
c
u
lar
e
x
p
e
rti
se
in
d
u
a
l
lan
g
u
a
g
e
d
e
v
e
lo
p
m
e
n
t,
in
str
u
m
e
n
t
v
a
li
d
a
ti
o
n
,
q
u
a
n
t
it
a
ti
v
e
a
n
a
l
y
sis,
a
n
d
c
las
sro
o
m
o
b
se
rv
a
ti
o
n
.
Dr
.
Wan
g
h
a
s
wo
rk
e
d
o
n
in
ter
v
e
n
ti
o
n
s
a
imin
g
a
t
su
p
p
o
rti
n
g
Tex
a
s
K
-
5
stu
d
e
n
ts’
a
c
a
d
e
m
ic
lan
g
u
a
g
e
d
e
v
e
lo
p
m
e
n
t
a
n
d
a
p
p
li
e
d
lar
g
e
-
sc
a
le
se
c
o
n
d
a
ry
d
a
ta
to
e
x
p
l
o
re
Tex
a
s
stu
d
e
n
ts’
l
o
n
g
it
u
d
i
n
a
l
a
c
a
d
e
m
ic
d
e
v
e
lo
p
m
e
n
t.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
z
wa
n
g
@ta
c
c
.
u
tex
a
s.e
d
u
.
Le
i
Zh
a
n
g
is
a
P
h
D
st
u
d
e
n
t
i
n
t
h
e
De
p
a
rtme
n
t
o
f
P
sy
c
h
o
lo
g
y
a
n
d
S
p
e
c
ial
Ed
u
c
a
ti
o
n
i
n
th
e
Co
ll
e
g
e
o
f
Ed
u
c
a
ti
o
n
a
n
d
Hu
m
a
n
S
e
rv
ice
s,
Tex
a
s
A&
M
Un
iv
e
rsity
-
Co
m
m
e
rc
e
.
Be
fo
re
jo
in
in
g
t
h
e
P
h
D
p
ro
g
ra
m
,
sh
e
fo
c
u
se
d
o
n
tea
c
h
in
g
E
n
g
li
sh
a
s
a
F
o
re
ig
n
Lan
g
u
a
g
e
(EF
L),
wh
e
re
sh
e
e
n
g
a
g
e
d
in
i
n
terc
u
lt
u
ra
l
c
o
m
m
u
n
ica
ti
o
n
a
n
d
e
x
p
l
o
re
d
in
d
i
v
id
u
a
li
z
e
d
lea
rn
i
n
g
a
p
p
ro
a
c
h
e
s.
He
r
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
c
o
m
p
re
h
e
n
siv
e
lea
rn
in
g
m
o
d
e
ls
,
th
e
imp
lem
e
n
tatio
n
o
f
p
e
rso
n
a
li
z
e
d
stra
teg
ies
in
EF
L
e
d
u
c
a
ti
o
n
,
a
n
d
t
h
e
a
p
p
li
c
a
ti
o
n
o
f
l
e
a
rn
in
g
a
n
a
ly
ti
c
s in
EF
L
e
n
v
iro
n
m
e
n
ts.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
lzh
a
n
g
7
@
leo
m
a
il
.
tam
u
c
.
e
d
u
.
Da
v
id
D
.
J
i
m
e
n
e
z
is
a
n
a
ss
istan
t
p
r
o
fe
ss
o
r
with
th
e
De
p
a
rtme
n
t
o
f
Cu
rricu
lu
m
,
In
stru
c
ti
o
n
,
&
Lea
rn
i
n
g
S
c
ien
c
e
s,
Co
ll
e
g
e
o
f
Ed
u
c
a
ti
o
n
&
H
u
m
a
n
De
v
e
lo
p
m
e
n
t,
Tex
a
s
A&
M
Un
iv
e
rsity
-
C
o
rp
u
s
C
h
risti
.
Be
fo
r
e
c
o
m
in
g
t
o
TAM
U
-
Co
r
p
u
s
Ch
ris
ti
,
Dr.
Jim
e
n
e
z
sp
e
n
t
se
v
e
ra
l
y
e
a
rs wo
rk
in
g
a
s a
n
e
d
u
c
a
to
r
wit
h
En
g
li
sh
lan
g
u
a
g
e
lea
rn
e
rs an
d
a
t
-
risk
stu
d
e
n
ts ac
ro
ss
se
v
e
ra
l
re
g
io
n
s
i
n
Tex
a
s.
His
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
Bil
i
n
g
u
a
l/
ES
L/
Du
a
l
lan
g
u
a
g
e
e
d
u
c
a
ti
o
n
,
c
las
sro
o
m
o
b
se
rv
a
ti
o
n
,
tea
c
h
e
r
p
re
p
a
ra
ti
o
n
,
p
r
o
fe
ss
io
n
a
l
d
e
v
e
l
o
p
m
e
n
t
targ
e
t
in
g
e
m
e
rg
e
n
t
b
il
in
g
u
a
ls,
a
s
we
ll
a
s
in
stru
c
ti
o
n
a
l
lea
d
e
rsh
ip
a
n
d
i
n
n
o
v
a
ti
v
e
tec
h
n
o
lo
g
ies
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
d
a
v
id
.
ji
m
e
n
e
z
@ta
m
u
c
c
.
e
d
u
.
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