Effective secondary schooling: factors affecting academic achievement in the Commonwealth of The Bahamas

MISSING IMAGE

Material Information

Title:
Effective secondary schooling: factors affecting academic achievement in the Commonwealth of The Bahamas
Abbreviated Title:
Effective Secondary Schooling
Physical Description:
xii, 367 ; 29 cm.
Language:
English
Creator:
Johnson, Pandora
Donor:
Pandora Johnson ( donor )
Publisher:
University of Toronto
Place of Publication:
Toronto
Publication Date:
Copyright Date:
1988

Subjects

Subjects / Keywords:
Education, Secondary -- Academic achievement -- Bahamas
Spatial Coverage:
Caribbean

Notes

Summary:
Schools and their effect on academic achievement have been an important theme in educational research in the last quarter of a century. The result of research activity, most of which has been carried out in developed countries of the English speaking western world, has been the surfacing of a set of characteristics deemed to be associated with high academic achievement, after controlling for pupil family background.
Thesis:
Support for the development of the technical infrastructure and partner training provided by the United States Department of Education TICFIA program.
General Note:
Thesis (Ph.D.)--University of Toronto.

Record Information

Source Institution:
The College of The Bahamas
Holding Location:
The College of The Bahamas Main Library
Rights Management:
All rights reserved by the source institution.
Resource Identifier:
bs-nacli - COLOFB 1665
System ID:
AA00000008:00001


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Full Text









Effective Secondary Schooling: Factors Affecting Academic
Achievement in The Commonwealth of The Bahamas









by



Pandora Johnson

Department of Education


A Thesis submitted in conformity with the requirements
for the Degree of Ph.D in the
University of Toronto


Copyrights Pandora Johnson 1988














Abstract


Schools and their effect on academic achievement have been an important

theme in educational research in the last quarter of a century. The result of this

research activity, most of which has been carried out in developed countries of the

English speaking western world, has been the surfacing of a set of characteristics

deemed to be associated with high academic achievement, after controlling for

pupil family background. These characteristics include: high expectations on the

part of teachers and students; frequent rewards for exemplary performance;

regular assignment and checking of homework; safe and orderly school

environments; regular monitoring of student achievement and strong leadership.

Although some research on this question has been carried out in developing

countries, little or none has been done in countries which neither fit the

classification of developing country nor that of developed country.

This study represents an attempt to address this gap in the research by

examining issues related to the effectiveness of secondary schooling in the context

of The Commonwealth of The Bahamas. Through the use of quantitative and

qualitative data collected by means of questionnaires (administered to students,

teachers and principals), and observations carried out in schools considered to be
"outliers" (representatives of more and less effective schools) the study attempts

to determine the extent to which differences in educational achievement among

secondary schools are accounted for by school factors sensitive to administrative

manipulation.

Educational success, using success in GCE examination as a criterion,

according to this study, is influenced by a combination of factors, including








parental background, individual ability, school factors and ecological factors

within the school's external community. As is the case in the developed world,

the most influential factor is the students' home background. School factors

which are related to school effectiveness include: the social context of the school

(the composite social background of students); the academic climate of the school

(the extent to which there is support among students and teachers for academic

values); the organizational climate of the school (the formal and informal values

and associated behaviours related to the administration of the school); and

teacher quality (the extent to which a teacher had been prepared, educated or

acculturated to teach courses related to the outcomes measured). These factors,

with the exception of teacher quality, have generally been found to be related to

school effectiveness in the more industrialized countries of the English speaking

world, in particular North America and Britain.

4-Of particular interest in this study is the finding that more private schools

have high levels of achievement and many (but not all) of these are also effective

(with student background controlled). In contrast, large urban public schools

generally have lower levels of achievement and are also less effective. Many

small, rural Family Island schools are effective and several also have high levels

of achievement. Differences among private schools, among Family Island schools

and between Family Island and urban schools give weight to the idea that

community characteristics not related to parents' socioeconomic status or

children's ability may help explain some of the discrepancies not accounted for by

school factors.

This research shows that, in general, recent effectiveness ideas can be

extrapolated to The Bahamas. It also suggests that differences in communities

may influence school effectiveness.














Acknowledgements


Acknowledgements, I am told, provide an opportunity to publicly recognize

the part played by others in the completion of a doctoral dissertation. Developing

this section was, therefore, an extremely humbling experience, as it made me

acutely aware of the debt of gratitude I owe to those persons who have

contributed to the successful unfolding of this thesis "drama".

I would like to let Dr. Mark Holmes, chairman of my thesis committee,

know how much I appreciate the part he played in making this document a

reality but the appropriate words elude me. He understood more clearly than I

what I was trying to do and had the patience and the skill to help me clarify and

develop those initial cloudy notions. His direction, intellectual prowess and

conviction contributed in no small part to the final product. I trust that it in

some way reflects his investment in me.

Without the help of persons like Ken Leithwood, Dormer Ellis and Jon

Young, members of the committee, this thesis would have been immeasurably

poorer. Their ideas and reactions challenged me to examine my assumptions

thereby providing the debate necessary to bolster the argument on which the

thesis hangs.

I would be remiss if I neglected to mention the staff at the circulation desk

of the RWB Jackson library--Mrs. Sharma, Megan, Cathy, Sandy, Susan, Sureka,

Diana, Laurie and Shannon (without whom from Mrs. Sharma's perspective, I

would have finished one year earlier since I would have spent less time in social

discourse). They became for me the extension of my family providing as they did








encouragement, security and a place in which to work. Nor can I ignore the

contribution of Bill, Sue, Muriel. Kim and Mavis of CSG or the part played by

Miriam of the Teacher Education Division, College of The Bahamas.

The participation and support of the students, teachers and principals of

the 20 schools, and more generally the people of The Bahamas through their

agent The College of The Bahamas, were vital to the conception and completion of

this study. Without them there would be no thesis.

Anyone who knows me will be aware of my commitment to family. It was

from my family that I drew my strength and will to persevere. The completion of

this thesis is as much to the credit of my parents, sisters (especially Ma Rosa),

brothers, nieces and nephews as to me.














Table of Contents


Abstract i
Acknowledgements iii
1. Schools and Their Effect on Achievement: Background To The 1
Problem
The Meaning of School Effectiveness 1
Problem Statement 1
The Gross Effects of Schooling 1
The Differential Effects of Schooling 2
Interest in School Effectiveness 4
The Measure of Effectiveness 4
The Bahamian Perspective 5
Academic Performance among Schools 7
The Source of Differential Achievement 7
Importance of This Study in The Bahamas 9
Summary 13
2. Improving The Effectiveness of Schools: Review Of The 14
Literature
The Status of School Effectiveness Research 14
Investigating School Effectiveness 16
Survey Research 17
Physical Facilities and Material Conditions of Schools 18
Teachers 21
Use of Instructional Time 26
Organization for Instruction 28
Organizational Climate 31
Academic Climate 33
Field Research 35
Understanding School Performance 38
Investigating School Effectiveness in The Bahamas: The Approach of 39
the Study
Background Variables 39
School Factors 39
Outcome Factors 40
Methods of Data Collection and Analysis 41
Summary 41
3. Schooling in The Bahamas: The Research Problem 43
The Importance of School Effectiveness 43
Manipulable School Factors 44
The Context of The Study 45
Geography 45
Population Distribution 46









The Educational System
Organization
Teachers
The Independent (Private) School System
The Problem Stated
Summary
4. Collecting the Data: Measuring Background Factors, School
Factors and School Achievement
Part One: The Survey Research
The Study Population
Selecting Samples for Background Variables
Selecting The Samples for School Variables
The Student Sample -
The Teacher Sample
The Principal Population
Selecting the Sample for Output Variables
Measuring the Variables
Measuring Background Variables
Measured Ability
SES
Measuring School Factors
School Organization
Principal Characteristics
Teacher Characteristics)
Academic Climate'
Organizational Climate
Physical and Material Conditions
School Achievement
School Effectiveness
Collecting The Data: Administration of Tests and Questionnaires
Preparation for Data Collection
Permission to Conduct Research
Public Schools
Private Schools
Dissemination of Tests and Questionnaires
Administering the Tests and Questionnaires
Part Two: The Field Research
Developing the Observational Variables
Data Collection
Summary
5. Effective Schooling in The Bahamas: The Findings
Background Characteristics of The Population
Administration, Size and Location
Student Background Factors
Socioeconomic Status/
Measured Ability
The Independent Variables--School Level Factors
School Organization
Periods Daily, Length of Periods, Programme Organization
Class size
Principal Characteristics


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Stability 85
Qualifications and Experience 87
Teacher Characteristics 87
Citizenship- 87
Qualification' 87
Experience 88
Stability 88
Subject QualiAcation 88
Academic Climate 89
Expectations (Aspirations) 90
Academic Value (Press) 91
Atmosphere (Ethos) 91
Homework- 93
Organizational Climate 94
Decision Making Style of the Principal 94
Extracurricular Activities and Methods of Reward 95
Conduct and Discipline 96
Handling Infractions 100
Physical and Material Conditions of Schools 100
Summary 102
Preliminary Findings on the Dependent Variables 108
School Achievement 108
School Effectiveness 110
Summary 113
The Dependent Variables: School Achievement and School Effectiveness 122
The Procedure: Correlational Analysis 123
Achievement and Student Background Factors, 123
Achievement and Schools Factors,, 124
Teacher and Principal Characteristics 124
Academic Climate 126
Organizational Climate 128
Physical Facilities 129
Summary 130
Effectiveness and School Factors 131
Links which Evolved 131
Variables Associated with Achievement and Effectiveness 132
(relationships which sustained their significance)
Diminished Links 133
Associations which Disappeared or were considerably 134
Weakened
Summary 136
Accounting for Differences in Effectiveness: Multiple Regression 136
Analyses
The Best Predictors of Effectiveness 137
A Second Approach to The Research Questions 139
Students 140
Teachers 140
Principals 141
Programming 141
Academic Climate 141
Organizational Climate 142
Discipline 142









Dealing with Infractions 143
Physical Facilities 143
Summary 143
The Field Research 144
Kirklyn Academy 145
St. Burton's College 152
Southern Senior High 158
Trinity College 164
Western Senior High 169
Northern Senior High 178
Conclusion: The Six Schools 187
6. Socio-Cultural Influences on School Achievement: Discussion of 190
The Findings
Introduction 190
Differential Achievement 191
The Effect of Culture and Inheritance 195
School Effect 197
Achievement and Effectiveness 197
Achieving and Effective Schools 201
The Primacy of Preschool Factors 201
Factors Affecting Achievement -205
Climate 208
Teachers 212
Effective Schools 217
Differential Achievement Among Rural Schools 226
Fishing Communities 227
Farming Communities 227
Differential Achievement within Mainstream Protestant Schools 228
Relationship to School Differences 230
Factors Most Important to Effectiveness 231
7. Improving the Effectiveness of Secondary Schooling: 235
Conclusions, Implications and Recommendations
Summary of Important Findings: Differential Achievement and 235
Effectiveness among Schools
Reducing the Difference: Equalizing Opportunity 238
The Abolition of Private Schools 240
Considerations of Pedagogy 241
Considerations of Economy 243
Ideological Considerations 244
Summary 246
The Reorganization of Public Schooling 246
Making Private Schools More Accessible 249
Specialization in Public Schools 250
One Possible Approach to Improving The Effectiveness of Public 251
Secondary Schooling
Summary of Conclusions with respect to Effective Schools Research 252
Limitations 252
Summary of Recommendations 256
Recommendations for Public and Private Schooling 256
Factors which Enhance School Effectiveness 257
Instructional Material 257









Teacher Quality 257
Organizational Climate 258
Academic Climate 258
Criterion of Success 258
Conclusion 259
Appendix A. Student Questionnaire56 260
Appendix B. Mean Scores by School, Student Questionnaire Data 266
Appendix C. Teacher Questionnaire7 281
Appendix D. Mean Scores by School, Teacher Questionnaire Data 289
-Appendix E. Principal Questionnaire8 307
Appendix F. Mean Scores by School, Principal Data 315
Appendix G. Means Scores for the Sample of Schools 335
Appendix H. Calculating The Dependent Variables, Achievement 339
and Effectiveness
Appendix I. Correlation Matrices 346
Appendix J. Regression Equations 350
Appendix K. Mean Scores on all Variables for The Two Groups of 355
Schools















List of Figures


Figure 1-1:
Figure 5-1:



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Figure 5-7:

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Figure 5-9:

Figure 5-10:

Figure 6-1:
Figure 6-2:

Figure 6-3:

Figure 6-4:
Figure 6-5:


School Performance on GCEs, 1985 and 1986
Incidence of "High" Scores within school type on Principal
and Teacher Characteristics and Student Background
Factors (expressed as a percentage of possible cases,
within each school type)
Incidence of "High" Scores within school type on Academic
Climate Variables (expressed as a percentage of possible
cases, within each school type)
Incidence of "High" Scores within school type on
Organizational Climate Variables (expressed as a
percentage of possible cases, within each school type)
Incidence of "High" Scores within each school type on
Physical and Material Conditions Variables (expressed as
percentage of possible cases, within each school type)
Pie Graph Showing the Composition of The High
Achieving Group
Pie Graph Showing the Composition of The Low
Achieving Group
Pie Graph Showing The Composition of The Most
Effective Group
Pie Graph Showing The Composition of The Least
Effective Group
Proportion of Schools Within Each Type among High
Achieving and Most Effective Groups
Proportion of Schools Within Each Type Among Low
Achieving and Least Effective Groups
Achievement Scores Among Private and Public Schools
Graph Showing the Scores of Private Schools on
Achievement in relation to Scores on Effectiveness
Graph Showing the Scores of Public Schools on
Achievement in relation to Scores on Effectiveness
Effectiveness Scores Among Private And Public Schools
Effectiveness Scores Among Rural And Urban Schools


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List of Tables


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Table 5-17:

Table 5-18:

Table 5-19:

Table 5-20:


Variables Measured and Questionnaire Items
Academic Breadth Scores by School
Academic Depth Scores by School
Academic Breadth, Academic Depth, and Achievement
Scores by School
Ability, SES, Depth, Breadth, Achievement and
Effectiveness Scores by School
Background Data By School
Preliminary Analysis for Selection of The Two Groups of
Schools
Demographic Characteristics of Schools Studied
Schools Most Favourable On Student Background Factors
By Type
Schools Least Favourable On Student Background Factors
By Type
Schools Outstanding on Organization Variables by Type
Schools Most Favourable on Principal and Teacher
Characteristics by Type
Schools Least Favourable On Principal And Teacher
Characteristics By Type
Schools Most Favourable on Expectation Variables by Type
Schools Favourable on Academic Value (Press) Variables by
Type
Schools Most Favourable on Atmosphere (Ethos) Variables
by Type
Decision Making by School Type
Schools Most Favourable on Rewards and Extracurricular
Activities by Type
Schools Least Favourable On Pupil Conduct
Most Popular Disciplinary Methods by School Type
Schools Most Favourable on Facilities by Type
Schools Least Favourable on Facilities by Type
Academic Depth, Academic Breadth, Achievement Scores
by School and Type, ordered by Achievement
Achievement and Effectiveness Scores by School and Type
ordered by Effectiveness
Schools by Type, Outstanding on Variables related to
Achievement, ordered by Achievement
Schools Outstanding on Variables related to Effectiveness,
ordered by Effectiveness
Correlation Table--Student Background Factors and
School Achievement


54
63
64
65

67

72
76

81
83

83

85
86

86

89
90

92

95
96

98
100
101
101
106

109

114

119

123








Table 5-21:

Table 5-22:
Table 5-23:


Table
Table
Table
Table


5-24:
5-25:
5-26:
5-27:


Table 5-28:

Table 5-29:

Table 5-30:

Table 5-31:
Table 5-32:
Table 6-1:
Table 6-2:
Table 6-3:
Table 6-4:


Correlation Table--Principal and Teacher Characteristics
and Achievement
Correlation Table--Expectations and Achievement
Correlation Table--School Achievement and Academic
Value (Press)
Correlation Table--School Atmosphere and Achievement
Correlation Table--Achievement and Pupil Conduct
Correlation Table--Achievement and Physical Conditions
Correlation Table--Associations which Emerged by
Change from Achievement to Effectiveness
Correlation Table--Significant Associations: Achievement
And Effectiveness
Correlation Table--Achievement Effectiveness and Slightly
Weakened Links
Associations Diminished by Change from Achievement to
Effectiveness
Best Predictors Of Effectiveness
Effectiveness Scores among The Observed Group
Schools by Type Rank Ordered on Achievement Scores
Schools By Type Rank Ordered On Effectiveness
Public Schools Rank Ordered On Effectiveness Within Type
Mean Scores On Most Important Variables


125

126
127

128
129
129
132

133

134

135

138
141
193
203
219
232














Chapter 1

Schools and Their Effect on Achievement: Background To
The Problem


The Meaning of School Effectiveness


Problem Statement

This study investigates the effect of schooling on academic achievement
among secondary schools in The Commonwealth of The Bahamas.


The Gross Effects of Schooling

Two distinct though not unrelated interests seem to underlie discussions
about the performance of schools in this the second part of the present century.
The first places at the centre of attention issues related to the outcomes of
schooling and seeks answers to such questions as, "Are there skills and attitudes
which are present in a schooled person which are lacking in the unschooled?"
"Does a schooled person have characteristics and attributes which she or he
would not have were it not for the experience of schooling?" "Are there changes
brought about in learners that would not be brought about without schooling?"
"Do schools matter?" Arguably, this line of investigation developed (at least in
part) in response to the interpretations assigned to the findings of the study
carried out by Coleman, in The United States, in the mid-sixties (Coleman, 1966).
In a search for the qualities which distinguish schools, Coleman under contract to
the U.S. government Department of Health, Education, and Welfare, examined
the relationship between material inputs to schools and educational outputs. His









claim that home background factors explained far more of the variance in school

achievement than did material inputs to the school was generally taken to mean

that the "raw experience" of schooling is virtually irrelevant to educational

achievement and, therefore, increasing expenditure on schools to improve

material conditions would not result in important improvements in student

growth. Apart from the fact that Coleman's work has been challenged on several

grounds--the validity of his statistical analysis and of his measure of school

outcome--this conclusion which challenges the gross effects of schooling is

mistakenly assigned to his findings. For Coleman was not investigating the

overall effect of schooling--his investigation was concerned with the educational

effect of material differences among schools. Thus his critical point--often ignored

in the discussion about school performance--was that differences among schools do

not correlate significantly with scholastic achievement. In other words,

differences among schools to do with school factors are not good explicators of the

differences among them in the educational achievement of their clients.

Everything hinges on this distinction. Yet, even if the former interpretation,

about the lack of relevance of school to educational outcomes were right, it would

not eliminate the importance of schooling for at the very least the school still acts

as a certifying agency. Regardless of their cultural and genetic backgrounds,

students still have to obtain credentials in order to achieve future success and the

bestowal of these credentials still lies within the jurisdiction of the school (Illich,

1970).


The Differential Effects of Schooling

The second concern which underlies discussions about school performance

is often conflated with the first which it takes as a given. Proceeding from the

point of view that schools can affect educational outcomes, research carried out

within the context of this genre is characterized by a concern over the ways in









which those effects can be enhanced. Investigations are focused by questions

like, given that schools do effect changes in student growth, how is it that some

schools are more successful than others in bringing about improvement in student

growth (Leithwood & Montgomery, 1986, p. 6)? "Do measurable differences in the

characteristics of schools lead to measurable differences in student outcomes"

(Spady, 1976, p. 186)? "Does it matter which school [a child] goes to; and which

are the features of school that matter" (Rutter, Maughan, Mortimore, Ouston, &

Smith, 1979, p. 1)? "What makes a difference in educational outcomes" (Bridge,

Judd, & Moock, 1979, p. 3)? In short, what school qualities account for the

differential in achievement among schools? As a result, research concerned with

enhancing achievement tends now to focus on discovering those manipulable

school level factors--factors which to a degree lie within the province of

administrators and are amenable to their influence--that are related to

achievement and which appear to explain in some degree, the differential

achievement among schools (Edmonds, 1984; Murnane, 1981; Rutter et al., 1979;

Schiefelbein, Farrell & Sepulveda-Stuardo, 1983). These factors, which not do

include those biological and social qualities which children bring as part of their

native baggage but which are sensitive to administrative manipulation, may be

usefully grouped under the following five broad headings:

1. physical and material conditions of schools;

2. teachers' characteristics;

3. methods of organization for instruction;

4. school social climate (including organizational and academic
climates);

5. use of instructional time.

It is this second consideration--the differential effects of schooling--which provides

the focus for this study.









Interest in School Effectiveness

Although the emphasis on the performance of schools intensified in the

decades of the 1960s and 1970s, interest in the effectiveness of schools is not a

recent concern among school administrators. There is evidence which indicates

that during the nineteenth century investigations designed to assess the success

of schools were being engaged in with some regularity. For instance, Madaus and

his colleagues who see the development of interest in school effectiveness as

paralleling the introduction of mass public education note that,

During the nineteenth century in Britain oral and later written
essay type examinations were used to test achievement in very
specific areas, such as history, language, arithmetic, handwriting,
spelling and grammar--all areas closely associated with the working
of schools. In the U.S., as early as 1845, similar tests were used in
an annual examination of the pupils in Boston grammar schools.
The purpose of the examination was to collect data that could be
used in making decisions about the annual appointment of
headmasters (Madaus, Airasian, & Kellaghan, 1980, p. 5).

What appears to be relatively recent, however, is the motivation which

undergirds the current interest in school performance. Committed to the view

that there is a relationship between educational achievement and social and

economic success, current interest in the performance of schools derives partly

from the imperative to provide equality of social and economic opportunity.


The Measure of Effectiveness

Notwithstanding the fact that the goals of education do not fall exclusively

within the academic domain, that schools attempt to influence other human

capacities and skills which reside in the domains of the aesthetic, the physical,

the moral and the social, (Entwistle, 1977; Holmes, 1985) then as now most of

the investigations into school success sought to determine the extent to which

schools were bringing about improvement in student growth in the academic

domain. This proclivity on the part of researchers to use academic achievement

as the measure of school effectiveness derives from the relationship which is









perceived to exist between achievement in the academic domain and social and

economic success. As Holmes put it, "success in high school measured in terms of

academic grades is considered important precisely because it provides opportunity

for success in later life, measured in terms of employment and income" (Holmes,

1985, p. 1). Rightly or wrongly, it is academic achievement which is promoted as

the equitable distributive mechanism for many of society's symbols of success. It

is through academic achievement, according to this view, that the betterment of

the disadvantaged and dispossessed is to be realized.

Nor is this emphasis on academic achievement unique to the more

industrialized parts of the western world. In Kenya, for example,

occupational chances and even mobility are largely concentrated
within school years for the point at which one steps off the
educational ladder establishes the point at which one steps on the
employment ladder which in turn fairly well fixes career prospects
(Prewitt, 1972).

A similar situation prevailed in Uganda in the 1970s where authorities placed

"extraordinary emphasis on achievement criteria such as education in the

occupational recruitment process" (Currie, 1979, p. 81). Clearly academic

achievement is a matter of enormous importance to individuals and to

governments of emerging countries, especially those countries which see a

relationship between education and the modernization of their economies along

western lines. Thus they emphasize the importance of education as a prerequisite

for entry into the formal occupational structure.


The Bahamian Perspective

The Importance of Academic Achievement

In The Bahamas educational achievement is viewed, at least officially, in

much the same way as it is viewed in other countries of the western world. It is

seen as a critical mechanism for the equitable distribution of society's limited

resources. In theory it is the instrument according to which persons are fairly








placed on the occupational hierarchy. A major measure of educational

achievement is performance on examinations designed to test cognitive skills: The

Bahamas Junior Certificate (BJC) and the London General Certificate of

Education (GCE) at the Ordinary (0) and Advanced (A) levels, which are written

at the end of junior and senior secondary schooling, respectively.

Higher education is a prerequisite for advancement to the higher social

and economic levels. Without it one's chances for entrance into the upper levels

of the occupational hierarchy and the professional category are less likely.

Admission into further educational programmes, both nationally and

internationally, is based on performance on the GCE. For example, the College of

The Bahamas, the country's major tertiary level institution, demands of its

entrants to college level programmes passes in five 0 level subjects and

government assistance is available for persons who so qualify (College of The

Bahamas Calendar, 1986). The University of the West Indies, a regional

institution funded partially by the people of The Bahamas, requires the

prospective candidate to have passed GCEs at both the ordinary and advanced

levels (University of The West Indies Prospectus, 1987).

Entry into the high status sections of the labour market in both the

private and public sectors is also based largely upon achievement in the academic

domain. In order to be considered for training as an officer in the services related

to law enforcement (customs, immigration, police and defence) for instance, the

prospective recruit must have the requisite number of credits at either BJC or

GCE.








Academic Performance among Schools

Performance among schools with regard to academic achievement of

students has never been uniform. Both the BJC and the GCE results are

unambiguous in their indication that there is a differential in achievement

among schools, which seems to persist over time. What is more, this differential

seems to be related to school type. Figure 1-1 shows that in 1985 the five schools

with the largest percentage of students with passes were St. Michael's College,

private (number 11), Kirklyn Academy, private (number 1), St. Burton's College,

private (number 2), Weslyn Academy, private (number 19), and St. Hilda's

College, private (number 3). In 1986 the top schools were Burton's College,

private (number 2), St. Hilda's College, private (number 3), Christian Academy,

private (number 20), Weslyn Academy, private (number 19), and Sands Public,

public (number 18).

A somewhat similar pattern obtained for those schools where the

percentage of students with passes was lowest. In 1985 the least successful

schools included Independence High, public (number 12), Eastern Senior, public

(number 15), Freetown High, public (number 13), Temple Academy, private

(number 10), and Central Secondary, public (number 9). All but one of these

schools (Central) fell into the same category in 1986. What is critical about these

patterns is that those schools which finish at the top are more often private, and

schools which finish at the bottom are more often public.


The Source of Differential Achievement

If policymakers are to make relevant decisions about schools, such

decisions should be predicated on the source of the differences among them. Is the

source of the difference inherent in the student, in the school, in their interaction

or some combination? Is it that the students lack the ability appropriate for

managing the content prescribed in the curriculum? Is it the case that some







8



80 s- --.- Private
Public Private
1= Kirklyn
1l 2=St.Burton's
60 3=St.HIlda's
(O -0 4=Trinity
S10=Temple
11=St.Mlchael's
19=Weslyn
40- 20=Christian




20-
12




0 2 4 6 8 10 12 14
100-

Public
0 --- Private 5=Western
80 .... 6=Southern
7=Norand
---. 8=Baintown
SI9=Central
60 12=lndependence
S13=Freetown
S. 5 | 14=Highland
S15=Eastern
40 '+ t to 16=Northern

L" 14. 17=Bahama
20 -' 13 718=Sands
20-




0 2 4 6 8 10 12 14


Figure 1-1: School Performance on GCEs, 1985 and 1986








students are denied adequate opportunity to learn required contents of the

curriculum? Or do the least advantaged students attend the least adequate

schools? Do private schools get better results because they offer a better

education or because they have the better students? Is there interaction between

good students and good environments? Are there differences among private

schools and among public ones? If so, what is the source of those differences?

Because of the use to which academic achievement is put, it is a matter of some

importance to determine whether the differential achievement among schools is

due to school factors or student background factors. As Bahamian educational

policymakers attempt to respond meaningfully to these issues, they have very

little data on which to proceed. Yet they are expected to enhance individual

academic achievement and generally the performance of schools. Consequently, to

provide data on the effect of schooling on educational achievement, this study

examines the relationship between schooling and achievement among secondary

schools in The Commonwealth of The Bahamas.


Importance of This Study in The Bahamas

Research on effective schools has tended to be concentrated in the more

industrialized parts of the world--the evidence offered is usually British or

American. From the U.S. in particular there is a rapidly growing literature on

school effectiveness which describes alleged characteristics of good schools

(Edmonds, 1979; Murnane, 1981; Purkey & Smith, 1983). Although geographical

proximity and economic ties have made it impossible for The Bahamas to resist

the influence of the United States, it remains unclear whether American findings

are generally relevant in The Bahamas, particularly when it is recognized that a

considerable amount of the research carried out in the U.S.A. focuses on the

problem of integrating minorities and the socially disadvantaged in the school









system (Coleman, 1966; Edmonds, 1979; Madaus et al., 1980; Murnane, 1981).1

Moreover, the educational system in the United States is more

decentralized than that of The Bahamas. It is conceivable that the opportunity

for community involvement in the formulation of educational policy as well as the

autonomy which attaches to principals in decentralized systems exert rather

different influences upon the experiences of schooling, at least from an

organizational and administrative perspective.

There are possible parallels between The Bahamas and Britain because the

educational system of The Bahamas reflects to some extent its historical

connection with Britain. The major measure of achievement at the end of

secondary schooling--GCE--is developed in Britain and administered by the

University of London. Additionally, while the number of British teachers hired by

the Ministry of Education has declined over the years, a not insignificant number

is still recruited from the United Kingdom to staff the senior high schools, both

private and public.

In spite of this connection, however, the potential for dissimilarity is

considerable. Unlike in Britain, the teaching force in senior high schools

(particularly independent schools) is not predominantly local. In an economy

where inequalities between a high wage earning private sector and a less well

paid public sector are particularly noteworthy, many people who might otherwise

teach find teaching to be an unattractive career option. This problem is further

exacerbated by the fact that training as a teacher requires one to forgo more

years of earning than does preparation for entrance into many parts of the

private sector. And even though the beginning teacher may start at a salary

above the trainee in the private sector, his or her salary increases so much more

slowly that, within a very short time, it is the teacher's salary which is smaller.

1This point should not be taken to mean that The Bahamas has no disadvantaged groups.
Rather it is probable that disadvantage is less a correlate of race and ethnicity than of social
background.









Furthermore, while the discrepancy between the per capital expenditure of

these countries is not great,2 the structure of their economies is vastly different.

The virtual absence of mineral and other natural resources, along with relatively

unfavourable agricultural conditions, have made necessary the development of a

service oriented economy in The Bahamas--one which depends heavily on offshore

businesses, in particular tourism and banking (Bahamas Handbook and

Businessman's Annual, 1979). In so far as much of what goes on in schools

results from the demands exerted on them, directly or indirectly by the economy,

it is likely that some of the substance of schooling has developed differently in

these countries. Thus whether British or American findings could fruitfully be

applied in The Bahamas is a matter worth researching.

There is some literature on school effectiveness coming out of less

developed countries (Farrell & Scheifelbein, 1974; Heyneman, 1976). Despite its

experience with colonialism, however, (an experience characteristic of most

developing countries) The Bahamas does not exhibit many of the qualities usually

associated with less developed countries. For example, it has a relatively high

per-capita expenditure, one which is,

higher than practically all of the other Latin American and
Caribbean countries and many of the other countries of the free
world. In fact, the latest World Bank Atlas gives only 39 countries
out of a list of 184 with per-capita GNP of over U.S.$5,500
(Commonwealth of The Bahamas Approved Estimates of Revenue
and Expenditure Recurrent and Capital, 1987, p. v).

Moreover, the amount of revenue earned from agriculture in relation to the rest of

the economy is minimal (see The Statesman's Year-Book 1987-88). Further, its

universal system of primary and secondary education makes it mandatory for






2According to The Statesman's Year-Book 1987-88 the GNP per capital of Britain in 1984
was US$7,640, that of The Bahamas was US$7,950.









children between the ages of five and 14 to attend school3 with the result that

from as early as 1973 it has been reported as having a literacy rate of 90%

(Yearbook of The Commonwealth, 1973). Moreover, the teaching force is

essentially a professionally trained one. Records for the academic year 1981-82

indicate that there was a total of 2,144 teachers in the public system of whom

1,646 (76.8%) were professionally trained, while 498 (23.2%) were untrained.

Included in the category of the untrained were:

1. persons with academic degrees only;

2. persons without academic degrees or professional training;

3. special craft instructors

(Russell, 1984, p. 4).

Farrell and Schiefelbein in making the case for the development of policy to

be based on indigenous research maintained that,

In most poor societies the question absorbing the energy and time of
educational authorities is how to absorb in the school system all the
children who want to and are eligible to attend (Farrell &
Schiefelbein, 1974, p. 8).

If they are correct we might conclude from this evidence that the critical

educational policy questions in most developing countries are no longer relevant

in The Bahamas.

Observations like the ong made above lend support to the view that the

relationship between schooling and educational achievement is influenced by the

level of development attendant to the economy (Farrell & Scheifelbein, 1976;

Heyneman, 1976; Theisen, Achola, & Boakari, 1983). Such a perspective raises

the question of the applicability of current effective school research to societies




3Because of the organization of secondary education few children leave the public school
before seventeen (those attending private schools finish at sixteen because most private schools do
not have a twelfth grade). Those who do, do so less because of the unavailability of a place than
because of factors extraneous to school.









like The Bahamas which find themselves some distance along the continuum of

development. Simultaneously, it points to the paucity of information pertinent to

school effectiveness in such societies. Undoubtedly, there is a dearth of available

information. It is this gap in the research which this study will go some way in

bridging. A study in The Bahamas is therefore warranted on the grounds that

the peculiarities which characterize the country are such as to render

questionable the applicability of present research findings. Whether the findings

of the developed world or whether the findings of the less developed world are

more appropriate cannot be determined in advance of and apart from

investigation.


Summary

The purpose thus far has been to show that educational achievement

measured in terms of academic success, has come to be seen as essential to social

and economic success. A major concern for educational policymakers therefore is

how to enhance educational achievement and also ensure a more equitable

distribution of society's wealth. Consideration of this question has generated

research activity in both the developed and the developing worlds. Whilst not

intending to be exhaustive of the available research on school effectiveness, the

next chapter provides a review of selected studies which cover the conceptual and

methodological developments in the field in recent years.














Chapter 2

Improving The Effectiveness of Schools: Review Of The
Literature


The Status of School Effectiveness Research

As one of the major roles of public schooling in contemporary society is

usually taken to be the fair distribution of society's limited resources, differences

in students' educational achievement invariably prompt questions about the

relationship between schooling and achievement; about the role of schools in
bringing about achievement. It is not surprising, therefore, that the nature of this

relationship has been the subject of educational discussion and inquiry for more

than a century (Madaus et al., 1980). Yet our knowledge about what accounts for

the difference in achievement among schools is still very limited: a valid theory of
effective schooling is yet to materialize (Averch, Carroll, Donaldson, Kiesling, &
Pincus, 1975; Ralph & Fennessey, 1983). This paradox could possibly be
explained by the fact that whilst educational achievement is by definition a mark

of the effective school, educational achievement is not entirely a product of
schooling. In fact, a given child's success in school owes more to home culture
and individual inheritance than it does to choice of school (Averch et al. 1975;

Coleman, 1966; Green, 1971; Hodgson, 1975; Jencks, 1972). And the school

qualities which do enhance productivity have not been consistently identified and

operationalized (Cuban, 1983; Murnane, 1981; Purkey & Smith, 1983). For

example, reflecting the conventional wisdom of the time, that scholastic

achievement was the responsibility of the teacher, a great deal of the early work

placed teachers at the centre of the discussion,








In the U.K.,... a payment-by-results system was introduced in
1862 to help increase reading and mathematical skills, and improve
teacher efficiency. (Madaus et al., 1980, p. 5)

The implicit claim that the differences among schools were the result of teacher

performance was based more on intuition than on any empirical investigation.

Nevertheless, the principle was clear: children would learn if teachers taught.

By the mid-twentieth century as schools became more bureaucratized, the

focus had shifted from the teacher to the school's organization and

administration. The underlying assumption was that the differential performance

among schools could be accounted for by the management practices by which the

schools were organized and run. Thus Aikin (1943), as part of the eight year

study of 30 secondary schools, undertook to determine whether the schools which

had adopted educational practices derived from progressive educational theory

were more successful in realizing educational outcomes. His claim that the

management practices had positively affected student success was somewhat

weakened by the relative homogeneity of his middle-class population's social

background. Nonetheless, the conventional wisdom became: Schools would

perform well if organized and managed appropriately.

Within the last fifteen to twenty years, however, and particularly since the

publication of the controversial "Coleman Report" (Coleman, 1966), research

activity within the field has increasingly sought to identify those manipulable

school level factors which consistently influence educational outcomes (Brookover

& Lezotte 1979; Farrell & Schiefelbein, 1974; Rutter et al., 1979). Although the

extent to which this new thrust has increased our knowledge about how school

factors influence educational outcomes is still disputed, our understanding about

those school level factors that are related to achievement is much firmer today

than it was at the time of the publication of the Coleman Report (1966). We know

a lot more about school factors which show some promise for the enhancement of

scholastic productivity. Thus Rowan, Bossert and Dwyer(1983) conclude,














Previous studies focused on gross measures of school facilities,
funding and staffing that are far removed from important teaching
and learning processes, and as a result, they were never very
successful in locating the specific features of school organization
that influence student achievement. Effective schools research on
the other hand, has begun to focus on features of school
organization and culture that are both intellectually sensible and
manipulable. These new findings on school effects are promising (p.
27).


Investigating School Effectiveness

Introduction

Methodologically, studies designed to examine the relationship between

schooling and achievement may be considered as being either survey-based,

grounded in quantitative data and subjected to statistical analyses--or field-

based, grounded in qualitative data and developed by observations and case

studies. A few studies have borrowed techniques drawn from both traditions

(Rutter et al., 1979; Ramsay et al., 1983). This study draws particularly from this

new tradition in that it combines the questionnaire collection of data with

pseudo-case study observations. Like Rutter et al. (1979), and to a lesser degree,

Ramsay et al. (1983), it depends heavily on statistical data which are

supplemented by observations. The literature review is therefore an examination

of the findings yielded by research generated within both traditions. It does not,

however, attempt to be exhaustive in its examination of the available research on

schooling and academic achievement. Rather it is a selection of those relevant

findings which demonstrate significant developments in methodology and

substance in the field in recent times.

That the relationship between schooling and achievement is a reflection of

the level of industrialization attendant to the economy is a point made by several

researchers (Farrell & Schiefelbein, 1974; Thiesen et al., 1983; Walker, 1976).

Thiesen et al., in articulating this point, made the following observation,









Although school effect variables such as teacher quality and school
resources on the one hand and socioeconomic and home environment
variables on the other, explain substantial variance in achievement,
their impact varies according to the context of the general level of
economic development in which achievement is measured. (p. 57)

The extent to which this claim is justified is one aspect of this study. Thus the

review examines studies conducted in both the developed and less developed

worlds.


Survey Research

School Factors Affecting Achievement

The approach which seeks to clarify the relationship of one or more

independent variables with a dependent variable reflecting school achievement,

sometimes manipulating the independent variables while holding other variables

constant, is often referred to as the input-output model of production (Bridge,

Judd & Moock 1979; Murnane, 1981; Simmons & Alexander, 1978). The data

yielded through the use of this method are quantitative and are typically

subjected to statistical analyses. Notwithstanding the evidence that the factors

investigated in empirical studies are many, some of the more prominent ones in

the research appear to be:

1. physical and material conditions of schools (see for example,
Coleman, 1966; Heyneman & Jamison, 1980; Rutter, 1979);

2. teachers' characteristics (see Glass & Smith, 1979; Farrell &
Schiefelbein, 1974; Rutter & Madge, 1976);

3. methods of organization for instruction (see Gage & Berliner, 1975;
Rutter, 1979; Slavin, 1987);

4. use of instructional time (Harnischfeger & Wiley, 1976; Holmes &
Wolfe, 1979; Karweit, 1976);

5. school social climate (including organizational and academic) (see
Haller & Anderson, 1969; Holmes, 1985; Leithwood & Montgomery,
1986; McDill & Rigsby, 1973).








Physical Facilities and Material Conditions of Schools Prior to the Coleman

report (Coleman, 1966) it was generally assumed that there was a positive

relationship between school inputs and educational outputs: that there was a

positive relationship between good material resources in the school and the

academic performance of the school's pupils. According to this view, the superior

performance of "good" schools was due, in part, to the presence of an enriched

and favourable material environment, and that the effectiveness of the school--

the academic output in terms of the quality of the human input--was a correlate

of such factors as the physical plant, the number of books in the library, the

overall expenditure on pupils, and the credentials and experience of teachers. In

the U.S.A., it was widely believed that the inequality between schools populated

primarily by black students and schools populated primarily by white students

was very much a matter of their different revenues. It appeared then, that the

alleviation of low pupil achievement was a question of educational economics.

Coleman's (1966) research findings effectively refuted that naive belief as they

showed that the differences in the levels of achievement of schools could not be

explained by differences among them in terms of material inputs. As he put it,

[S]chools bring little influence to bear upon a child's achievement
that is independent of his background and general social context,
and . this very lack of independent effect means that the
inequality imposed upon children by their home, neighborhood, and
peer environment are [sic] carried along to become the inequality
with which they confront adult life at the end of school. (p. 325)

Coleman's message was explicit: the patterns of academic performance are

established by social and economic conditions outside school and such patterns

are intractable (Green, 1971; Guthrie, 1970; Hodgson, 1975; Jencks, 1972; Wiley,

1976). Any attempt to rectify educational inequalities by increasing educational

provisions was assured of failure.

Coleman's methodology was controversial. His use of measures of verbal

ability and aptitude as criteria of achievement, his failure to control varying








entry levels of ability and his methods of statistical analysis have all been

challenged (Bowles & Levine, 1968; Guthrie, 1970; Holmes, 1971; Rutter et al.,

1979; Wiley, 1976). Nevertheless, subsequent research has not seriously shaken

his main thesis--that material differences among schools are not good explicators

of scholastic achievement differences in the U.S.A. (Averch et al., 1975; Jencks,

1972; Jencks & Brown, 1975; Mostellar & Moynihan, 1972). It must, however, be

pointed out that a great deal of these subsequent findings were based on

reanalyses of the original Coleman data, at least one of which did differ from

Coleman. Wiley (1976), who faulted Coleman for ignoring the effect of time in

school--assessed in terms of length of the school year, length of the school day and

attendance pattern of students--used Coleman's data to assert the relationship

between time and achievement. His contention that school systems which had

more time set aside also had better achievement could not, however, be replicated

by Karweit (1976, 1985). Similar generalizations were made by Bridge et al.,

(1979) on the basis of their review of the relevant research on the subject.

This particular claim, that differences in physical facilities do not account

for differences in achievement, was further supported by British evidence. Rutter

and his colleagues (1979) conducted investigations in twelve inner-city schools

located in an area of London. They concluded that the physical conditions of the

school did not help explain the differences in educational performance among

schools, when student social class was controlled. Pollock's (1974) findings based

on Scottish data as well as those of the first international studies (for example,

Walker, 1976) were also consistent. The claim that physical facilities do not

explain much of the variance in academic achievement among schools seems well

supported within the industrialized world.

One reason why material factors may not be good predictors of academic

success is that the material condition of schools in the industrialized world is

relatively homogeneous: not much variation exists among schools in terms of









their physical and material qualities. It is likely, therefore, that the studies on

which these findings were based were carried out in schools whose buildings

conformed to reasonable health and safety standards and in which basic facilities

and materials such as textbooks and laboratories for science were in adequate

supply. What would have been the outcome had these good conditions not

prevailed? What happens to achievement if students are enrolled in science

classes but laboratories are poorly stocked or non-existent?

Evidence suggests that material conditions may be of greater significance

in less developed countries where the prevailing standards may be less

sophisticated and provisions more variable. For example, in opposition to these

findings from the developed world, Heyneman (1976) found the presence of a

duplicating machine and the availability of textbooks to be of significance in

predicting achievement among Ugandan school children. His claim that school

and teacher variables are more important in less industrialized societies is based

on his finding that they explained much more of the variance in scholastic

achievement than did pre-school factors (home background characteristics).

Schiefelbein et al. (1983) claim that increased supply of textbooks is the single

most economically efficient variable for school improvement in developing

countries.

The geography of The Bahamas is such that the question of physical and

material conditions may be an important one. The Bahamas is an archipelago

made up of several hundred islands and some 2,000 cays covering an area of

5,380 square miles. Roughly 30 of these islands maintain stable populations

(Yearbook of The Commonwealth, 1973).' Despite the fact that many of these

populations are small, the government is compelled to provide schools and to

make them accessible. It is quite possible therefore that while schools in the

urban centres are well equipped and adequately maintained, rural schools may be

less well so. Conversely, it is also possible, and in some instances much more








probable, that rural schools are the better maintained and equipped. All this is

to say that in reference to physical and material conditions, there may be

variability among schools in The Bahamas and this situation may explain to

some degree differences in academic achievement.

The investigation of this variable is taken up through the examination of

the condition of the school's physical plant and the availability of necessary

material resources (gas, chalk, paint) and physical facilities (laboratories,

libraries, gymnasia).

Teachers
Quantity

The popular view that small classes are conducive to gains in student

achievement probably derives from the conviction that smaller classes enhance

the student's opportunity for individual attention. Research designed to

understand the relationship between class size and achievement is not conclusive

(Farrell & Scheifelbein, 1974; Rutter & Madge, 1976). A review of the existing

research on the topic led Ryan and Greenfield (1975) to conclude that, in general,

there was no evidence to indicate a relationship between class size and student

achievement. This finding is in accord with that of Marklund (1967) whose earlier

summary of the pertinent research led him to conclude the absence of a

relationship between class size and achievement. Similar conclusions based on

data drawn from the less industrialized world were reported by Thorndike (1973)

and Comber and Keeves (1973).

On the other hand, the meta-analysis of Glass and Smith (1979) suggested

that there were advantages to be derived from small classes particularly at the

elementary level. Their finding is in line with the earlier claim of Spady (1976).

It is necessary, however, to point out that the claim of Glass and Smith is based

on very small and unusually large classes, involving fewer than 15 and more

than 35 students. Furthermore, the rarity of these extreme class sizes suggests

there may have been other abnormalities in their sample.








When, however, the data from the less developed world are examined, the

suggestion that the stage of economic development at which a country finds itself

may have a bearing on how the effect of school level factors on achievement is

manifested, seems credible. For Puerto Rico (Carnoy, 1971) Malaysia (Beebout,

1972) and Zaire (formerly The Congo) (Youdi, 1971) class size is a significant

factor. The data on these countries, indicate that the larger classes under

investigation were in excess of 35. The findings based on Chile (Farrell &

Schiefelbein, 1974; Thorndike, 1973) and Thailand (Comber & Keeves, 1973) are

more in line with those of Ryan and Greenfield. For example, the findings of

Farrell and Schiefelbein (1974) which indicate the tendency for achievement to

improve with increase in class size, prompted them to declare,

Whatever else may be discovered in future, it is clear that the
traditional idea that an increase in class size will necessarily
produce lower levels of academic productivity in students is simply
not correct (p. 27).

It is possible that at the time of the relevant research, Chile and Thailand were

at a different point on the developmental continuum from Puerto Rico, Malaysia

and Zaire.

Although the evidence on the class size question is somewhat conflicting,

the generalization that the size of class is important, if at all, at the extremes, is

reasonable. General financial conditions in The Bahamas make it impractical to

expect classes smaller than 15 in urban centres. It would be equally unusual in

these times to encounter on a regular basis classes much in excess of 35."In 1980,

for example, public senior high schools were organized into 155 classes each

having between 11 and 40 students. Twenty-five of these classes contained 11-20

students, 75 had 21-30 students and 50 had 31-40 students. While a very few

classes in rural areas contained fewer than 11 students, no classes contained

more than 40 students (Education Statistics, 1980). It seems unlikely then that

this variable is a worthwhile one to pursue. Information on this question has

been used only for descriptive purposes.









Quality

Researchers seem agreed that individual teachers do influence student

achievement. Just what it is about the teacher--style, personality, technical

repertoire, cognitive competency--that positively influences academic performance

has been the subject of a growing body of research on teacher effectiveness

(Bennet, 1976, Carnoy, 1971; Doyle, 1978; Gage, 1978; Guthrie, 1970 Heyneman

& Loxley, 1983, Levin, 1970, Shavelson & Dempsey, 1976).

Evidence that a teacher's verbal ability and academic competence may be

of significance (Coleman, 1982; Hanushek, 1970; Heyneman, 1976; Saha, 1983;

Spady, 1976) is fairly substantial. Younger children, for example, have been

found to be sensitive to the verbal ability of the teacher (Coleman, 1966;

Summers and Wolfe, 1975). Heyneman (1976) in his Ugandan study came to a

similar conclusion. He found the intellectual and verbal facility of teachers to be

among the most promising predictors related to academic achievement among

primary school children.

Academic competence determined by academic background and quality of

the university attended by the teacher, seems to be of some consequence to

secondary school children (Coleman, 1982; Summers & Wolfe, 1975; Winkler,

1975).

Level of training as a factor of teacher quality has also been related to

achievement. Spady (1976), for example, drawing on Goodman's data collected in

1959, noted that, "the strongest school resource associated with mean seventh

graders' composite achievement score was the percentage of teachers in the

district with over 5 years training (p. 197). However, level of training may well

be a proxy for academic competence, that is the most competent gain access to the

most training.

Experience has been shown to be related to school achievement. Purves








and Levine (1975) while not dismissing its importance suggested that the

influence of experience on achievement peaks after the initial few years. That is

to say, beginning teachers are less effective than experienced teachers, but a

plateau of competence is soon reached. Bridge et al.(1979), Edmonds (1979),

Murnane (1981) Summers and Wolfe (1975) express a similar view. They suggest

that teacher experience beyond five years has little implication for achievement.

For this reason they hold that the first five years of teaching experience may be a

critical time for developing worthwhile instructional skills in beginning teachers.

Within the context of the less industrialized world, where the variability

may be greater, the effect of teacher quality may be more significant and more

manifest than in developed countries. There is some justification for this

speculation in the work of Saha (1983) whose examination of research on teacher

effects on achievement from the less industrialized world led him to conclude that

"the better trained and more experienced teachers produce higher academic

achievement in students" (p. 76). On the other hand, Farrell and Scheifelbein

(1974) found that overall, level of training did not significantly affect

achievement among their Chilean sample. Further analysis, however, revealed

that level of training may be of more importance for teachers of a lower class

background. There was a considerable difference in scores between those children

whose lower class teachers had a degree in pedagogy and those whose teachers

had either teacher training or an academic degree.

However, teacher effect is itself very difficult to disentangle. One reason

why this is so is that the effect of one teacher on a class of students is not

uniform. Moreover, over the course of students' schooling, they encounter a

variety of tee others, some affecting some of them positively, some affecting a

different few positively, many having average (and slight) influence. As schools

are also likely to have a mixture of good, bad, and mediocre teachers, differences

among individual teachers that account for student learning tend to be washed

out at the school level.








The problem which The Bahamas experiences in maintaining a full

complement of certified teachers is an abiding one. Many of the local teachers who

are currently in the system began as monitors and were later given an

opportunity to improve their academic and professional competence. These efforts

to improve academic and professional competence have paid off--there remain in

the system very few teachers who hold neither a teachers' certificate nor an

academic degree. However, with the proliferation of American offshore

institutions involved in the preparation of teachers, it is possible that the

qualification of teachers to teach the GCE curriculum has not been greatly

enhanced. On this ground, investigation into the question of teacher

qualification is encouraged.

Moreover, the process of improvement has made teachers more aware of

their marketability in the private sector. The movement of teachers to law,

insurance brokering and sales, banking and other parts of the economy, has

further aggravated the problem of maintaining a full complement of certified

local teachers (Stubbs & Young, 1984). Not infrequently, the exodus involves the

more able persons. It is not unusual therefore to find instructors responsible for

subjects for which they have had minimal or no preparation.4 The question of

experience and preparation may therefore be of consequence.

One further effect of the reluctance of local citizens to consider teaching is

that it is necessary to continue the reliance on teachers recruited from outside the

country. Thus a not insignificant percentage of the teaching force in the senior

secondary schools is expatriate. In 1980, for example, there were 248 teachers in

senior secondary schools in New Providence of whom 142 were expatriate






4Personal experience as a supervisor of teacher trainees afforded the opportunity to observe
this situation.









(Education Statistics, 1980).5 Whether this particular characteristic enhances or

inhibits the creation of a healthy academic climate is worthy of investigation. One

possibility is that, depending on the origin of the teacher, he or she may or may

not have been exposed to GCE and a lack of familiarity may cause ignorance of

the level of preparation required of the students with the result that student

performance is somewhat weakened. Another possibility is that expatriates from

industrialized countries may bring with them higher (or lower) expectations of

student achievement. Alternatively, some Bahamian students, perceiving

expatriate teachers to be colonial mercenaries, may suspect their intentions and

resist their genuine interest.

This study examines teacher quality from the perspective of experience,

citizenship, and preparation (the congruence between academic preparation and

teaching subject, and academic and professional qualification). These indicators

of teacher quality are viewed as macro level, as distinct from micro level,

indicators (as for example the nature of the teacher's instruction). No attempt is

being made here to discredit this important aspect of teacher quality. Rather this

focus on macro level indicators results from the macro level orientation of the

study, from its concern with the school rather than the classroom.

Use of Instructional Time
Engaged Time

Discussions about the importance of time for achievement often proceed

from a distinction between allocated time and "engaged time" or "time on task",

since it does not necessarily follow that the time actually set aside

administratively (allocated time) for the learning of a task is so utilized

(academically engaged time). This point was forcefully emphasized by Hiatt


5The discrepancy between local and foreign teachers is even greater in the independent
school system. This discrepant situation is partly sustained by the differential in salary which
obtains between the public and independent school teacher. The differential favours the public
school teacher; as a result fewer Bahamian teachers are to be found in the independent schools
particularly at the high school level.








(1979) who discovered that primary teachers in her study utilized only 20 percent

of their morning class-time in actual instruction. Yet, it is precisely this engaged

time which may be critical to achievement (Bennett, 1976), particularly among

dependent learners (Harnischfeger & Wiley, 1976). Bloom (1976) through the

concept of mastery learning has shown the positive effects on achievement which

accrue when learners are given the necessary and sufficient time to master a new

skill or concept. Implicitly, he demonstrated the significance of engaged time.

Even more important to achievement, Berliner (1979) suggests, is "academic

learning time"--the time students spend actually working on academic content as

opposed to the time expended in attending to the learning task.
Allocated Time

Despite the perceived potency of time on task, much of the research to date

has investigated the influence of allocated time on achievement. One reason for

looking at allocated time is that while the exploration of the relationship between

time on task and academically engaged time and achievement may have more

explanatory power it seems likely that time on task and academically engaged

time are more under the control of the individual teacher, and allocated time

more under the control of the administrator. It is more easily susceptible to

manipulation by authorities. There is evidence to suggest the existence of a

relationship between allocated time and achievement--at least in some subjects.

Holmes and Wolfe (1979), for example, found a positive relationship between

allocated time in French, mathematics and geography and achievement at the

intermediate level in certain Ontario schools. These researchers found no

relationship between allocated time and achievement in science, English and

history. This would seem to suggest that the nature of the subject has a bearing

on how the effects of time are manifested: subjects which are less sensitive to the

influence of the environment outside the school seem to be the ones to which

allocated time makes a difference. Thus, Holmes and Wolfe (1979) suggest that








areas most likely to be affected by allocation of time may be second languages,

mathematics and the teaching of novel skills or ideas. Walker's findings (1976)

are consistent with that hypothesis,

While the difference in amount of instruction, as measured by the
number of years of study, or the number of minutes per week,
contribute only a little to the variation of scores in Reading
Comprehension, Literature, or Science among the 14-year-olds, they
were of great importance for Science in the pre-university
population and for English and French as Foreign Languages. (p.
231)

Karweit's (1976, 1985) investigation of the relationship between

instructional time and academic achievement points to the inconclusive nature of

evidence in this area as well as the need for further investigation. Her attempt to

replicate the work done by Wiley and Harnischfeger in Detroit and her analysis of

the McDill et al. data, led her to conclude the absence of a simple relationship

between time (defined as attendance, length of the school year and length of the

school day) and achievement. Her findings were contrary to those of Wiley (1976)

but not necessarily inconsistent with other studies that looked at time allocation

to subjects as distinct from time in school.

Instructional time, however, is not one of the factors investigated in this

study. Allocated time is ignored because this study is concerned with overall

achievement not with achievement in mathematics as compared with English.

Time on task and academically engaged time are not pursued because they are

more closely related to the micro rather than the macro level of the school.

Organization for Instruction
Whole Class and Intra-Group Teaching

It is sometimes thought that the manner in which a school is organized for

instruction affects academic achievement: whether within classes the children are

taught as a whole class, in homogeneous or heterogeneous groups, or as

individuals and whether the classes are streamed or unstreamed. It is possible to

produce reasonable arguments in support of any one of these arrangements.








Research on whole class versus intra-class group teaching appears to have

had a slow start. Acknowledging the paucity of meaningful research on the topic

of within class organization, Yates (1971) suggested that intra-class grouping

produces somewhat higher levels of achievement than whole class teaching. Most

modern research, however, refutes Yates' claim and suggests that whole class

teaching is more successful than intra-group teaching (Gage, 1978; Purkey &

Smith, 1983). In his examination of the data relevant to this question, Holmes

(1982) noted the inadequacies of whole class teaching in a heterogenous setting.

In particular, he drew attention to the difficulties associated with accommodating

several levels of ability efficiently and fairly. Yet, he maintains, in the interest of

fairness, it is generally to be preferred to individualized instruction since,

theoretically, it assures each child a larger and more equal quantity of attention.

Slavin (1987), using a best evidence synthesis approach, reviewed the

research on the effect of between- and within-class ability grouping on the

achievement of elementary school children. The evidence, he suggests, does not

support class assignment on the basis of ability. On the other hand, student

achievement improves when students are grouped across grades for selected

subjects (as for example reading) according to ability. Within-class ability

grouping in mathematics was also found to be instructionally effective.

Experience gathered in the field by the researcher as a supervisor of

teacher trainees suggests that there may not be much variation in the approach

to teaching in The Bahamian secondary school--most teaching involves whole

class teaching with within-class grouping in particular subjects. Thus this

variable was not investigated.
Streaming

One of the major arguments advanced in favour of streaming is that the

capacity of the teacher to deal efficiently and fairly with a variety of levels of

ability within one group is limited and the tendency is to teach to the average








child. As a consequence, the needs of the less and more able child are ignored, or

at least not given equal attention. In fairness to the child and the teacher, it

would be more efficient and effective to so organize for instruction that the need

for the teacher to stretch his or her human capacities unnecessarily is minimized.

Evidence suggests, however, that whilst streaming may be less taxing on the

teacher and advantageous to the brighter students, it does little to advance the

cause of the weaker and the average students (Jackson, 1964; Yates, 1971).

Similar claims were made by Barker-Lunn (1970) who, under contract to the

National Foundation of Educational Research (NFER), compared 36 streamed

with 36 non-streamed schools. Although the above average fared equally well in

both settings, the below average in the non-streamed schools developed more

positive attitudes towards work than did their equals in the streamed schools.

Jackson (1964) is sceptical about streaming for yet another reason. His

exploration of the effects of streaming on British primary school children led him

to conclude that it works as a distributive mechanism, allocating children to their

future stations and callings. Moreover, it prohibits the development of the

potential inherent in many of the children. In a similar vein, Hargreaves (1967)

decried the role of streaming in accommodating the self-fulfilling prophecy. Since

children tend to internalize and display the characteristics and behaviours

associated with their labels they ultimately fulfil the expectations associated with

their streams. Thus "c" stream children produce consistent with the expectations

of "c" streams. This theme of instruction reflecting parental demands has been

explored elsewhere by researchers writing from a Marxist perspective, notably

Sharp and Green (1975) and Willis (1977).

The American experience with streaming is similarly discouraging.

Goldberg (1966) carried out an experiment in 45 New York elementary schools in

which she regrouped the classes in order to have one set of streamed classes and

another of unstreamed classes. She found little difference between the levels of









achievement of pupils in the two groups. Bridge, Judd and Moock (1979)

reviewed the research on streaming. Some of the studies indicated no

relationship whilst others indicated a negative relationship.

Research seems conclusive in its claim that no overall educational

advantage is to be gained by streaming. However, most of the studies cited above

were carried out in primary schools and it does not necessarily follow that the

findings may be extrapolated to the senior levels of secondary schools. On this

ground at least, further research is warranted. Further, Goldberg's and similar

claims must be treated with caution for two reasons. Not only did her sample

consist of primary schools but she compared two sets of regrouped schools and it

is not clear what measure she took to ensure equality between the groups.

Presumably also all streams followed the same curriculum; yet one purpose of

streaming is presumably to permit differentiated curricula.

The question of whether or not it is more educationally beneficial at the

secondary level to have non-streamed schools, is not pursued in this study.

Because it would be useful to know whether the more effective schools are more or

less likely to be streamed, general information on streaming which will be used as

part of the general background data on schools, was elicited.6

School Social Climate

Organizational Climate Organizational climate, the network of formal

and informal relations within the school, may be conceived of as including

1. the goals and aims of the school;

2. methods of discipline and student conduct;

3. communication between faculty and administration, and students
and faculty;




6Such information would be of utility in justifying further investigation into the question of
streaming.








4. the principal's style and decision making procedures;

Halpin (1966), who operationalized organizational climate as social climate

among teachers and principals, was one of the first persons to suggest the

existence of a relationship between organizational climate and school

achievement. Arguing that it comprises a variety of teachers' and principals'

behaviours, he held its most critical component to be esprit (morale). According to

this view, schools in which esprit was high were likely to be more productive than

those in which a similar condition did not prevail. High esprit, he argued,

occurred where principals were high in both direction and consideration. Quite

apart from the fact that this claim could not be verified empirically, this view of

organizational climate as advanced by Halpin was challenged for its narrowness--

it failed to take into account the contribution of the student population to

organizational climate.

The current view of organizational climate as "the formal and informal

norms, values and associated behaviour related to the administration of the

school" (Holmes, 1985, p. 3710) is an attempt to address this deficiency. Such a

view is useful because it brings into focus that part of the school's social climate

which is open to the influence of the administrator.

For Ramsay et al. (1983) and other researchers using ethnographic

techniques, not only is organizational climate related to educational productivity,

it is also a factor which distinguishes 'unsuccessful' from 'successful' schools. It

can be inferred from their discussions that successful schools had organizational

climates which encouraged and supported acceptable work habits among all

constituents. The acceptance of this situation on the part of constituents was

manifested in high level of esprit and cohesion. They pointed out that successful

schools had,

an organizational style in which a common purpose was articulated,
communication patterns were two way and meaningful, and where








power, especially in decision-making, was shared by staff, parents
and pupils. (p. 297)

Evidence that this multidimensional construct is correlated with achievement and

is characteristic of effective schools (Ramsay et al., 1983; Leithwood &

Montgomery, 1986) is persuasive. This multidimensional construct is therefore

investigated. Some of the data collected are, however, used in the detailed

descriptions of the case studies rather than in the empirical surveys of all schools.

Academic Climate The influence of academic climate, when academic

climate is taken to mean the extent to which academic values are supported by

students and professional staff, on the educational productivity of students as a

factor of relevance to the work of the school was introduced from as early as 1955

(Holmes, 1985). It was not until the sixties, however, that McDill, Meyers, and

Rigsby (1967) undertook to analyse its effects on educational productivity. The

sample of twenty public coeducational high schools which varied in academic

performance and demographic and social characteristics was drawn from seven

regions in the United States. McDill et al. (1967) found these features to be

characteristic of a positive academic climate:

1. high academic expectations on the part of students and teachers;

2. genuine support for academic excellence by teachers and students;

3. concern for the academic welfare of each other among students;

4. continuous monitoring of pupils progress;

5. regular assignment and routine checking of homework;

6. regular rewards for exemplary and desired behaviour;

7. well articulated and clearly communicated disciplinary code.7

In summary a positive climate may be described as, "environments in which

intellectualism, achievement and competition are stressed by faculty and students


7These researchers do not seem to draw a distinction between organizational and academic
climates.








are conducive to higher achievement on the part of individual students" (p. 181).

Their contention that the academic climate of the school does make a difference to

the educational productivity of students has since been reaffirmed by Rutter et al.

(1979) in their classic British study. They found that achievement improved when

expectations were clear, positive reinforcement was given frequently, and the

teacher felt responsible for student achievement. Other British findings in this

direction are those of Ainsworth and Batter (1974) who had earlier found effective

schools to place great emphasis on examinations and homework and to have

better qualified staff.

Further American support for these claims is to be found in the work of

Brookover and Lezotte (1979). On the basis of changes in test scores, these

researchers selected six improving and six deteriorating elementary schools to

investigate the effect of academic climate. They noted that a shift in academic

climate coincided with a shift in the productivity of the school. They also found

that some deteriorating schools were schools where a good relationship obtained

between the administration and teachers. Some improving schools were more

likely to exhibit a degree of tension between staff and administration because the

administration was making demands. Moreover, teachers in the improving

schools were teaching to the task and expressed concern about standards in basic

skills. Canadian endorsement for the potency of academic climate is to be found in

the work of Holmes (1971), whose study of junior high schools in New Brunswick

suggested that the academic expectations of teachers and pupils are positively

related to student achievement.

Notwithstanding the abundance of support for claims that a relationship

exists beti.een academic climate and achievement, further investigation is

warranted on the grounds that there are gaps in this research. The gaps lie in its

applicability to practice. How does one create, sustain or change an academic

climate? How is climate mediated? While this study is not designed to address all








of these issues directly, an awareness of them will temper the focus which will

guide this part of the investigation. The empirical investigation on this factor

will indicate the ways in which academic climate is operationalized within the

school. In coming to some conclusion about academic climate the following

variables are examined:

1. student expectations of self and others;

2. teacher expectation of students;

3. student attitude towards achievement of self and others;

4. teachers' assessment of students' aptitude and diligence;

5. status of homework;

6. importance of academic achievement to students, teachers and
principals.


Field Research

One of the major criticisms of the input-output (production function)

approach to understanding the relationship between school level factors and

achievement is that in focussing on the relationship between input and output it

ignores the processes which lie between the inputs (school factors) and the

educational outcome (achievement)--the stuff of which schooling is made (Rowan,

Bossert, & Dwyer, 1983). The approach which utilizes field techniques in the

collection of data could be seen as an effort to address this deficiency. It attempts

to get inside the black box of school and unpack its contents. Characteristically,

it strives to witness and document life as it unfolds in schools. These studies deal

with school as a unit and, "view schooling as a complex and dynamic activity

within a concrete and historically changing situation. Such studies appeal

directly to the common sense and the daily experience of working educators"

(Mackenzie, 1983, p. 17). Some of the studies done in this tradition have

proceeded by making an initial distinction between "successful" and








"unsuccessful" schools. Employing the field research techniques of interview and

observation, they have carried out research in one (Lightfoot, 1983) or both

(Brookover & Lezotte, 1979; Ramsay et al., 1983) types of schools.

Studies, like the ones undertaken by Wynne (1980) and Rutter et al.

(1979), made no prior distinction. Wynne's students engaged in field research

using the technique of observation, in a variety of Chicago secondary and

elementary schools. Reflecting an a priori belief on the one hand, that a

relationship exists between a school's method of discipline and character

development of students, and on the other hand an implicit interest in citizenship

education, he categorized the behaviour of students described in the recorders'

reports according to his conception of what constitutes good behaviour. He

concluded that firm, fair, universalistic public systems of order encourage in

children the development of responsible behaviour which extends outside the

school and is translated into responsible and decent citizenship.

Some studies, which sorted the schools before the field research was begun,

used a measure of academic achievement and/or behaviour to separate the

schools. Ramsay (1983), for example, looked at schools in a single geographical

area in southern Auckland, New Zealand and used "pupil performance on

standardized test results in the national school certificate examination and rates

of vandalism" (p. 275) to sort the schools. Their findings indicate that

'successful' schools in Auckland display characteristics similar to those of effective

schools in the U.S.A. In particular they found that "good organization and

leadership are essential components in the operation of a 'successful' school" (p.

299).

Lightfoot (1983), on the other hand, used a journalistic, pseudo-case-study

approach to examine the characteristics of six high schools which were perceived

by the public as being exceptional. These allegedly outstanding schools had

populations drawn from a variety of ethnic and social backgrounds. According to









the researcher, there were noticeable differences among the schools. Much more

important, however, were the characteristics they held in common--the

importance and visibility of the principal, the safe and ordered environment and

cohesiveness and the clarity of purpose which defined the entire community. It is

not clear, however, that her schools are in fact effective, that is, that they achieve

good outcomes in relation to the input.

Among the studies which have combined survey and field methods of

research are the Ramsay study conducted among New Zealand schools and the

now classic study carried out by Rutter (1979) and his colleagues. Rutter's

longitudinal study in its final analysis focused on 12 secondary schools in a

multi-ethnic socially homogeneous area of London. His finding that the best

schools obtained better results with the lowest social class of students than did

the worst schools with the highest social class of students loses some of its

potency because of the relative homogeneity of the community served. Rutter has

also been faulted for the inadequate use he made of data derived from the case

studies. As Ramsay and his colleagues (1983) put it, "the daily dynamic,

tensions, conflict and changes which typify most schools do not come through

clearly (p. 299)".

The slight variations in method among the studies cited above, are not

reflected in conflicting claims made about the qualities separating schools. In one

way or another, they all highlight the importance of school climate--academic and

organizational--as being of particular significance in setting schools apart.

Field-based studies of the nature outlined above, yielded data which were

rich in their descriptions and comprehensive in their reporting and had the

capacity to convey graphically what was actually taking place inside the schools.

Yet, studies of this type are often subject to the criticism that they fail to

document the differences they claim to be characteristic of students in effective

schools. This criticism, however, may not be applied to Ramsay et al. (1983),









whose work is of particular interest not only because of the site on which it was

carried out but also because of the approach assumed. Ramsay and his

colleagues, matched schools in pairs according to class and ethnicity. Then using,

The outcomes on pupil performance on a series of standardized tests
developed by the New Zealand Council for Educational Research and
results in the National School Certificate Education, rates of
vandalism as reported to Auckland Education Board, levels of
truancy noted by the schools themselves (p. 275)

they differentiated the schools into "successful" and "unsuccessful" groups. They

then carried out observational research in the schools. These aspects of the

procedure used by Ramsay et al. (1983) informed to some degree the approach

taken in this study.


Understanding School Performance

The Production Function Approach

Investigations of school effectiveness have usually employed the production

function approach to understand student performance and account for the

differences in achievement among schools. The production function approach

utilizes statistical methods to examine the relationships among variables or to

examine the variation between groups on relevant variables. It advances a view

of schooling as an event in which the amount of learning produced (output) is

commensurate with the amount of resources expended (inputs).8

The Case Study Approach

Studies which employ field techniques of observation and interview in the

process of data collection sometimes use a case study approach to examine and

understand institutions. Such studies represent an attempt to address the

shortcomings of survey methods of data collection and the input-output approach




8See Alexander & Simmons (1975) for a fuller discussion of this model, The Determinants
of School Achievement in Develoning Countries: The Educational Production Function








as a model of the schooling process. Lightfoot's (1983) study of allegedly

exceptional high schools in the U.S.A. is an example of this type of research. The

utility of field research techniques and case study analysis, however, has often

been challenged on grounds that researchers who rely upon them often fail to

document the changes which they claim to have occurred in their subjects. Thus

the reader is limited to what the researcher chooses, deliberately or not, to

observe.


Investigating School Effectiveness in The Bahamas: The

Approach of the Study

This study examines the question of educational achievement in The

Commonwealth of The Bahamas. The data collected derive from three sets of

factors: background (inheritance and culture), schooling (intervening/input), and

outcome (measure of achievement).


Background Variables

Background variables include measured ability and socioeconomic status

assignation. Because of the relative incapacity of administrators to affect culture

and inheritance, these factors are used as controlling input variables.


School Factors

School factors, as described in the survey of the literature, include:

1. physical and material conditions of schools;

2. teacher characteristics;

3. methods of organization for instruction;

4. school social climate (including organizational and academic);

5. use of instructional time.

The particular aspects of these factors examined in this study are: physical








and material conditions of the school; teacher characteristics; school social

climate (organizational and academic). Physical and material conditions of

schools are measured according to student, teacher and principal assessment of

the repair and maintenance of the physical plant and availability of facilities and

material. Teacher characteristics are operationalized as citizenship, experience

and qualifications. Organizational climate is measured according to: the extent

to which teachers and the community are involved in the management of the

school (the decision-making style of the principal);9 conduct of students and

methods by which behaviour is controlled; rewards for exemplary behaviour and

outstanding performance; the prevalence of extracurricular activities; morale of

teachers and relations among the various constituent groups of the school.

Academic climate is articulated as: values; atmosphere; and expectations. Most

aspects of organizational and academic climate are assessed by students,

teachers, and the principal.

Additionally, information on the organization of school as well as the

characteristics of the principal (qualification, experience and stability) is used for

descriptive purposes in developing profiles of the schools investigated.


Outcome Factors

GCE results are used as the measure of output. BJC results are not used

because they are written at the end of junior secondary schooling and are less

immediately related to occupational futures.










9This element of principal behaviour is measured because it appears to be one of the most
important dimensions of principal behaviour, not the least because it is pervasive in general
principal activity (Leithwood & Montgomery, 1986).









Methods of Data Collection and Analysis

Earlier it was implied that certain aspects of schooling, particularly

human action and intention, cannot be fully examined within the context of

instruments customarily used in survey research. For example, the manner by

which the principal relates to and interacts with teachers and students is an

aspect of the social climate which must be observed if its essence is to be

captured. More generally, observers sometimes get a "feel" of a school from

personal involvement. The study undertaken here, therefore, uses both survey

and field techniques in the collection of data. More specifically, the approach

taken is to first predict output (achievement) by school on the basis of background

factors (socioeconomic status and measured ability), and second compare actual

output with predicted output to develop a measure of school effectiveness. The

relationship between the various school factors and the schools' effectiveness is

then measured. Finally, the most promising school factors are placed in a

multiple regression equation to achieve a conservative estimate of the relative

contribution of each school factor to effectiveness. Data derived from the field

research are used to validate the data gathered through the survey investigation.

In addition, detailed descriptions of observed schools are used to provide a vivid

picture of what is happening in a sub-sample of schools. Unusual events often

explain much of what is happening; but they are lost in questionnaires which by

their nature are limited to the usual.


Summary

This study represents an investigation into the process of schooling in The

Commonwealth of The Bahamas. Apart from the fact that the country is not

easily classified, this island nation exhibits several characteristics which may

influence the effect of schooling. Its physical geography, the structure of its

educational system and economy and its pattern of development are all so





42


idiosyncratic that the pressures they exert on the schools may affect educational

achievement in unexpected ways. The first two chapters have examined the

problem of school effectiveness and its investigation in the research, all with

particular reference to The Bahamas. The next chapter focuses on the research

problem itself and reviews the importance of the investigation.














Chapter 3

Schooling in The Bahamas: The Research Problem


The Importance of School Effectiveness

A perennial concern of educational policymakers in all parts of the world

for most of this present century has been the enhancement of scholastic

achievement particularly among groups for whom the attainment of an adequate

standard of living appeared a constant struggle. This importance which attaches

to educational achievement derives from the relationship which is perceived to

exist between educational achievement and social and economic success: entry

into the middle class, an enhanced social status and higher standard of living are

seen as consequences of educational achievement.10 It is not surprising therefore,

that this matter of improved educational achievement has generated a great deal

of activity among educational researchers.

Investigations into the question have shown educational achievement to be

influenced by culture (SES), inheritance (SES and measured ability), and

schooling.11 For educational policy makers, this demonstration of the correlation

between culture and inheritance and achievement poses an almost irreconcilable

problem, not the least because the extent to which schools can manipulate

measured intelligence and social class is extremely limited. School factors, on the



10Marxists will likely argue that there is a contradiction here--we can all be educated, but
in a capitalist society we cannot all be middle class. However, the same relationships are found in
Marxist societies.

"Marxists do not see this separation. For them the struggle is political and the political
cannot be separated from the educational (see Bowles & Gintis, 1976; Sharp & Green, 1975).









other hand, are under the influence of administrators;12 they may be altered by

them. Thus the way in which these factors may be manipulated to enhance

educational achievement is of extreme importance to policy makers. As a

consequence, most current research focuses on discovering school level factors

which bear on achievement, measured in terms of success on cognitive outcomes.


Manipulable School Factors

The search for school factors which influence achievement has thrown into

relief a number of components some of which include:

1. physical and material conditions of schools;

2. teachers' characteristics;

3. school social climate (academic and organizational);

4. use of instructional time.

Not all of these elements, however, have been demonstrated to be

unambiguously related to achievement but they are among the factors which are

most amenable to administrative behaviour.

The findings based on research carried out in the more industrialized world

are characterized by inconsistency and in general the absence of many strong

relationships. At least two interpretations have been assigned to them. First, it

is sometimes concluded that schooling is irrelevant to educational outcomes; that

schools do not matter. Such a conclusion, however, misses the critical point by

conflating the gross effects of schooling with its differential effects. The more

plausible conclusion is that there is very little real difference among schools in

technologically advanced societies; that schools in this context are more or less

uniform. This in turn implies that there are limits to the extent schools can be

expected to improve in wealthy communities within the developed world.

12In The Bahamas administrators who are able to affect school factors include principals
and directors of education.








Notwithstanding the fact that a number of the variables found to be the

most promising in developed countries--organizational climate, allocation of time,

academic climate--have not been operationalized and tested in the developing

world, this latter conclusion contrasts with the evidence coming out of developing

countries where researchers have underlined the importance of school factors as

opposed to preschool factors, to academic achievement (Farrell & Schiefelbein,

1976; Heyneman, 1976). Thus while the effect of physical facilities and

availability of material resources in developed countries may no longer be

noticeable, they are among the most meaningful factors in developing countries

(Fuller, 1987).

The effect of level of training and experience of teachers is manifested

differently depending on the context within which the research was conducted.


The Context of The Study

This study represents an investigation into the process of schooling in the

Commonwealth of The Bahamas. Apart from the fact that the country does not

fit easily into the classifications used to describe level of development as either

more industrialized or less industrialized, this small nation exhibits several other

characteristics which may influence differently, the effect of schooling. Its

physical geography, the structure of its educational system and economy, and its

pattern of development are all so peculiar that the pressures they exert on the

school may affect educational achievement in unexpected ways.


Geography

The Commonwealth of The Bahamas is an archipelago covering

approximately 5,380 square miles. It extends almost 760 miles into the Atlantic

ocean from within less than 50 miles from the coast of Florida, to approximately

60 miles from the coast of Haiti, and is sheltered along its southern shores almost








entirely by the northern shores of Cuba. The roughly twenty inhabited islands

themselves have different characteristics which may have their own influence on

effective education, and which may enhance or mitigate other factors.


Population Distribution

The capital city of the country--Nassau--is located on the island of New

Providence. Latest statistical reports set the population of this tiny island nation

at less than a quarter of a million persons, roughly 65% of whom reside in New

Providence and 16% of whom reside in and around the second largest urban

centre, Freeport, on Grand Bahama island. The remaining 20% of the population

is unevenly distributed among the other islands commonly referred to as Family

Islands, where population sizes range from 8,400 to 33 persons (Distance

Education Report, 1986). One consequence of this maldistribution is that, whilst

the country as a totality is underpopulated, the major urban centre suffers from

over-population. Because development tends to be concentrated in the urban

areas, the less populated areas suffer from comparative under-development,

particularly in terms of the availability of social and educational services.


The Educational System

Organization The British presence in The Bahamas resulted from the

process of colonization. It is this legacy of British imperialism which influenced

the development of the social and political systems, and more importantly for this

study, the character of the educational system. As a consequence the country has

a well developed (structurally) educational system which resembles a pre-1970

English system. Since the passage of the 1908 Education Act, education has been

free and compulsory for children between the ages of five and fourteen. Today,

primary and secondary education remain free and compulsory but the

reorganization of the system in 1975 along more comprehensive lines makes it

impossible for pupils educated in the public schools to complete their secondary









education before their seventeenth birthdays (those who are educated in the

private system finish at 16 because private schools generally do not have a sixth

year of secondary schooling).

Teachers The nature of the private sector of the economy compared with

that of the public sector is such that it is better able to bid for and attract local

skilled labour. In its present position, the government is unable to compete with

the private sector in terms of salaries and benefits with the result that it is very

difficult to maintain a full complement of qualified local teachers at the

secondary level. Thus an appreciable number of teachers for the secondary school

system (both private and public) are recruited from abroad--particularly from

other parts of the British Commonwealth.

W The Independent (Private) School System One other characteristic of the

educational system in The Bahamas which may be of consequence is the existence

of a firmly entrenched private (independent) school system. Although a majority

of these private schools have been established and are administered by local

churches, they are not typically "religious schools" in the sense that their major

task is to promote religious dogma. The private school system which receives a

head grant (based on enrolment at the secondary level) from the public treasury,

provides an alternative route for approximately 23% of the school-going

population. Both systems exist relatively free of open tension. In the perspective

of the public, however, private schools are better than public ones because they

get better results. And in absolute terms there is evidence to support this claim.

Certainly proportionately more of the private school students achieve GCE and

BJC passes than students in the public schools (see Figure 1-1).

But to talk about success in absolute terms is misleading, for it fails to

take into account the possibility that private schools have the "better students";

that they start out in an advantaged position. The question which needs asking

then is, "Do private schools get better results because the population which they








service is more advantaged in terms of the preschool elements of inheritance

(ability) and culture (social class) or, are the results better because of the

education offered"? In other words, does the difference derive from the quality of

the population or the quality of the school? This study takes into account both of

these questions.13

All of these characteristics exert considerable pressure on the provision of

secondary education. On the one hand, government's commitment to equality of

educational opportunity insists that schools be accessible to the population. On

the other hand, the distribution of the population throughout the country is such

as to make the provision of neighborhood high schools in rural areas economically

prohibitive.14


The Problem Stated

These varied characteristics of The Bahamas make it difficult in advance

of or apart from investigations, to determine the extent to which findings of the

effective school research apply. Consequently to gain insight into the role of the

school in educational achievement this study examines the relationship between

selected school level factors and educational achievement among secondary

schools in The Commonwealth of The Bahamas. The study essentially examines

the extent to which effective school findings based on the developed English

speaking world can be extrapolated to a very different set of conditions. The

effective school correlates describe a culture of schooling that is based on valuing

intellectual development. It is not clear how applicable such an ideology is to The




13Coleman and Hoffer (1987) claim that private schools are more effective (taking into
account their clientele) than public schools in the U.S.A. Their analysis examines Catholic schools,
other private schools and public schools operated in different ways.

14In response to population dispersal and the need to make secondary schools more
accessible, on Family Islands high schools have been established in central locations making it
necessary for students to travel some distance from both ends of the particular island. As
attendance is compulsory, the government assumes responsibility for their transportation.








Bahamas. More particularly it attempts to determine whether or not there are

differences in school factors related to academic achievement which cannot be

explained by the family backgrounds from which a school's population originates.

It is therefore directed towards addressing the following questions:

1. Are the physical facilities (material conditions) in more effective
schools different from those in less effective schools? Are
laboratories present? Are there differences in the upkeep of the
buildings?

2. Are there significant differences between teachers in more effective
schools and in less effective schools in terms of citizenship,
qualifications, experience, and expectations of students?

3. Are there differences between principals in effective schools and less
effective schools?

4. Are the students in more effective schools different from those in
less successful schools in terms of ability, SES, expectations, values,
and attitudes towards learning?

5. Are there differences in programming between more effective schools
and less effective ones? Is there a core programme? How much time
is allocated to each subject? What is the status of homework?

6. How are schools administered? Are there frequent rewards to
students for exemplary work and desired behaviour? Are teachers
consulted? Is there a purposeful atmosphere? What are teachers'
and other pupils' expectations of students' academic behaviour? Is
homework regularly assigned? Is its completion monitored? What
do schools emphasize--control, academic achievement, sports, a
happy atmosphere? How do principals spend their time? What is
the relationship of the school to the community?

7. How is behaviour controlled? Is it controlled differently in effective
schools and in less effective schools? Is there a pastoral
(consideration of the individual and circumstance) or a
universalistic (application of public guidelines for contravention of
regulations) emphasis?






50


Summary

This study is concerned with discovering those factors which help to

explain the differences in achievement among secondary schools in The Bahamas.

Educational achievement, the North American literature indicates, is influenced

by culture, inheritance and schooling. Data collected therefore relate to these

three sets of variables. The next chapter outlines the methods by which the data

used to examine the research questions, were collected.














Chapter 4

Collecting the Data: Measuring Background Factors,
School Factors and School Achievement


Nature of the Data

The main concern of this study is with school effectiveness, with why one

school gets better academic results than another. In the last chapter, a series of
research questions were developed relating to school effectiveness in The

Bahamas. Effectiveness is viewed as the relationship between input (background

factors) and output (educational achievement). The interest of this investigation,

however, is in discovering to what extent achievement is sensitive to the school

experience. The data to be analysed in this study, therefore, relate to three sets
of variables:

1. Background variables consisting of measures of ability and social
class which are the best predictors of scholastic achievement but
over which the school has limited (if any) influence (Coleman, 1966;
Clark, Lotto & Astuto, 1984);

2. School variables including such factors as physical and material
conditions, teacher characteristics and academic climate over which
administrators have some control (Holmes, 1982; Murnane, 1981);
and

3. Achievement variables which are measures of academic
achievement of the schools' graduating classes.
This chapter describes the way in which the variables used in examining school
effectiveness were developed. As the variables were developed using data

collection methods of both survey and field research, the chapter is presented in

two parts. The first part focuses on the survey research while the second part
relates to the field research.















Part One: The Survey Research


The Study Population

The population studied in this research project consisted of 20

coeducational secondary schools which offer an academic programme. Twelve of

the schools studied are public and eight are private. Nine of the schools are

situated on the island of New Providence and four on the island of Grand

Bahama. The remaining seven schools are spread over five Family Islands

stretching from Abaco in the north to Exuma in the south. Thus some islands are

not represented.15

The schools range in size from an enrolment of 131 to an enrolment of

1,732. From this sample of schools, samples of students were drawn to develop

background and achievement variables and samples of teachers and students,

together with all principals, were used to develop school variables. In all cases,

the unit of analysis is the school.


Selecting Samples for Background Variables

Students constituted the subjects for the measurement of background

variables. From each of the twenty schools two groups of students--one from the

beginning GCE class (grade 10 or form 4) and one from the graduating GCE class

(grade 11, 12 or form 5)--were drawn to make up the student sample. These


15The exclusion of the other Bahamian islands from the study is not by design.
Questionnaires were dispatched through the education officer responsible for Family Island primary
schools, to every location in the Family Islands where there is a high school. Those islands which
are not included therefore represent situations where completed questionnaires were not received by
the researcher. There is no reason to believe that the large sample of schools surveyed differs
greatly from the overall population; at least the full range of schools is represented. Sixteen schools
are excluded, of which eight are rural public two are urban public, and six are private.








samples were randomly selected to include a minimum of 15 and a maximum of

25 students from each of the relevant years, where classes were sufficiently large.

Cases where the sample size falls slightly below the mark represent incidents

where completed questionnaires or tests were spoiled in some fashion, where for

example, information about background factors was not supplied or tests not

answered. Those schools where the sample size falls considerably below the target

are small schools where the class size itself failed to come up to 15. Such a

situation characterizes Sands Public and Baintown Public, two rural schools. In

these cases all members of the class were used.


Selecting The Samples for School Variables

School factors examined in this study were: physical and material

conditions of the school; academic climate; organizational climate; and teacher

characteristics. The data used in measuring these variables were derived by

means of three separate questionnaires (see Appendices A, C and E) administered

to the three relevant constituencies in each school: students, teachers and the

principal. The student questionnaire consisted of 20 items; the teacher

questionnaire included 16 items and the principal questionnaire was made up of

23 items. Table 4-1 provides an overview of the questionnaire items used in

measuring the variables.


The Student Sample

The student samples are made up of the same group of students used to

measure background variables. Randomly selected from the beginning GCE class

and the graduating GCE class the sample in most schools consists of a minimum

of 15 students from each of the pertinent classes.










Table 4-1: Variables Measured and Questionnaire Items
STUDENT TEACHER


Student Background
School Status
SES
Teacher Characteristics
Citizenship
Qualifications
Experience
Stability
Subject Qualification
Principal Characteristics
Qualifications
Teaching Experience
Admin Experience
Stability
School Organization
Academic Climate
Expectations
Value
Atmosphere
Organizational Climate
Decision Making
Extra-Curricular
Rewards
Student Conduct
Discipline
Physical Facilities
Repair
Supplies


5,6,7
8,11,12,13,14
9,10,15,18,19,20


PRINCIPAL


1
2
3
4
5,6,7,8,9,14


13
7,10,11,12


10,11,16


20,21,22,23








The Teacher Sample

In each school the teacher sample was made up of a minimum of 20% of all

teachers involved in the academic programmes. In all but two cases, (Christian

Academy and Temple Academy), each school sample includes at least one teacher

from each of the major subject areas.


The Principal Population

A questionnaire was completed by the principal in each of the twenty

schools (see Appendix E).


Selecting the Sample for Output Variables

In measuring variables related to achievement, information on GCE

performance for the years 1985 and 1986 was collected for each of the twenty

schools. The population to which the background and school data refer is

therefore a later intake than the population to which the GCE results refer. An

important question to consider then is whether the composition of the population

of one or more of the schools has changed during the period 1985-86 to

1986-1987. That such a phenomenon occurred, however, is unlikely, given the

method by which schools are populated. At the time these data were collected,

public secondary schools under the administration of the Ministry of Education

accepted enrolment from designated primary schools. The private schools have

clear identities developed by policy or tradition. It is likely, therefore, that the

composition of schools has remained relatively constant over the years.









Measuring the Variables

Data used in the measurement of these three sets of variables were

collected by means of: a school ability test, administered to the student samples;

questionnaires, administered to the student and teacher samples and to the

principals (see Appendices A, C and E); and archival investigation of GCE

examination results for the years 1985 and 1986.


Measuring Background Variables

Measured Ability In order to derive information about students' abilities

"to acquire the desired cognitive outcomes of formal education" (Otis & Lennon,

1979, p. 4) the Otis-Lennon School Ability Test (Otis & Lennon, 1979) was

administered to the student samples (the beginning GCE class and the

graduating GCE class). This test was selected for practical reasons. It is easy to

administer, and it 'i does not appear to be particularly culture bound. It has not,

however, been normalized for Bahamian children and the scores assigned may not

be a true measure of ability in Bahamian school children. Considering, however,

that this study is not cross-cultural (only Bahamian schools are being used) the

OLSAT seems adequate. The test is one hour long and consists of 80 items.

SES In order to determine the socioeconomic status of the student sample,

a proxy variable, occupation of the household breadwinner, was employed.

Occupations in The Bahamas have been classified by the Department of Statistics

and it is this classification which was used to identify the social class background

of the students. Occupations were scored on a scale of one to six, where six is the

highest level. Where the father was present and the child reported the

occupations of both parents, his occupation was used on the assumption he was

head of the family. In the absence of the father, the occupation of the person the

child reported as the breadwinner was used. It is recognized, therefore, that this

measure provides only an approximation of SES. Information on this variable

was elicited by two questions on the student questionnaire:









1. What is the occupation of the person who supports your family? In
order to check that the occupation was properly understood a second
question was asked,

2. Where does he/she work?


Measuring School Factors

School factors investigated in this study are: teacher characteristics;

academic climate; organizational climate and; physical and material conditions of

the school. Information on principal characteristics--qualifications, experience,

stability--and on aspects of the school's organization--time allocated for lessons,

organization for instruction and the general nature of the school programme--was

elicited to provide a general understanding of the schools studied.

School Organization Principals were asked to indicate the usual number

and length of class periods offered daily; whether their schools were streamed and

to describe the organization of the curriculum with reference to compulsory and

optional subjects. This information was provided by Items 5,6,7,8,9 and 14 of the

principal questionnaire.

Principal Characteristics Questions 1,2,3,4 of the principal questionnaire

asked principals to provide information on their professional and academic

qualifications, experience, and stability.

Teacher Characteristics Teacher characteristics examined are: citizenship,

academic and professional qualifications, stability and experience. Information

on these variables was obtained from teachers' questionnaires. Items 1,2,3,4, and

5 asked teachers to: indicate their citizenship; list their academic and professional

credentials; and outline the extent of their experience both within and without

the present school. They were also asked to estimate the proportion of time they

spent teaching subjects for which they had been prepared.









Academic Climate According to the literature, several factors contribute

towards the composition of academic climate--expectations of students, teacher

expectations of the students, school atmosphere (ethos) expressed as support for

and encouragement of academic achievement, and academic value (press).

Expectations

In the measurement of students' expectations, students were asked in

items 5, 6, and 7 to indicate for themselves and for their best boy and girl friends

the highest level of education expected.

Academic Value (Press)

In order to get a sense of the importance which students attach to

achievement, they were asked to respond to questionnaire items 8, 11, 12, 13 and

14. Two of the questions asked responding students to speak for themselves and

three asked them to give a general assessment of the attitude of the student body.

Specifically, the questions asked students to indicate how important getting good

grades is to themselves personally. In assessing the attitude of their schoolmates,

the respondents were asked not only to indicate how important good grades are to

their mates but also to judge their general attitude to academic success. Teachers

in response to Teacher Questionnaire Item 13, were asked to indicate the

importance students attach to obtaining good grades, by ordering a set of values

on a scale of 1-6.

Atmosphere(Ethos)

Data on academic atmosphere, the general support for and encouragement

of doing well on school work not only by members of the school community but

also through the school's local community (referred to later as its ecology), were

provided by students (items 9,10, 15, 18, 19, and 20 on the student

questionnaire), teachers (items 7, 10, 11, 12, and 13 teacher questionnaire), and

the principal (items 10, 11, and 16 on the principal questionnaire).









Questions 15 and 18 in the student questionnaire asked students whether

peers found satisfaction in working hard on studies and to identify the best

feature of the school. Question 9 asked students to assess the attitude of teachers

with regard to student performance. Question 10 sought to determine whether

students are diligent and therefore asked them how they would spend unexpected,

unsupervised time.

In response to questions 19 and 20, students indicated the frequency with

which teachers assigned homework as well as the efficiency with which they

checked it. Continuing in the same mode, teachers themselves were asked to

assess the frequency with which homework was assigned (12) as well as the

extent of the emphasis placed on it by their colleagues (11). Principals were

asked to indicate if the school had a homework policy and the number of hours

students were expected to spend on homework each day. Questions 10 and 11 of

the principal's questionnaire addressed these concerns. Item 7 on the teacher

questionnaire asked teachers to assess the diligence of students by indicating

whether their productivity matched their aptitudes.

Item 10 on the teacher questionnaire asked teachers whether the thrust of

administrative activity suggested a prime concern for student academic well

being. This information was also sought of principals through items 16 and 23

which respectively asked principals to order a set of school goals and to indicate

the attention accorded to looking after student achievement and well being. Item

11 asked teachers to judge the level of interest in academic achievement and

concern over GCEs expressed by their colleagues. Item 9 of the student

questionnaire asked students to indicate whether in their view teachers are

realistic and consistent in their expectations and demands of them. Expectations

were also measured by question 7 on the teacher questionnaire. This question

asked teachers to assess students' productivity and keenness in relation to their

aptitude.









Organizational Climate Several components of organizational climate--

decision making style of the principal, student conduct and discipline, systems of

rewards and punishment, extra-curricular activities--were investigated.

Decision Making Style

That aspect of organizational climate relative to the principal's style of

decision making was measured by data provided by both teachers and principals.

Specifically, the questions--8 and 9 on the teacher questionnaire and 20 and 21

on the principal questionnaire--sought to elicit from the principal and teachers

the extent to which the decision making process at the school was a shared

experience, one in which teachers participated. As an extension of this aspect,

question 23 on the principal questionnaire sought to determine the relationship

existing between the school and community.

Extra-curricular Activities and Methods of Reward

Another feature of the organizational climate investigated in this study

relates to the extra-curricular programme and the methods used to recognize

exemplary behaviour and accomplishments of students. Questions 12 and 13 of

the principal questionnaire asked principals to outline the extracurricular

activities provided by the school and the methods) by which the school recognized

exemplary behaviour of students.

Student Conduct and Discipline

Student conduct in terms of unacceptable behaviour and the approach

used in dealing with such behaviour was also examined as an element of

organizational climate. The variables used in its measurement were developed by

teachers and the principal. In response to question 15 principals described the

discipline policy in use at their schools.

Discipline problems characteristic of secondary schools, the study assumed









fell broadly into three categories: abuse of dangerous substances (drugs and

alcohol); abuse of persons and property, and breaches of school regulations.

Principals (Question 19, Appendix E) and teachers (Question 6, Appendix C)

estimated the extent to which these problems were manifest in their schools.

Further, in response to item 14 on the teacher questionnaire teachers indicated

the degree to which they used particular methods in dealing with the deviant

students.

Physical and Material Conditions Physical and material conditions were

articulated as availability of necessary instructional resources and maintenance

of the physical plant. Variables related to these elements were investigated

through the questionnaires administered to the three constituent groups. The

questions asked students, teachers and principals: whether the suspension of

classes had been necessitated by.physical or material deficiencies, with some

regularity; and how they would describe the school's facilities for practical

subjects and the repair of the physical plant. Principals were asked whether

particular facilities as libraries, gymnasia and laboratories were available in

their schools. The specific items in the questionnaire which addressed this factor

are: questions 16 and 17 in the student questionnaire (Appendix A) questions 15

and 16 in the teacher questionnaire (Appendix C) questions 17 and 18 in the

principal questionnaire (Appendix E).

Measuring Output

School Achievement Academic achievement was measured according to

GCE passes obtained by students in the graduating class. Data on this variable

were derived from the June GCE results for the two years of 1985 and 1986. Two

measures were used in the development of school academic achievement (output)--

academic breadth (acbrth) and academic depth (acdpth). The data and the

method used in calculating these measures appear in Appendix H.








Academic Breadth

Academic Breadth is the total number of students with any credits in

either of the two years divided by the total number of students in the graduating

classes of both years. Thus, one measure of achievement is the proportion of

students who achieve at least one GCE credit. School scores on this measure are

shown in Table 4-2. This variable reflects the successful participation rate.

Academic Depth

Academic Depth is the total number of credits earned by all students in

the graduating classes divided by the total number of students in the graduating

classes. Table 4-3 shows scores on this measure by school. This variable reflects

the intensity of GCE emphasis.

As both criteria are expressed as fractions of the same denominator (total

number of students) it seemed reasonable to sum the two variables as an

estimated measure of academic achievement, without attempting to equalize

statistically the weight of the two variables (see Table 4-4). As Table 4-2

illustrates, breadth ranges from Independence High with a score of 0.11 to

Kirklyn Academy with a score of 0.69. Depth ranges from Independence High's

0.19, to Kirklyn Academy's 3.16 (see Table 4-3).

School Effectiveness School effectiveness in this study reflects the ratio of

output, (passes and successful students in GCE proportional to the number of

students writing the examination) to input (student background characteristics).

Therefore, the effective school is not necessarily the one with a high rate of GCE

passes. Rather it is the school which realizes maximum output from the input

(SES and ability) with which it has to work. A measure of school effectiveness for

each school, shown in Table 4-5, was derived in the following way:

1. School Ability: The 75th percentile score for the school sample as
measured by the ability test;










Table 4-2:

School
Kirklyn

St.Burton's
St.Hilda's
St.Michael's

Weslyn
Trinity

Christian
Temple

Southern

Central

Sands
Norand

Freetown
Baintown
Independence

Western
Highland

Bahama
Northern
Eastern


Academic Breadth

Popn
100
196

164

181

240
133

68

159
62

73
11

80
51
14
47

429

353

77

167
52


Scores by School

Stupass
69
133

105
96
158

61

40
40
36
28

6

34

12
4

5
206

134

26

71
7


KEY
Popn total number of students writing examinations in both years, 1985 and 1986

Stupass total number of students with GCE passes, both years, 1985 and 1986

Acbrth proportion of students with credits within school (stupass/popn)


Acbrth

.69
.68
.64

.53
.66

.46

.59
.25

.58
.38

.55
.43

.24
.29
.11
.48

.38

.34
.43

.13










Table 4-3: Academic Depth Scores by School

School Popn Alpass Acdpth
Kirklyn 100 316 3.16
St.Burton's 196 395 2.02
St.Hilda's 164 311 1.90
St.Michael's 181 216 1.19
Weslyn 240 463 1.93
Trinity 133 101 .76
Christian 68 67 .99
Temple 159 59 .37
Southern 62 76 1.23
Central 73 45 .62
Sands 11 11 1.00
Norand 80 38 .48
Freetown 51 18 .35
Baintown 14 4 .29
Independence 47 9 .19
Western 429 437 1.02
Highland 353 235 .67
Bahama 77 32 .42
Northern 167 121 .72
Eastern 52 11 .21
KEY
Popn total number of students writing examinations in both years, 1985 and 1986.
Alpass total number of credits earned by school in both years, 1985 and 1986.
Acdpth average number of credits per student within school (alpass/popn).










Table 4-4: Academic Breadth, Academic Depth, and
Achievement Scores by School




School Popn Acbrth Acdpth Achiev Achieve
Kirklyn 100 .69 3.16 3.85 385.0
St.Burton's 196 .68 2.02 2.69 269.0
St.Hilda's 164 .64 1.90 2.54 254.0
St.Michael's 181 .53 1.19 1.72 172.0
Weslyn 240 .66 1.93 2.59 259.0
Trinity 133 .46 .76 1.22 122.0
Christian 68 .59 .99 1.57 157.0
Temple 159 .25 .37 .62 62.0
Southern 62 .58 1.23 1.81 181.0
Central 73 .38 .62 1.00 100.0
Sands 11 .55 1.00 1.55 155.0
Norand 80 .43 .48 .90 90.0
Freetown 51 .24 .35 .59 59.0
Baintown 14 .29 .29 .57 57.0
Independence 47 .11 .19 .30 30.0
Western 429 .48 1.02 1.50 150.0
Highland 353 .38 .67 1.05 105.0
Bahama 77 .34 .42 .75 75.0
Northern 167 .43 .72 1.15 115.0
Eastern 52 .13 .21 .35 35.0
Mean 132.9 .44 .97 1.41 141.5
Std Dev 109.10 .17 .76 .91 91.9

KEY
Popn total number of students writing examinations in both years, 1985 and 1986
Acdpth average number of credits per student within the school(alpasslpopn)
Acbrth proportion of students within school with credits (stupass/popn)
Achiev school academic achievement score (acbrth + acdpth)
Achieve school academic achievement score achievev x 100)









2. Predicted Achievement-Ability: The score yielded when Academic
Achievement was regressed on School Ability. That is, the
relationship between ability and achievement (combined breadth
and depth) was used to yield a predicted achievement score for each
school;

3. School Socioeconomic Status: The rank of the 75th percentile SES
for the school;

4. Predicted Achievement-Socioeconomic Status: The score yielded
when Academic Achievement was regressed on SES. That is, the
relationship between social class and achievement was used to yield
a predicted achievement score for each school.

To derive an effectiveness score for each school actual Academic

Achievement was divided by the sum of the predicted value of achievement-social

class and the predicted value of achievement-ability. Thus effectiveness reflects the

relationship between actual GCE results and GCE results predicted from SES and

ability. The 75th percentile was used as a measure of latent academic potential

(rather than the 50th percentile) because it is recognized that many GCE classes

produce only a small proportion of GCE passes. The entire data from which and

the method by which this measure was derived are found in Appendix H.

To make the effectiveness score more comprehensible, the score was

multiplied by two and converted to a percentage. Thus a school that has an

effectiveness score of 100 has the precise results one would estimate from ability

and social status. The range of effectiveness is very great. Three schools, one of

which is private, have effectiveness scores below 50. Three schools have scores

greater than 150. Two of those schools are public and rural and one is private.

The effectiveness score can only be a rough estimate. The measurements of

ability and social class are themselves only general approximations and the

achievement measures were taken from a different population from that which

provided the input measures. Information was obtained at three points in time,

although this is not a longitudinal survey. As we shall see, there may be errors

in data collection that may influence one or more schools; yet there is more










Table 4-5: Ability, SES, Depth, Breadth, Achievement and Effectiveness
Scores by School

School AIQ ASES Acdpth Acbrth Achieve Effect
Kirklyn 219.0 10.0 3.16 .69 385.0 166.4
St.Burton's 212.0 10.0 2.02 .68 269.4 122.0
St.Hilda's 224.0 8.0 1.90 .64 254.0 142.0
St.Michael's 232.0 8.0 1.19 .53 172.4 90.3
Weslyn 221.2 10.0 1.93 .66 259.0 110.1
Trinity 206.0 8.0 .76 .46 122.0 79.3
Christian 235.0 8.0 .99 .59 157.4 81.0
Temple 203.0 8.0 .37 .25 62.3 42.0
Southern 179.0 8.0 1.23 .58 181.0 158.4
Central 186.3 6.0 .62 38 100.0 152.4
Sands 207.0 6.8 1.00 .55 155.0 132.1
Norand 195.3 6.3 .48 .43 90.0 105.0
Freetown 193.0 6.5 .35 .24 59.0 65.2
Baintown 200.0 7.3 .29 .29 57.1 47.0
Independence 172.0 6.3 .19 .11 30.0 40.1
Western 221.0 8.0 1.02 .48 150.0 86.0
Highland 195.0 7.0 .67 .38 105.0 97.0
Bahama 192.0 6.0 .42 .34 75.3 102.4
Northern 227.0 8.0 .72 .43 115.0 63.0
Eastern 183.0 6.3 .21 .13 35.0 51.0
Mean 205.1 7.7 .97 .44 141.5 96.5
Std Dev 18.3 1.3 .76 .17 91.9 39.5



KEY
AIQ school ability scores (beginning and graduating classes 75th percentile ability scores combined)
ASES school SES score (beginning and graduating classes 75th percentile SES scores combined)
Abrth academic breadth (proportion of students with credits within school)
Acdpth academic depth (average number of credits per student within school)
Achieve school academic achievement score
Effect school effectiveness score









variation among schools than can likely be explained by error. Compare for

example Christian Academy and St. Hilda's College, and Southern Senior and St.

Michael's College (see Table 4-5).


Collecting The Data: Administration of Tests and Questionnaires


Preparation for Data Collection

All questionnaires (students', teachers' and principals') and tests were

numbered prior to their distribution. Each school was assigned a unique set of

numbers which allowed the researcher to identify the school for purposes of

analysis. To protect individual confidentiality no one was asked to provide any

personal identifying marks. Student questionnaires and tests bore duplicate

numbers to ensure that a student received a questionnaire which carried the

same number as his or her ability test. It was therefore possible to select a

student sample using a table of random numbers, after the instruments had been

administered. All completed questionnaires were coded according to a preset

coding schedule. Completed ability tests were scored manually according to the

manufacturer's answer key.


Permission to Conduct Research

Initial negotiations for the inclusion of schools began in February, 1986

when, through a letter directed to the legitimate authority, principals were made

aware of the nature of the proposed research and the ultimate desire to include

their school.








Public Schools The centralized nature of the Bahamian educational

system mandated that the permission to conduct research in public schools be

received from the Minister of Education acting through the Director of Education.

Initial contact with the Ministry of Education (MOE) was made in February,

1986. The permission to include public schools was received in October, after a

great deal of equivocation.

Establishing Contact with Principals

Establishment of contact was facilitated by several events. First there was

the National Education Conference held in Nassau in July. Attending the

plenary sessions provided the opportunity to meet several principals, particularly

those from the Family Islands. Later, in July and August, some principals

attending the MOE summer workshops were approached. Other principals were

contacted by telephone or visited at their schools.

The purpose of the initial contact was to acquaint them with the proposed

research and to get a sense of whether they felt it was a project with which they

could become involved. It was also possible to get from them at that time

relevant data about the size of their GCE classes and staff. No principal

expressed doubt about the utility of the project and none seemed unwilling to

participate.

Of the five eligible public schools in New Providence, three participated.

Of the two which did not participate, one refused to allow the research to proceed

until written permission from headquarters was received, despite the fact that it

was possible to produce the consent provided the researcher by the Ministry.

After a while, following up that communication made little sense. The school's

mock examination period was imminent and even if it were possible to get into

the school it was not likely that the subjects would have had the inclination or

the capacity to forgo the necessary time to efficiently deal with the instruments.








The liturgical season of Advent in the Bahamas seems critical in the state

as well as the church. Several weeks before Christmas any activity which is not

related to the season and therefore the end of term is either relegated to a

secondary position or suspended indefinitely. The involvement of the other school

was obstructed by the advent of Christmas. Overcome by Christmas preparations

the person who was to have organized the relevant groups neglected to do so

because of the difficulty associated with working around examinations, report

writing and the planning of parties.

Of the 17 eligible schools on the Family Islands nine participated. One

school which did participate, is not included in the analysis because the completed

instruments were never received. It is believed that they were lost in the

Christmas mail. In summary, 22 public schools were provided with survey

instruments. Completed instruments were received from 12. More than 50% of

the public schools responded. All types of schools are represented among the

respondents.

Private Schools Generally, cooperation among private schools was

immediate and enthusiastic. For example, one authority set aside time to allow

the project to be discussed with all teachers at a professional development day,

prior to the beginning of the term. A principal in another school (which operates

without a central authority), agreed immediately despite the fact that he was just

assuming the office of principal and was having problems appointing a vice-

principal. Implying that the recency of its involvement with GCEs might cast his

school in a less than favourable light, only one principal of a private school

outrightly refused to participate. Efforts to include another one were dropped

when it became obvious that the principal was by choice unreachable. The

principal of another school seemed willing but was so beset by staffing problems,

that it was felt to pursue would have been unkind. The central authority for one

group of private schools was reluctant to participate because of an impending









school-wide evaluation. They felt that increasing the number of visitors in

schools might prove too disruptive. Though they never outrightly refused, they

seemed prepared to equivocate as long as the request was being made. The only

other eligible school which did not participate was located in one of the Family

Islands and efforts to make contact with the administration proved fruitless.

This means that out of the 14 eligible private schools eight (57%) participated.

Those schools which did participate are among the larger and older private

schools.

Overall, 20 out of a possible 36 schools were involved in the study. It is

felt therefore, that the involvement is sufficiently large and representative of

public and private, urban and rural to be of some meaning and generalizability.

Table 4-6 provides some background data on the participating schools. In

examining this table, it may appear that in some cases the class size is

inconsistent with the size of the school. This situation is not as discrepant as it

appears. These are the schools which spread the GCE programme over a three

year period. Thus, the intervening grade is not accounted for in the statistics.


Dissemination of Tests and Questionnaires

A drug education conference held in Nassau in November, 1986 provided

the opportunity to disseminate the instruments to those schools which were

represented at the conference. Dissemination of the instruments was also

enhanced by an education officer having responsibility for Family Island schools.

Once school packages were dropped off at his office he saw that they were

delivered to the school. He also followed up on their return. Instruments for New

Providence schools were delivered to each school by the researcher.










Table 4-6: Background Data By School




N=20
School Roll Grade Sample SES Ability
Kirklyn 317 60 35 4.5 107.8
St.Burton's 586 228 40 4.1 98.0
St.Hilda's 395 170 45 3.8 103.2
St.Michael's 389 180 44 3.5 105.0
Weslyn 654 250 37 4.4 103.4
Trinity 338 114 23 3.7 95.9
Christian 292 68 36 3.6 110.1
Temple 364 150 31 3.4 95.4
Southern 307 108 34 3.0 84.1
Central 321 60 27 2.4 82.0
Sands 192 11 11 3.2 96.3
Norand 398 170 42 2.9 91.0
Freetown 249 72 30 2.7 88.3
Baintown 131 25 25 3.0 86.7
Independence 294 85 39 2.9 78.2
Western 1,639 400 35 3.1 101.6
Highland 1,534 350 44 3.0 93.0
Bahama 1,061 380 39 2.6 90.5
Northern 1,732 455 44 3.1 105.3
Eastern 968 400 33 2.5 86.4

KEY
Roll school enrolment
Grade enrolment in GCE classes
Sample number in school sample
SES school mean socio-economic status score
Ability school mean measured ability score








Administering the Tests and Questionnaires

The Thesis Committee felt that selection of a student sample before the

administration of the instruments might place unnecessary hardship on the

teacher, who might have been hard pressed to continue working with the

unselected students and thereafter, make provisions for the selected students to

catch up. To avoid this, it was suggested that all students in the relevant grades

be used and the sample be selected after the instruments' administration. At the

time of the suggestion it seemed like a good idea but the researcher was not

prepared for the logistics of its execution.

The result of a telephone survey, the purpose of which was to determine

the number of instruments needed, revealed that 2,500 copies of the student

questionnaire and ability test were necessary. The questionnaire was five pages

long; the test had eight pages. Three hundred copies of the teacher questionnaire

which was six pages long were also needed. Twenty copies of the principal

questionnaire which was six pages long were needed.

In order to disrupt school activities as little as possible, most schools felt it

more convenient to administer the instruments themselves. In a majority of these

schools the guidance counsellors took charge of the administration. In one school

the researcher was assisted by the English department, the senior mistress, and

the guidance counsellor, making it possible to complete the entire exercise across

two grade levels in one afternoon. At Trinity College, owing to organizational

difficulty, the instruments were not administered to the two grades, hence

questionnaire data are available on only one grade. The same situation occurred

in another school (Eastern Senior High), but because this school was in New

Providence it was possible to reorganize and administer the instruments to the

outstanding group.

Administering the questionnaire to the whole class posed another problem.









The ability tests were being scored manually. Knowing that principals would

have wanted the promised scores, it was not possible to select and therefore mark

only the ones in the sample. Thus, it was decided to mark all questionnaires and

tests first, and thereafter select the sample.

Data collection began in September 1986 and was not completed until

March, 1987. What had been estimated to take six weeks took almost seven

months. Four schools took the material in September and did not administer

them until December. Other schools had the material ready within two weeks of

their having received them. Then there were those schools which had to be

visited on a daily basis over a period of one month for teacher questionnaires to

be collected.

Part Two: The Field Research


The Study Population

One of the main criticisms of empirical survey investigation is that it is

limited in the extent to which it can capture and convey the essence of schooling.

It falls short of describing life as it actually unfolds and is experienced in schools.

Indeed, certain aspects of schooling cannot be fully examined within the context

of a questionnaire. For example, the manner in which a teacher relates to

students, to other teachers and the principal is an aspect of the social climate the

understanding of which is, perhaps, more meaningfully captured by observation.

It is also possible that in a questionnaire survey, the "feel" of a school which

observers experience from personal involvement is lost because that "feel" cannot

be passed on through a questionnaire. Further, field research may be useful in

validating the data garnered through the survey investigation while

simultaneously providing the opportunity to check whether there is "objective"

relevance in observational data. For these reasons field research methods were

used to collect additional data. As it was impractical to carry out observational









investigation in 20 schools and because of an a priori interest in schools which

could be considered outliers, six schools were selected to be involved in the field

research.

Based on a preliminary calculation of school effectiveness scores (less

sophisticated than the revised tabulation) shown in Table 4-7, carried out by a

third party, while the researcher was still in the field, the six schools selected for

observation included, three of the more effective and three of the less effective. 16

The more effective group included two private and one public school, and the less

effective group included one private school and two public schools.

Much discussion on qualitative research directs attention to problem of

"contamination" or "bias" resulting from the preconceptions and experiential

baggage the researcher takes to the research. In this vein, it is argued that the

reduction of bias is an obligation of the researcher if the research is to be viewed

as legitimate, valid and ultimately meaningful (Young, 1983). In attending to

this aspect of data distortion, the observational research on the researcher's part

was carried out blind. That is to say, it was not known whether a school was

being observed because it was among the more effective or the less effective group.


Developing the Observational Variables

The observational research was directed by an interest in:

1. the principal's style, and relationship with teachers, parents and
pupils;

2. teachers' relationship with each other and with students;

3. the school programme;

4. the discipline policy and the conduct of students in school;




16Two schools whose data had not yet been completely collected were excluded from
consideration. It is possible then, that the composition of the two groups would have been slightly
different had all of the final data been available.










Table 4-7: Preliminary Analysis for Selection of The Two Groups of
Schools




School Ability SES Backgr Achieve Effect
Kirklyn 12.0 16.0 14.00 18.0 + 4.00
St.Burton's 11.5 16.0 13.75 16.0 +2.25
St.Hilda's 14.0 9.5 11.75 15.0 +3.25
St.Michael's 15.0 9.5 12.25 13.0 +.75
Weslyn 13.0 16.0 14.50 17.0 + 2.50
Trinity 9.5 16.0 12.75 9.0 -3.75
Christian 15.0 9.5 12.25 12.0 -.25
Temple 9.0 9.5 9.25 4.0 -5.25
Southern 2.5 9.5 6.00 14.0 + 8.00
Central 4.0 2.5 3.25 8.0 +4.75
Sands 6.5 2.5 4.50 11.0 +6.50
Baintown 8.5 6.0 7.25 3.0 -4.25
Independence 1.5 2.5 2.00 1.0 -1.00
Western 14.0 9.5 11.75 10.0 -1.75
Highland 7.5 6.0 6.75 6.0 -.75
Bahama 5.0 6.0 5.50 5.0 -.50
Northern 15.0 9.5 12.25 7.0 -5.25
Eastern 4.5 2.5 3.50 2.0 -1.50


KEY
Ability school measured ability rank where 18 is high
SES school socio-economic status rank where 18 is high
Backgr background factor score (school measured ability + school socio-economic status/2)
Achieve school academic achievement rank where 18 is high
Effect school effectiveness score (academic achievement-background)
* schools selected for observation









5. the importance attributed to academic achievement by principals,
teachers and students.

In structuring the observations of these factors schools were rated on a 5

point scale, where 5 is high, on the following details: student appearance; teacher

appearance; school appearance; administration appearance; display of student

work; teacher morale/esprit; level of leadership of the principal; level of conflict

between staff and administration (Brookover & Lezotte, 1979; Lightfoot, 1983;

1Autter et al., 1979).

Data Collection The observational research was carried out in the months

of February and March, 1987. In each school it was intended that observations

be conducted over a period of three days. This, however, was possible only in the

three New Providence schools. Airline frequency as well as accommodations made

it impractical to remain in one Family Island school--Southern Senior High--

beyond the second day. The extent to which this affected data collection

compared with other situations is probably negligible since this school was a

small one, the smallest in the sample.

The first day of the observation was generally spent "casing the joint"

(Schatzman & Strauss, 1973) as it were, when efforts were made to get a "feel" of

the schools in their natural environment in as unobtrusive a way as possible. I

tried to remain inconspicuous. Thus,I did not venture into any classrooms but

rather spent time in and around the sports field, cafeteria, auditorium and

library. In more than one instance I was assumed to be a new teacher so it is

possible that things proceeded less artificially than they might have, had I been

viewed as a visiting researcher. On these first days, some observing was

conducted from the vantage point of a car parked in such a way as to provide a

view of a class engaged in a volleyball game on a nearby court, the movement of

students between classes, and the manner in which students related to each

other. This strategy made possible the observation of students' normal behaviour




78
and conduct thereby minimiing'the reactive effects resulting from observer

presence (McCall, 1969).

The second day usually entailed entrance into classrooms; the auditorium.
music rooms, laboratories and shops. With some fortune it was sometimes possible
to observe the school atassembly or mass and thereby witness the interaction
I
between student and teacher, school and community. These visits exposed the.
researcher to something of the physical and material condition of the school as
well as to the spirit which characterized and enveloped the school.

The third day (where there was a third day) was essentially a continuation


of the second day.


If it were not possible during the earlier days to spend some


time with the administration, this wis done on the third day. Observation of the
administration in one school was preempted by the absence of bbth senior persons

from the island.


Summary.

Data were collected to compile three sets of variables: input (based on a
student sample of beginning and terminating GCE classes); school variables
(based on questionnaires addressed to principals and samples of teachers and


students); and achievement variables (GCE results).


A school effectiveness score


was derived from the ratio of actual achievement to achievement predicted from
background characteristics. The measures of effectiveness were used in two ways,.
both described in the next chapter. Statistical measures were used to discover


school factors that might be related to effectiveness.


In addition


. two groups of


schools, one more effective and one less effective, were subjected to observation.














Chapter 5

Effective Schooling in The Bahamas: The Findings


The main purpose of this study is to determine whether school level factors

help to explain differences in achievement among secondary schools in The

Bahamas. The last chapter delineated the process by which the data used to

examine this question were collected. This chapter presents the major findings of

the study. The presentation of the findings is taken up in the first instance

through a discussion of the descriptive characteristics of the schools. These

descriptive characteristics provide the context within which the findings on the

background characteristics of students--socioeconomic status and measured

ability--and the independent variables--school factors--are organized. The

findings on the dependent variables, school output and school effectiveness, are

also described with reference to those characteristics. The treatment of the

dependent variables measuring school output and effectiveness follows.

Thereafter the research questions as detailed in Chapter Three are addressed.

The chapter concludes with a description of the findings of the field research--

observations of three of the more and three of the less effective schools.

As the unit of analysis is the school, the data provided by the teachers and
students on the background and independent variables have been aggregated at

the school level, and interpretation is generally based on the mean response for

the school. For purposes of discussion of the data, when the individual school

score exceeds the sample mean by more than one standard deviation that school

is considered high on the variable under investigation. Similarly, where an

individual school score falls below the sample mean by more than one standard









deviation that school is taken to be low. Beyond the statistical calculation of

deviations from the mean, however, it is also important to consider important

substantive, observable differences among schools. For example, if all principals

have considerable experience, differences on that variable may be of substantively

slight importance. On the other hand, if some schools systematically check

completion of homework and others effectively ignore it, the difference is of

considerable importance.


Background Characteristics of The Population

This section concentrates on the demographic characteristics of the schools

studied. An overview of these characteristics appears in Table 5-1.


Administration, Size and Location

The twenty schools which participated in this study include eight private

and twelve public institutions. Private schools, found only in urban centres are

classified as: five mainstream protestant; two non-mainstream protestant and

one non-sectarian. In terms of enrolment they are neither large nor very small--

none has an enrolment exceeding 700 or falling below 312.

Public institutions include seven rural and five urban schools. Enrolments

in the urban schools which are located in New Providence and Grand Bahama,

range from 968 to 1,732 and are the largest in the sample. Rural schools, schools

located in the family islands, are either small or medium, with enrolments

ranging from 131 to 398.










Table 5-1: Demographic Characteristics of Schools Studied

School Type Size
Kirklyn Pri/NS medium
St.Burton's Pri/MSP medium
St.Hilda's Pri/MSP medium
St.Michael's Pri/MSP medium
Weslyn Pri/MSP medium
Trinity Pri/MSP medium
Christian Pri/NMSP small
Temple Pri/NMSP medium
Southern Pub/RUR medium
Central Pub/RUR medium
Sands Pub/RUR small
Norand Pub/RUR medium
Freetown Pub/RUR small
Baintown Pub/RUR small
Independence Pub/RUR small
Highland Pub/URB large
Bahama Pub/URB large
Northern Pub/URB large
Eastern Pub/URB large

KEY
Type nature of school administration and community
Pri/NS private, non-sectarian
Pri/MSP private, mainstream protestant
Pri/NMSP private, non-mainstream protestant
Pub/RUR public, rural
Pub/URB public, urban
Size small= 131-300; medium= 301-950; large= 950+
Ability exceptionally high/low on measured ability
SES exceptionally high/low on socioeconomic status


Ability
high


SES
high
high


high


high


high


low




high









Student Background Factors

Questions 1,2,3,4 Student Questionnaire-Appendix A

This section is directed towards answering the question "Are there

differences among schools in the populations they enrol?" It provides a description

of the background factors--socioeconomic status and measured ability--of the

student samples.


Socioeconomic Status

Although a majority of both public and private schools are unexceptional

by social status (see Tables 5-2 and 5-3) and most enrol students of various

backgrounds, there are a few schools which are exceptional because they enrol a

larger percentage of students from families where the level of income is relatively

higher. Not unexpectedly such schools are private. Schools which are exceptional

because of lower SES enrolments are, as shown in Table 5-3, public.


Measured Ability

Once again, a majority of both types of school are not exceptional by

ability. As in the case of SES, Tables 5-2 and 5-3, show there is some overlap

between public and private schools by this criterion. Schools which are

exceptional because of high ability scores are mainly private institutions,

although one urban public school is in this category (see Table 5-2). Schools

which stand out because of low ability scores are all rural (see Table 5-3).

Appendix B provides the data on these measures by school. Overall, on

background factors private schools, particularly the non-sectarian school, are the

most favourable; rural schools are the least favourable. This situation, however,

may be a reflection of the difficulty involved in socially classifying rural residents.












Table 5-2: Schools Most Favourable On


PUBLIC N= 12
URB N=5


PRIVATE N = 8
RUR N=7 MSP N=5 NMSP N=2


1
3:5=.6


1:5=.2


1
1:2=.5


Note: The higher the ratio the more favourable is the type of school according to these measures


Table 5-3: Schools Least Favourable On Student Background Factors By Type


PUBLIC N= 12
URB N=5
2


2:5=.4


PRIVATE N=8
RUR N=7 MSP N=5 NMSP N=2


4:7=.6


Note: The higher the ratio the less favourable is the type of school according to these measures


KEY
URB urban RUR rural
MSP mainstream protestant
SES school socioeconomic status


NS non-sectarian
NMSP non-mainstream protestant
ABILITY school measuw d ability


SES
ABILITY
Ratio


NS N= 1
1
1
2:1=2


SES
ABILITY
Ratio


NS N=1


Student Background Factors By Type









The Independent Variables--School Level Factors

This section focuses attention on the data developed from the

questionnaires. It describes the findings on the independent variables and

answers the question: Are there differences among schools on school variables? If

so, which schools are atypical of the population? The independent variables

consisted of items measuring school level factors with respect to: physical and

material conditions of the school; teacher and principal characteristics; academic

climate; and organizational climate. In general, the results are organized

substantively around these factors. Findings on variables Which have been

assessed by more than one constituency--principals, teachers and students--are

discussed jointly. Highlights of the findings can be found in Tables 5-4 to 5-15

and the complete data by school are to be found in Appendices B, D and

F. Appendix G provides the mean scores for the sample of twenty schools.


School Organization

Questions 5,6,7,8,9,14 Principal Questionnaire--Appendix E

Periods Daily, Length of Periods, Programme Organization The manner

by which a school is organized for instruction--class size, period length and

programme organization--Table 5-4 suggests, is not a factor on which Bahamian

secondary schools are extremely different. The number and length of periods

which define the school day are more or less the same throughout. The only

exceptions to this norm are one private (non-mainstream protestant) which has

more periods and one public (rural) school which has fewer periods. One would

expect therefore that this private school would have shorter periods. This,

however, is not the case, for it along with another private (mainstream

protestant) school are the only two schools where class periods are longer than

normal. Generally, classes within most schools are streamed. Only three schools

are atypical of this characteristic.









Class size Equally as uniform is the size of classes which rarely either

exceeds 30 or falls below 20 (see Appendix F). Not unexpectedly, as Table 5-4

shows, the two schools that have exceptionally small classes are located in rural

settings where population density is extremely low.


Table 5-4:


Schools Outstanding on Organization Variables by Type

PUBLIC N= 12 PRIVATE N=8
URB N=5 RUR N=7 MSP N=5 NMSP N=2


More Periods
Few Periods 1
Long Periods 1
Small class 2
Unstreamed 1 2

KEY

More Periods more periods daily Few Periods fewer periods daily
Unstreamed school not streamed Long Periods longer periods
Small Class smaller than normal classes


NS N=1


1


1


Principal Characteristics

Questions 1,2,3,4 Principal Questionnaire--Appendix E

Stability The fundamental point to be drawn from Tables 5-5 and 5-6 is

that there are some differences among principals in the characteristics they

display. On this factor, the variable which has the most variation is stability.

Even in that case, to be stationed at one school beyond three years is normal for

65% (13) of the participating principals (see Appendix F). Of the principals who

have been in their schools for less than three years a majority of them (five) work

in public schools and mainly in urban centres (see Table 5-6).










Table 5-5: Schools Most Favourable on
by Type


PUBLIC N= 12
URB N=5


Principal and Teacher Characteristics


PRIVATE N=8
RUR N=7 MSP N=5


NMSP N=2


Principal
Qualification
Ratio
Teacher
Qualification
Experience
Stability
Expatriate
Subject Qualif
Ratio
Tot Ratio


NOTE: the higher the ratio the more favourable is the type of school according to these measures


Table 5-6:


Schools Least Favourable On Principal And Teacher
Characteristics By Type


PUBLIC N= 12
URB N=5


PRIVATE N= 8
RUR N=7 MSP N=5


NMSP N=2


Principal
Experience
Admin Exper
Stability
Ratio
Teacher
Qualification
Experience
Stability
Expatriate
Subject Qualif
Ratio
Tot Ratio


Note: The higher the ratio the less favourable is the type of school according to these measures
KEY
URB urban RUR rural NS non-sectarian
MSP mainstream protestant NMSP non-mainstream protestant
Experience teaching experience Admin Exper administrative experience
Stability stability in the school
Qualification academic and professional qualifications
Expatriate Commonwealth citizen, non-Bahamian
Subject Qualif trained in teaching subject Tot Ratio total ratio on this factor


3:5= .6


NS N= 1


1:5=.2


8:5= 1.6
11:5=2.2


1:2=.5

1
1
1
1
4:2= 1.5
5:2= 2


5:5=1


0.0


1
1
1
1
4:1=4
4:1=4


6:5= 1.2


NS N=1


5:5=1


1
1
2:5=.4
7:5= 1.4


2:7=.3


9:7= 1.3
11:7=1.6


2:5=.4


5:5=1
7:5= 1.4


1:2=.5


2:2=1
3:2=1.5


1

2:1=2


0.0
2:1=2








Qualifications and Experience Less variable (but only slightly so) than

stability are professional and academic qualifications which generally all

principals have. Exceptional qualifications are held by principals in urban

schools with public schools having a slightly higher proportion of the highly

educated principals. The data also indicate that it is normal for principals to

have been teaching for a minimum of five years prior to assuming an

administrative appointment. Principals who do not conform to this norm, Table

5-6 shows, are found more often in private institutions. On this factor, principal

characteristics, the variable which is least distinguishing is administrative

experience. Both principals whose administrative experience is atypical of the

population have less than three years experience and work in urban schools: one

private and one public. In general the non-sectarian school is least favourable on

principal characteristics.


Teacher Characteristics

Questions 1,2,3,4,5 Teacher Questionnaire-Appendix C

Differences among schools in teachers' characteristics, namely, citizenship,

experience, academic and professional qualifications and subject qualification,

according to Tables 5-5 and 5-6 do exist and some characteristics are more

discriminating than others.

Citizenship Notwithstanding the fact that throughout the entire system

teaching staffs are of mixed citizenship, Table 5-5 indicates, not surprisingly,

that the presence of expatriates is more manifest among private schools.

Qualification There appears to be more dissimilarity among teachers than

among principals in qualification and experience. Although credentials range

from Teachers' Certificate to Masters degree with teacher training (see Appendix

D), and a majority of the teachers--more than 60%--in all schools are

professionally trained, (only one teacher indicated neither professional nor




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P41_ST00196 1962 217 0200005007
P41_TL00020 1817 930
P41_ST00197 1823 0.60 07
P41_SP00178 1855
P41_ST00198 444 1819 172 subjects 00150020
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P41_SP00180
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P41_ST00206 1939 time, 50000
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P41_SP00188 1215
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P41_SP00189 1304
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P41_SP00190
P41_ST00211 1411
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P41_ST00212 1467
P41_SP00192
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P41_ST00215 2007 0.38 65
P41_SP00195 1972
P41_ST00216 2067 82 0.63 7205
P41_TL00022 2033 1704
P41_ST00217 2035 study. 155050
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P41_ST00219
P41_SP00198
P41_ST00220 11
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P41_ST00230 2137 70
P41_SP00208 746
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P41_ST00232 878 10630001054
P41_SP00210
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P41_ST00236 1599 compared 00652400
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P41_ST00237 0052
P41_SP00215 1925
P41_ST00238 1943 180 English. 03010000
P41_TL00024 2230 1746
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P41_ST00240 510 2243 on
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P41_SP00223
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P41_ST00283
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P41_ST00295
P41_SP00267
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P41_ST00299 2838
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P41_ST00300 612
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P41_SP00273 2868
P41_ST00303 932 0.46
P41_SP00274 974
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P41_ST00305 2837
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P41_ST00306 1360 309 heterogeneous 0040001040080
P41_SP00277
P41_ST00307 1688 2836 groups, 0503202
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P41_ST00308 1864
P41_SP00279 1908
P41_ST00309 1926 0.58
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P41_SP00280 2960
P41_ST00311 2924
P41_SP00281 723
P41_ST00312 0003000
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P41_ST00313 939
P41_SP00283 1007
P41_ST00314 1025 0303004
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P41_SP00285 1259
P41_ST00316 199 streamed 06101000
P41_SP00286
P41_ST00317
P41_SP00287 1538
P41_ST00318 1556 270 unstreamed. 20000004000
P41_SP00288
P41_ST00319
P41_SP00289 1882
P41_ST00320 1899
P41_SP00290
P41_ST00321 171 possible 00101060
P41_SP00291 2122 2967
P41_ST00322 2142 2926
P41_TL00032 3020 1683
P41_ST00323 3022 produce 6202600
P41_SP00292 549 3066
P41_ST00324 568 231 reasonable 0004012500
P41_SP00293 3058
P41_ST00325 818 3026 236 arguments 022500653
P41_SP00294 1054
P41_ST00326
P41_SP00295 1115 3057
P41_ST00327 3025 support 0400000
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P41_ST00328 1317 3021
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P41_SP00298 1453 3065
P41_ST00330 072
P41_SP00299 1542
P41_ST00331
P41_SP00300 1603
P41_ST00332 these 12020
P41_SP00301 1727
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P283_SP00111 1185
P283_ST00209 1193 477
P283_SP00112 1197 9
P283_ST00210 ¦O
P283_SP00113
P283_ST00211 1180
P283_TL00098 1307 335
P283_ST00212 1177 0.44 177
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P283_ST00213
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P283_ST00214
P283_SP00116 1196
P283_ST00215 1176 o-o
P283_SP00117
P283_ST00216 1505 U'rt 7577
P283_SP00118
P283_ST00217 1582
P283_SP00119
P283_ST00218
P283_TL00099
P283_ST00219 1201
P283_SP00120 1338 1221
P283_ST00220 1357 1199 1
P283_SP00121 1364 1220
P283_ST00221 1385
P283_SP00122 1415 1219
P283_ST00222 1435 5 0.32
P283_SP00123 1440
P283_ST00223
P283_SP00124 1491
P283_ST00224 1507 EX
P283_SP00125 1567
P283_ST00225 1586 0.43
P283_SP00126 1592
P283_ST00226 1613
P283_TL00100
P283_ST00227 >-* 746
P283_SP00127
P283_ST00228 1004 axfo 108888
P283_SP00128 1223
P283_ST00229 1125
P283_SP00129 1147
P283_ST00230 0.64 07
P283_TL00101 1202
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P283_SP00130
P283_ST00232
P283_TL00102 1224
P283_ST00233 ig
P283_SP00131 1246
P283_ST00234 1225 3t
P283_SP00132 1244
P283_ST00235 1011
P283_SP00133 1034
P283_ST00236
P283_SP00134
P283_ST00237
P283_SP00135 1245
P283_ST00238 'P
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P283_ST00239 1226 74
P283_TL00103 929 1240 294
P283_ST00240 1247 4*+>4J+*4* 8776887787
P283_SP00137
P283_ST00241
P283_SP00138 1268
P283_ST00242 8883
P283_TL00104
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P283_SP00139 1262 1243
P283_ST00244 m4*
P283_SP00140
P283_ST00245 1354
P283_SP00141 54
P283_ST00246 1430
P283_SP00142 1453 1241
P283_ST00247 1469 k
P283_SP00143 1242
P283_ST00248 TJ4*
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P283_SP00145 1265
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P283_SP00146
P283_ST00253 1386
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P283_ST00254 1431 ¦
P283_SP00148
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P283_SP00149 1529
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P283_SP00150 1264
P283_ST00257 1583 '0
P283_SP00151 1604
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P283_ST00259 _J 57
P283_TL00108 287
P283_ST00260 BrtUUU4JXO 8778887888
P283_ST00261 1293 ai>rt 68777
P283_SP00152
P283_ST00262 1012 1294
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P283_SP00154 1072
P283_ST00264 1286 oi-rt 87677
P283_SP00155
P283_ST00265
P283_TL00109 1266 297
P283_ST00266
P283_SP00156 1283
P283_ST00267 Ulirt 88777
P283_SP00157 1287 123
P283_ST00268 1575
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P283_ST00271 "3^ 3810
P283_TL00112 1288
P283_ST00272 1292 ¦n
P283_SP00159 1309
P283_ST00273 1290
P283_SP00160 1377 1312
P283_ST00274
P283_SP00161 1311
P283_ST00275 3'g'5'g 8687848
P283_SP00162 1330
P283_ST00276 1289 3_g
P283_TL00113 1316 1332
P283_ST00277 1336 Q
P283_SP00163
P283_ST00278
P283_SP00164 1358
P283_ST00279 1394 ro
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P283_ST00280 1335
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P283_ST00284 114 iClQ.'rt 78685777
P283_SP00169 1382
P283_ST00285 Q.OiOiOlQ.'rt 8287868783777
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P283_ST00291 1313 S'
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P283_ST00292 P283_SP00174 1361
P283_ST00293
P283_SP00175 1359
P283_ST00294 1341
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P283_ST00295 x4*
P283_SP00177 1148 1360
P283_ST00296
P283_SP00178
P283_ST00297
P283_TL00118 1328
P283_ST00298
P283_SP00179
P283_ST00299 1334
P283_TL00119
P283_ST00300
P283_TL00120 928 373
P283_ST00301 ca.
P283_SP00180 959
P283_ST00302 967 1362
P283_SP00181
P283_ST00303
P283_SP00182
P283_ST00304
P283_SP00183 1384
P283_ST00305 1080
P283_SP00184
P283_ST00306
P283_SP00185
P283_ST00307 H-
P283_SP00186
P283_ST00308
P283_SP00187 1383
P283_ST00309 oio
P283_TB00006 1672 758
P283_TL00121 1731 761
P283_ST00310
P283_TL00122 1686
P283_ST00311
P283_SP00188 1715 828
P283_ST00312
P283_TB00007 1786 620 96
P283_TL00123 1807 622
P283_ST00313
P283_TL00124 1801 646
P283_ST00314
P283_SP00189 1831 664
P283_ST00315 1808
P283_SP00190 689
P283_ST00316 1809
P283_TB00008 756
P283_TL00125 1810 759
P283_ST00317
P283_TL00126 782
P283_ST00318 cn
P283_TB00009 1788 850 166
P283_TL00127 876
P283_ST00319
P283_TL00128 1802 899 89
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P283_SP00191 1833 916 -30
P283_ST00321 1803 920
P283_SP00192 941
P283_ST00322 946
P283_SP00193 964
P283_ST00323 1811 968
P283_ST00324 992
P283_TB00010 1648 848 536
P283_TL00129 1695
P283_ST00325 8687
P283_TL00130 1687 874
P283_ST00326 (no
P283_SP00194 1755 897 -57
P283_ST00327 1698 898
P283_SP00195 1704 919
P283_ST00328 1737
P283_TL00131 921
P283_ST00329 922
P283_SP00196 1718 942
P283_ST00330 1733
P283_TL00132 1694 945
P283_ST00331 85
P283_SP00197 1717
P283_ST00332 1732
P283_TL00133 1688 969 43
P283_ST00333 o-o 0878
P283_SP00198 989 -61
P283_ST00334 993
P283_SP00199
P283_ST00335
P283_TL00134
P283_ST00336
P283_SP00200 1756 1059
P283_ST00337 1773
P283_TL00135 1657
P283_ST00338 1061
P283_SP00201 1680 1082 93
P283_ST00339
P283_SP00202 1795
P283_ST00340 1812 c.
P283_TL00136 1081
P283_ST00341 138 (.4-4-3 8785868
P283_SP00203 1104
P283_ST00342
P283_TL00137 1105 178
P283_ST00343 1106
P283_SP00204 1681 1128
P283_ST00344 1696
P283_SP00205 1719 1127
P283_ST00345 1734
P283_SP00206 1757 47
P283_ST00346 1804
P283_TL00138 1650 146
P283_ST00347 x:
P283_SP00207
P283_ST00348 1774
P283_TL00139 1651 184
P283_ST00349
P283_SP00208 1172
P283_ST00350
P283_SP00209
P283_ST00351 oi-p 8868
P283_SP00210 1796
P283_ST00352
P283_TL00140 1658
P283_ST00353
P283_SP00211
P283_ST00354
P283_SP00212
P283_ST00355 1735
P283_SP00213 1195
P283_ST00356
P283_TL00141 1662 173
P283_ST00357 I
P283_SP00214 1668 1218
P283_ST00358 1697
P283_SP00215 1720 1217
P283_ST00359 1736
P283_SP00216 1758
P283_ST00360 Ql-rt
P283_TL00142
P283_ST00361 _
P283_SP00217 1682
P283_ST00362 TI
P283_SP00218
P283_ST00363 TJ'0 8738
P283_SP00219
P283_ST00364 1805 4J
P283_TL00143 1659
P283_ST00365 <0
P283_SP00220 1263
P283_ST00366 1691 4*+ 8777
P283_SP00221
P283_ST00367 1776 5rt 877
P283_TL00144
P283_ST00368
P283_SP00222 1281
P283_ST00369
P283_SP00223
P283_ST00370 i;.4J^rt 677881077
P283_TL00145
P283_ST00371
P283_SP00224 1310
P283_ST00372
P283_SP00225
P283_ST00373 Ort-rt 877577
P283_TL00146
P283_ST00374 aaa.4* 887087
P283_SP00226 1797
P283_ST00375 1813
P283_TL00147
P283_ST00376
P283_SP00227 1356
P283_ST00377
P283_SP00228
P283_ST00378 64*
P283_SP00229
P283_ST00379 <9 0.52
P283_TL00148
P283_ST00380 QJrtIrt 8877877
P283_SP00230 1380
P283_ST00381 1767 P283_SP00231 1379
P283_ST00382 u.
P283_TB00011 1960 900 488
P283_TL00149 1988
P283_ST00383
P283_SP00232 2009
P283_ST00384 2025
P283_TL00150 1980 948
P283_ST00385
P283_SP00233 2010
P283_ST00386 2026 D
P283_TL00151
P283_ST00387
P283_TL00152
P283_ST00388 a
P283_SP00234 1015
P283_ST00389
P283_TL00153 1986
P283_ST00390 BOf
P283_ST00391 1043
P283_SP00235
P283_ST00392 1066
P283_TL00154 1985
P283_ST00393
P283_SP00236 2008
P283_ST00394
P283_SP00237 2046
P283_ST00395 2094
P283_TL00155 1979 144
P283_ST00396 ji-o
P283_SP00238
P283_ST00397 2100
P283_TL00156
P283_ST00398
P283_SP00239
P283_ST00399
P283_SP00240
P283_ST00400 2101
P283_TL00157
P283_ST00401
P283_SP00241
P283_ST00402 2023
P283_SP00242
P283_ST00403 e- 81
P283_TL00158
P283_ST00404
P283_SP00243 2007
P283_ST00405
P283_SP00244 2045
P283_ST00406 2061
P283_TL00159 135
P283_ST00407
P283_SP00245 2006
P283_ST00408 2016 1249
P283_SP00246 2044
P283_ST00409
P283_SP00247 2083
P283_ST00410 2099
P283_TL00160 1977 1269
P283_ST00411 105 la-XJrt 4868677
P283_SP00248 2082 1291
P283_ST00412 2098
P283_TL00161 2014
P283_ST00413 -rt^* 777107
P283_SP00249
P283_ST00414
P283_TL00162 1984
P283_ST00415 o-rt
P283_SP00250 2043
P283_ST00416 2060 SIX
P283_TL00163
P283_ST00417
P283_SP00251
P283_ST00418 2022
P283_SP00252
P283_ST00419
P283_SP00253
P283_ST00420
P283_TL00164 1975
P283_ST00421 l-CQE-J 7687858
P283_TB00012 2124 206
P283_TL00165 2255
P283_ST00422
P283_SP00254 2276
P283_ST00423 2292
P283_TL00166 2254
P283_ST00424
P283_SP00255 970
P283_ST00425
P283_TL00167 971
P283_ST00426
P283_SP00256 2275
P283_ST00427
P283_TL00168 2215
P283_ST00428
P283_SP00257 2238 1016
P283_ST00429 2253
P283_SP00258
P283_ST00430 2291
P283_TL00169 2216
P283_ST00431
P283_SP00259 1038
P283_ST00432
P283_SP00260 2274
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P283_TL00170
P283_ST00434
P283_SP00261 2237 1063
P283_ST00435
P283_SP00262
P283_ST00436
P283_TL00171 2208
P283_ST00437 XXX
P283_TL00172 2177
P283_ST00438
P283_SP00263 2198
P283_ST00439 2214
P283_TL00173
P283_ST00440 1113
P283_SP00264 2199
P283_ST00441
P283_SP00265
P283_ST00442 2245
P283_SP00266
P283_ST00443 2290
P283_TL00174 2131
P283_ST00444
P283_SP00267 2161 1149
P283_ST00445
P283_SP00268
P283_ST00446
P283_SP00269
P283_ST00447 2252 04J
P283_TL00175 2139
P283_ST00448
P283_SP00270
P283_ST00449 1157
P283_SP00271
P283_ST00450
P283_TL00176 2130
P283_ST00451
P283_SP00272 2160
P283_ST00452 2175 8387
P283_SP00273 2235
P283_ST00453 a^B 0.08
P283_TL00177 2138
P283_ST00454
P283_SP00274
P283_ST00455
P283_SP00275
P283_ST00456 0.35
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P283_ST00457
P283_TL00178
P283_ST00458
P283_SP00277
P283_ST00459 2168 OS
P283_SP00278
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P283_TL00179 180
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P283_SP00279
P283_ST00462 2206 -1
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P283_SP00282 2197
P283_ST00466 2213
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P283_SP00284 2272
P283_ST00468 2289
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P283_ST00470 2176
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P283_ST00471
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P283_ST00472 O-OI 8788
P283_TL00182 2136
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P283_SP00288
P283_ST00474 2167
P283_SP00289 2196
P283_ST00475 2212
P283_TB00013 2234 90 50
P283_TL00183
P283_ST00476 0J4* 8787
P283_SP00290 2310 -46
P283_ST00477 2264 .4*
P283_TB00014 200
P283_TL00184 2128
P283_ST00478 zocn!a. P283_TB00015
P283_TL00185 1458 409 49
P283_ST00479 408 OCO^'>00'^X'<00''^'0 8881007887210880888471078
P283_SP00291 730 1485 -407
P283_ST00480 1481 TcncncncncncncoTTT 888888888888888888
P283_TB00016 1444
P283_TL00186 1450 907
P283_ST00481 1456
P283_SP00292 1478
P283_ST00482
P283_SP00293 1477
P283_ST00483 1005 1455
P283_SP00294
P283_ST00484
P283_SP00295
P283_ST00485 1454
P283_SP00296 1476
P283_ST00486
P283_SP00297
P283_ST00487
P283_SP00298
P283_ST00488 1194
P283_SP00299 1475
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P283_SP00300
P283_ST00490 1271
P283_SP00301 1474
P283_ST00491
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P283_ST00492 1346
P283_SP00303
P283_ST00493
P283_SP00304
P283_ST00494 1424
P283_SP00305 1473
P283_ST00495 1462
P283_SP00306
P283_ST00496 1500
P283_SP00307
P283_ST00497 1539
P283_SP00308
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P283_ST00499 1614
P283_SP00310 1644
P283_ST00500 1652
P283_SP00311 1472
P283_ST00501 1690
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P283_ST00502 1728
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P283_ST00503 u^. 8100
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P283_ST00504 1806
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P283_TB00017
P283_TL00188
P283_ST00506 cn-rtsrcncnrMininin 8877788888888888888
P283_ST00507 1479 CM
P283_SP00315 2004 1499
P283_ST00508 .N
P283_SP00316 2042 1498
P283_ST00509 2051 C^J
P283_SP00317 2080
P283_ST00510 2090
P283_SP00318 2119
P283_ST00511 2127
P283_SP00319 2158
P283_ST00512 2165 C-J
P283_SP00320 2195
P283_ST00513 2203
P283_SP00321 2233
P283_ST00514 2241 M
P283_SP00322 2270
P283_ST00515 2280
P283_TB00018 308 1636
P283_TL00189 324 1641
P283_ST00516 TTncncncncncn^^^ 0.10 8888888888888101010
P283_TB00019 1568
P283_TL00190 854 1571
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P283_ST00518 1594 :>
P283_TB00020 840 1660
P283_TL00191 855 1663
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P283_ST00521 1712
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P283_ST00523 P283_ST00524 1777
P283_TB00021 1628
P283_TL00192 930 1633 906
P283_ST00525 T!n^T^^^>0^^*omm>0'4>O" P283_SP00323 1836 1661 -867
P283_ST00526
P283_TB00022 1958 1632
P283_TL00193 1973 1638
P283_ST00527 r".
P283_SP00324 2002
P283_ST00528 2011
P283_SP00325 2040
P283_ST00529 2049
P283_SP00326 2079
P283_ST00530 2088 T
P283_SP00327 2117
P283_ST00531 2125
P283_SP00328 2156
P283_ST00532 2164 1639
P283_SP00329 2193
P283_ST00533 2202
P283_SP00330 2231
P283_ST00534 2240
P283_SP00331 2268
P283_ST00535 2278
P283_TB00023 1890
P283_TL00194 1894
P283_ST00536 iCM
P283_TB00024 842 1912
P283_TL00195 857 1916
P283_ST00537
P283_SP00332 1937 -28
P283_ST00538 1939
P283_TB00025 844
P283_TL00196
P283_ST00539 Z
P283_SP00333 2005 -29
P283_ST00540
P283_SP00334 -27
P283_ST00541 2029
P283_TB00026 918 1884 56
P283_TL00197 1887
P283_ST00542 .^.T^CMT-lT-lT-lTrtCnCnTrtCnTrtlrtTHTrtTrt'rtTHTrtTHCMCMCMTrt 010081088877867867877888887788877777888778771778887778888888877
P283_TB00027 1956 1888 366
P283_TL00198 1972
P283_ST00543 CMCMirtCnCMCM^-iOJCM 888887788888810778888
P283_TB00028 314
P283_TL00199 2143
P283_ST00544 csco-m^CNO-CMKoro 8888778107887888788
P283_ST00545 2166 "T-rtoncscncKcnTrtTrtcn 58777888888887887787788
P283_ST00546 2194
P283_SP00335
P283_ST00547
P283_SP00336 396
P283_ST00548 2192 'S" 784
P283_SP00337
P283_ST00549 u"i 808
P283_SP00338 473
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P283_ST00551 520 <;
P283_SP00340 540
P283_ST00552 557
P283_SP00341
P283_ST00553 2190 'O 078
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P283_ST00554 2191 u'l 868
P283_SP00343
P283_ST00555
P283_SP00344 700
P283_ST00556 709 2188 CO
P283_TB00029 2140
P283_TL00200
P283_ST00557
P283_TL00201 2189
P283_ST00558
P283_SP00345 889 2211
P283_ST00559 861
P283_TB00030 940
P283_TL00202
P283_ST00560 o^cg^inTrt^oocMOp(^^poam5^s(M<3'OQ.^.oo^S 878887887787888888868888787888108878878788878
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P283_TB00031 1954 368
P283_TL00204 1971 2142
P283_ST00563 C0'rtC00<0>-0OS>Q3 7877788888758788577
P283_ST00564 cooooocMr-jCMrs 888888888788888
P283_TL00205 1970 2185
P283_ST00565 cMcn"TCMCM*rm->0'O 888828888877876868
P283_TB00032 2230
P283_TL00206 974
P283_ST00566
P283_TB00033 316 2414 124
P283_TL00207 2418
P283_ST00567 oo^OK>pmcnin22f! 887107888888088887
P283_SP00346 742 2450 -408
P283_ST00568 2434 incoo^oTin&'CnfsCOfM 888881088585788888888
P283_ST00569 2463 corvCO-oorrsmcnmsiTrt 888888788888888883877
P283_SP00347 2489 -390
P283_ST00570 352 2499
P283_SP00348 360 2509
P283_ST00571 390 2494 350 ¦tTtTT 10868658688
P283_TL00208 332
P283_ST00572 CMdiOJCM-^CMfMCMCMCnCn 88888888710888888888868
P283_TB00034 2404 558
P283_TL00209
P283_ST00573 'OCMmOCMTrtTO^PS>OeMOl^< 7687888888778810888888866106
P283_TB00035 2412 126
P283_TL00210 1969 2416
P283_ST00574 cnmcn 88888
P283_TB00036 2500
P283_TL00211 2502
P283_ST00575 CM>ocncMCMMC>cnmcn^cntMCMVcn P283_SP00349 1845 2529 -870
P283_ST00576
P283_TB00037 1950 2458
P283_TL00212 2493
P283_ST00577 ¦
P283_SP00350 1996 2503
P283_ST00578 275 IITTITtl 88888888
P283_TL00213 1966 2507 336
P283_ST00579 2508
P283_SP00351 1997
P283_ST00580
P283_SP00352 2035
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preProcessingStep
processingSoftware
softwareCreator Kirtas Technologies, Inc.
softwareName BookScan Editor
softwareVersion 3.6
ocrProcessingStep
Kirtas Technologies, Inc.
OCR Manager
3.0.0.0
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P149_TL00002 388 337 1010 38
P149_ST00002 338 132 37 Table 0.90 01004
SP P149_SP00001 520 375 19
P149_ST00003 539 339 108 36 5-31: 35601
P149_SP00002 647 51
P149_ST00004 698 94 Best 0.84 0042
P149_SP00003 792 374 18
P149_ST00005 810 218 Predictors 0.86 0200002602
P149_SP00004 1028 20
P149_ST00006 1048 55 Of 0.94 01
P149_SP00005 1103 373 13
P149_ST00007 1116 282 Effectiveness 0.88 0000032002043
P149_TL00003 389 444 186
P149_ST00008 Variable 0.82 50200060
P149_TL00004 1000 98
P149_ST00009 Beta 0030
P149_TL00005 1455 31 34
P149_ST00010 T 1.00
P149_TL00006 1761 443 129
P149_ST00011 SIGT 0.89 1020
P149_TL00007 387 547 332
P149_ST00012 550 199 44 Frequent 0.95 00000003
P149_SP00006 586 594 17
P149_ST00013 603 116 Hwk 0.80 0007
P149_TL00008 995 91
P149_ST00014 .578 0.79 2041
P149_TL00009 1450 93
P149_ST00015 4.14 0000
P149_TL00010 1758 551 87 33
P149_ST00016 .001 0.93 0200
P149_TL00011 646 304 54
P149_ST00017 Qualification* 0.73 37100330030077
P149_TL00012 977 656 109
P149_ST00018 -.408 0.71 30046
P149_TL00013 1433 110
P149_ST00019 -2.84 0.81 20330
P149_TL00014 1757 657
P149_ST00020 .012 2400
P149_TL00015 385 763 238
P149_ST00021 Expatriate 0000400060
P149_TL00016 994
P149_ST00022 .373 0.78 0250
P149_TL00017 764 92
P149_ST00023 2.56 0.87 0310
P149_TL00018
P149_ST00024 .021 0.83 0600
P149_TL00019 868 130
P149_ST00025 Cheat 0.92 00003
P149_TL00020 869
P149_ST00026 .326
P149_TL00021 870
P149_ST00027 2.32 0420
P149_TL00022 1756
P149_ST00028 .034 0.77 1600
P149_TB00003 1434 914 428 56
P149_TL00023 1449 397 52
P149_ST00029 922 183 Multiple 0.91 04000200
P149_SP00007 1632 966
P149_ST00030 1652 43 R^ 0.35 310
P149_SP00008 1703 957 10
P149_ST00031 1713 931 32 16 0.75 2
P149_SP00009 1745 947 11
P149_ST00032 924 .735
P149_TB00004 368 1164 140 46
P149_TL00024 383 1171
P149_ST00033 KEY 000
P149_TB00005 1362 1848 1570
P149_TL00025 382 1364 1458
P149_ST00034 1367 01000051
P149_SP00010 581 1410
P149_ST00035 598 0.72 3007
P149_SP00011 714 1402 15
P149_ST00036 729 1366 178 45 frequent 0.74 22402540
P149_SP00012 907 1411
P149_ST00037 246 assignment 0000050500
P149_SP00013 1168
P149_ST00038 1183 of 40
P149_SP00014 1229 8
P149_ST00039 1237 228 homework, 020440203
P149_SP00015 1465 21
P149_ST00040 1486 159 student 0000620
P149_SP00016 1645 1403
P149_ST00041 1660 180 assessed 0.98 00010000
P149_TL00026 1456 1380 53
P149_ST00042 305 43000440050057
P149_SP00017 687 1508
P149_ST00043 718 1464 198 academic 00000300
P149_SP00018 916 1501
P149_ST00044 933 82 and 0.85 040
P149_SP00019 1015
P149_ST00045 260 professional 010500000301
P149_SP00020 1288
P149_ST00046 1304 284 qualification, 07010560011430
P149_SP00021 1588 1509 23
P149_ST00047 1611 151 teacher 2000001
P149_TL00027 381 1562 1096
P149_ST00048 237 0000000060
P149_SP00022 618 1607
P149_ST00049 637 333 Commonwealth 005250000470
P149_SP00023 970 1599
P149_ST00050 987 1563 citizen, 01401354
P149_SP00024 1136 1606 22
P149_ST00051 1158 319 non-Bahamian 0.70 507400007307
P149_TL00028 380 1642
P149_ST00052 145 Cheat* 300057
P149_SP00025 525 1697
P149_ST00053 543 1661 72 low 0.99
P149_SP00026 615
P149_ST00054 636 233 inclination 33000307006
P149_SP00027 1698
P149_ST00055 889 1667 to
P149_SP00028
P149_ST00056 944 1674 67 24 use 601
P149_SP00029 1011
P149_ST00057 1030 197 unethical 651200000
P149_SP00030 1227
P149_ST00058 1243 00000510
P149_SP00031 1440 14
P149_ST00059 1454 1663 201 practices, 0100510000
P149_SP00032 1655 1706
P149_ST00060 1677 1662 153 4000020
P149_SP00033 1830 1699
P149_ST00061 1844 00410020
P149_TL00029 1811
P149_ST00062 122 lesser 501000
P149_SP00034 501 1847
P149_ST00063 518 1812 200 00100400
P149_SP00035
P149_ST00064 736 302 qualifications 04070550150070
P149_SP00036 1038 1856
P149_ST00065 1056 00
P149_SP00037 1099
P149_ST00066 1112 194 42 teachers, 000050504
P149_SP00038 1306 1854
P149_ST00067 1326 182 teachers 52000000
P149_SP00039
P149_ST00068 1527 99 from 0004
P149_SP00040 1626
P149_ST00069 1644 342 606001000140
P149_TL00030 377 1909 1695
P149_ST00070 1910 213 41 countries, 0020500030
P149_SP00041 590 1951
P149_ST00071 611 81 0.96 001
P149_SP00042 692 1945
P149_ST00072 710 68 the 500
P149_SP00043 778
P149_ST00073 797 400
P149_SP00044 1946
P149_ST00074 888 210 likelihood 2000200120
P149_SP00045 1098
P149_ST00075 1115
P149_SP00046
P149_ST00076 185 students 11000464
P149_SP00047 1356
P149_ST00077 1375 1911 resorting 003006070
P149_SP00048 1573 1954
P149_ST00078 1590 1914
P149_SP00049 1628
P149_ST00079 1648 207 020630004
P149_SP00050 1855 1947
P149_ST00080 1874 00100010
P149_TL00031 2006 1619
P149_ST00081 179 conduct. 00205060
P149_SP00051 556 2043
P149_ST00082 593 2007 It 0.47
P149_SP00052 628
P149_ST00083 645 is
P149_SP00053 678
P149_ST00084 697 235 significant 00010000244
P149_SP00054 932 2051
P149_ST00085 950 that 5022
P149_SP00055 1044
P149_ST00086 1061 2011 76 two
P149_SP00056 1137
P149_ST00087 1154
P149_SP00057 1197
P149_ST00088 1210
P149_SP00058 1277 2044
P149_ST00089 1296 104 most 0.76 2034
P149_SP00059 1400
P149_ST00090 1416 2012 141 potent 0.65 346007
P149_SP00060 1557 2053
P149_ST00091 1574 2008 217 predictors 0003006051
P149_SP00061 1791
P149_ST00092 1809
P149_SP00062
P149_ST00093 1865 131 school 101101
P149_TL00032 376 2104 1726
P149_ST00094 274 effectiveness 0000050045000
P149_SP00063 650 2141
P149_ST00095 669 2106 125 relate 006050
P149_SP00064 794
P149_ST00096 814 2109
P149_SP00065 852
P149_ST00097 871 2105 162 6000000
P149_SP00066 1033
P149_ST00098 1050 334 characteristics. 0200004030140000
P149_SP00067 1384 2142
P149_ST00099 1419 156 Earlier 2006000
P149_SP00068 1575
P149_ST00100 1593 2118 we
P149_SP00069
P149_ST00101 2107 211 suggested 000204406
P149_SP00070 1878 2151
P149_ST00102 1897 0.59 5325
P149_SP00071 1989 2143
P149_ST00103 2005 97 both
P149_TL00033 2202 1779
P149_ST00104 112 these 0.66 66013
P149_SP00072 488 2238
P149_ST00105 507 variables, 2300020026
P149_SP00073 720 2245
P149_ST00106 740 3000700
P149_SP00074 902
P149_ST00107 918 citizenship 00400000005
P149_SP00075 1153 2246
P149_ST00108 1173 2203 79
P149_SP00076 1252
P149_ST00109 314 qualifications, 070005500500116
P149_SP00077 1583 2247
P149_ST00110 1603 2215 may 004
P149_SP00078 1696
P149_ST00111 1711 2204 be
P149_SP00079 2240
P149_ST00112 1777 2216 seen
P149_SP00080 1870
P149_ST00113 1888 as 03
P149_SP00081 1933
P149_ST00114 1952 203 25 measures 00205304
P149_TL00034 2298
P149_ST00115 02
P149_SP00082 418 2334 12
P149_ST00116 430 6000602
P149_SP00083 592 2335
P149_ST00117 608 293 qualification. 05000330030004
P149_SP00084 901 2343
P149_ST00118 936 2299 83 The
P149_SP00085 1019
P149_ST00119 1037 2300 184 negative 30003000
P149_SP00086 1221
P149_ST00120 1239 74 but 0.97
P149_SP00087 1313
P149_ST00121 1330 191 powerful 30002061
P149_SP00088 1521 2344
P149_ST00122 1538 265 relationship 000040063500
P149_SP00089 1803 2345
P149_ST00123 1822 2301 176 between 5050002
P149_SP00090 1998 2337
P149_ST00124 2014
P149_TL00035 2396 1683
P149_ST00125 192 teachers' 520070004
P149_SP00091 567 2433
P149_ST00126 585 04040220040000
P149_SP00092 887 2441
P149_ST00127 906 2397 80 020
P149_SP00093 986
P149_ST00128 1004 286 effectiveness, 02000600000013
P149_SP00094 1290 2439
P149_ST00129 1310 2398 174 possibly 20300244
P149_SP00095 1484 2442
P149_ST00130 2399 in
P149_SP00096 1543 2434
P149_ST00131 1561 2402 part 3052
P149_SP00097
P149_ST00132 1672 2410 a 0.55 4
P149_SP00098
P149_ST00133 1714 205 reflection 1055004007
P149_SP00099 1919 2435
P149_ST00134 1937
P149_SP00100 1979
P149_ST00135 1992 66 600
P149_TL00036 2494 1823 48
P149_ST00136 236 abundance 006100300
P149_SP00101 2531
P149_ST00137 629
P149_SP00102 672
P149_ST00138 684 2495 114 rural 54400
P149_SP00103 798
P149_ST00139 815 2496
P149_SP00104 896 2532
P149_ST00140 157 private 5203020
P149_SP00105 1071 2540
P149_ST00141 1090 schools 6000252
P149_SP00106 1241
P149_ST00142 1260
P149_SP00107 1302
P149_ST00143 1320 300
P149_SP00108 1388
P149_ST00144 1406 effective 000003000
P149_SP00109 1585 2533
P149_ST00145 1604 2507 137 group, 010650
P149_SP00110 1741 2541
P149_ST00146 2497 123 taken 60001
P149_SP00111 1884
P149_ST00147 1903 2498 together 10001001
P149_SP00112 2082 2542
P149_ST00148 2099 with 0006
P149_TL00037 2592 1639
P149_ST00149
P149_SP00113 442 2628
P149_ST00150 460 2593 264 003300322000
P149_SP00114 724 2637
P149_ST00151 742 2030007
P149_SP00115 920 2630
P149_ST00152 937 2594 00500000500
P149_SP00116 1172
P149_ST00153 1191 060
P149_SP00117 1271 2629
P149_ST00154 1287 288 00000500000320
P149_SP00118
P149_ST00155 1594 2595 169 bolsters 30033000
P149_SP00119 1763 2631
P149_ST00156 1781 2607 our 055
P149_SP00120
P149_ST00157 1871 2596 142 earlier 0146204
P149_TL00038 2690
P149_ST00158 2694 39 argument 0.58 20845075
P149_SP00121 587 2733
P149_ST00159 604 0.50 8406
P149_SP00122 2726
P149_ST00160 716 2691 it 06
P149_SP00123 749
P149_ST00161 766
P149_SP00124 799
P149_ST00162 818 71 not 0.69 504
P149_SP00125
P149_ST00163 905 69
P149_SP00126 974
P149_ST00164 992 quantity 00045012
P149_SP00127 2734
P149_ST00165 1198
P149_SP00128
P149_ST00166 1254 training 50000002
P149_SP00129 1436 2735
P149_ST00167 1451 75
P149_SP00130 1526 2727
P149_ST00168 2692 139 rather 104013
P149_SP00131 1682
P149_ST00169 1700
P149_SP00132 1768 2728
P149_ST00170 1786 2697 164 content 0014052
P149_SP00133 1950
P149_ST00171 1965
P149_SP00134
P149_ST00172 2020 2693
P149_TL00039 2786 1796
P149_ST00173 405000221
P149_SP00135 564 2823
P149_ST00174 583 2798 88 own 011
P149_SP00136 671
P149_ST00175 688 2787 245 curriculum 0540000002
P149_SP00137 2824
P149_ST00176 951 which
P149_SP00138 1081
P149_ST00177 2788
P149_SP00139 1132
P149_ST00178 1150
P149_SP00140 1193
P149_ST00179 1205 importance 0303050100
P149_SP00141 2832
P149_ST00180 1470 2789 0.60 07
P149_SP00142 1513
P149_ST00181 1531 161 3000000
P149_SP00143 1692 2825
P149_ST00182 1709 2790 272 preparation. 000104030030
P149_SP00144 1981 2834
P149_ST00183 2015 154 Family 001047
P149_TL00040 372 2885 1494
P149_ST00184 134 Island 430000
P149_SP00145 506 2921
P149_ST00185 524
P149_SP00146 605
P149_ST00186 623 2886 4200040
P149_SP00147 780 2930
P149_ST00187 152 2001020
P149_SP00148 2922
P149_ST00188 971 2890 attract 0302304
P149_SP00149 1124
P149_ST00189 1140 2887 227 expatriate 0000140040
P149_SP00150
P149_ST00190 1386 181 50000010
P149_SP00151 1567 2923
P149_ST00191 1586 2888 usually 0000104
P149_SP00152 1747 2931
P149_ST00192 1765 101


xml version 1.0 encoding UTF-8
alto xmlns:xsi http:www.w3.org2001XMLSchema-instance xsi:noNamespaceSchemaLocation http:schema.ccs-gmbh.commetaealto-1-2.xsd xmlns:xlink http:www.w3.orgTRxlink
Description
MeasurementUnit pixel
sourceImageInformation
fileName Z:\Scan\Mariner\IR SS\OCR\AA00000008_00001\00211.tif
OCRProcessing ID OCRPROCESSING_1
preProcessingStep
processingSoftware
softwareCreator Kirtas Technologies, Inc.
softwareName BookScan Editor
softwareVersion 3.6
ocrProcessingStep
Kirtas Technologies, Inc.
OCR Manager
3.0.0.0
Layout
Page P211 PHYSICAL_IMG_NR 211 HEIGHT 3290 WIDTH 2528
TopMargin P211_TM00001 HPOS 0 VPOS 142
LeftMargin P211_LM00001 204 2664
RightMargin P211_RM00001 2161 367
BottomMargin P211_BM00001 2806 484
PrintSpace P211_PS00001 1957
TextBlock P211_TB00001 1263 88 47
TextLine P211_TL00001 1269 148 76 35
String P211_ST00001 CONTENT 200 WC 0.90 CC 011
P211_TB00002 284 318 120 40
P211_TL00002 299 323 100
P211_ST00002 400-1 0.38 55657
P211_TB00003 282 562 122
P211_TL00003 298 568 93 30
P211_ST00003 300- 0.77 0340
P211_TB00004 800
P211_TL00004 806
P211_ST00004 200- 0.80 1401
P211_TB00005 1042 118
P211_TL00005 1048 91
P211_ST00005 100- 0.64 1642
P211_TB00006 676 388 834 152
P211_TL00006 693 397 801 44
P211_ST00006 401 99 32 Note: 0.85 01051
SP P211_SP00001 792 433 14
P211_ST00007 400 Each 0.95 2000
P211_SP00002 899 432 11
P211_ST00008 910 41 point 0.89 05000
P211_SP00003 1009 441 13
P211_ST00009 1022 399 107 31 onthe 00007
P211_SP00004 1129 430 12
P211_ST00010 1141 68 line 0007
P211_SP00005 1209
P211_ST00011 1221 201 represents 0.87 0300503000
P211_SP00006 1422 439
P211_ST00012 1436 58 the 0.82 005
P211_TL00007 691 450 628
P211_ST00013 453 131 school 0.83 030402
P211_SP00007 822
P211_ST00014 833 451 189 (indicated 0000010070
P211_SP00008 491
P211_ST00015 1033 39 by 1.00 00
P211_SP00009 1080 490
P211_ST00016 1091 0.67 027
P211_SP00010 1149 482
P211_ST00017 1162 157 38 number) 0.91 0000600
P211_TL00008 692 502 565 34
P211_ST00018 513 46 23 on
P211_SP00011 738 536
P211_ST00019 751 506 33 achievementeffectiveness 0.81 0200507010077007000000600
Illustration P211_CB1_SUB 530 350 1102 876 TYPE
P211_TB00007 660 1298 52 78
P211_TL00009 1300 71
P211_ST00020 25 T" 0.56 80
P211_SP00012 712 1325 -37
P211_ST00021 675 1341 20 2
P211_TB00008 1246 1294
P211_TL00010 70
P211_ST00022 24 T- 0.26 86
P211_SP00013 1322 -36
P211_ST00023 1262 1338 19 6 0.71
P211_TB00009 1534 54
P211_TL00011 1297
P211_ST00024 T 0.12 8
P211_SP00014 1588 -38
P211_ST00025 1550 21 1
P211_TB00010 1726 306 330 452
P211_TL00012 1743 311
P211_ST00026 KEY 0.79 060
P211_ST00027 365 42 29 0.73 05
P211_SP00015 1785 394 16
P211_ST00028 1801 362 130 Kirklyn 0.74 0350206
P211_TL00013 1742 413 258
P211_ST00029 St.Burton's 0602006005100
P211_TL00014 1741 465 236
P211_ST00030 467 94 3 St. 0.96 01000
P211_SP00016 1835 497 17
P211_ST00031 1852 125 Hilda's 0120200
P211_TL00015 517 208 92
P211_ST00032 167 4 Trinity 0.69 350731060
P211_SP00017 1908 556 -165
P211_ST00033 569 206 lOsTemple 0.62 268070403
P211_ST00034 619 296 St.Mlchael's 0.75 303050050730600
P211_ST00035 671 205 Weslyn 0.68 344044402
P211_TL00016 722 240
P211_ST00036 Christlan 073050415404
P211_TB00011 1752 838 409 112
P211_TL00017 842 395
P211_ST00037 846 37 -H 0.57 08
P211_SP00018 1789 870
P211_ST00038 852 60 0.00 10
P211_SP00019 1849 860 53
P211_ST00039 1902 245 Achievement 00520000201
P211_TL00018 914 403
P211_ST00040 919 36 -* 0.42 56
P211_SP00020 1788 943
P211_ST00041 925 61 9
P211_SP00021 934
P211_ST00042 1903 252 Effectiveness 2030670023200
P211_TB00012 1818 1332
P211_TL00019 1833 1337 57
P211_ST00043
P211_SP00022 1847 1368 22
P211_ST00044 1869 0.43 5
P211_TB00013 372 1426 1714 108
P211_TL00020 387 1683
P211_ST00045 159 45 Figure 0.65 108370
P211_SP00023 546 1481
P211_ST00046 1438 82 6-2: 4633
P211_SP00024 647 1473 49
P211_ST00047 696 140 Graph 00024
P211_SP00025 836 1482
P211_ST00048 853 1437 Showing 0.92 1000040
P211_SP00026 1483 18
P211_ST00049 1060 67 500
P211_SP00027 1127 1474
P211_ST00050 1145 137 Scores 000000
P211_SP00028 1282 1475
P211_ST00051 1299 43 of
P211_SP00029 1342
P211_ST00052 1355 Private 0001106
P211_SP00030 1514 1476
P211_ST00053 1533 1439 161 Schools 0302000
P211_SP00031 1694
P211_ST00054 1712 1452 0.76 04
P211_SP00032 1764
P211_ST00055 1783 1441 287 00200200020
P211_TL00021 697 1490 815
P211_ST00056 1491 in 0.29
P211_SP00033 737 1526
P211_ST00057 756 171 relation 00002003
P211_SP00034 927 1527
P211_ST00058 946 1495 to 0.55 26
P211_SP00035 985
P211_ST00059 1004 136 000400
P211_SP00036 1140 1528
P211_ST00060 1158 1503 03
P211_SP00037 1210
P211_ST00061 1228 0880035407030
P211_TB00014 1720
P211_TL00022 209 65
P211_ST00062 0.63 046
P211_TB00015 1942
P211_TL00023 1947
P211_ST00063 150- 0043
P211_TB00016 2158 124
P211_TL00024 2164
P211_ST00064 5030
P211_TB00017 212 2374 74
P211_TL00025 227 2379
P211_ST00065 50 0.47 64
P211_TB00018 604 1612 848
P211_TL00026 620 1622
P211_ST00066 1624 101 00080
P211_SP00038 721 1656
P211_ST00067 734 2101
P211_SP00039 828
P211_ST00068 837 104 0.98 00000
P211_SP00040 941 1665
P211_ST00069 950 1632 0.86
P211_SP00041 997 1655 15
P211_ST00070 1012
P211_SP00042 1070
P211_ST00071 1081 1623
P211_SP00043 1654
P211_ST00072 1161 203 0800306100
P211_SP00044 1364 1663
P211_ST00073 1376 59
P211_TL00027 1673 747
P211_ST00074 1676 132 0.97 000100
P211_SP00045 1707
P211_ST00075 759 1684 109 score 00106
P211_SP00046 868
P211_ST00076 880 1674 (Indicated 0100000080
P211_SP00047 1069 1715
P211_ST00077
P211_SP00048
P211_ST00078 1137
P211_SP00049 1196 1705
P211_ST00079 1208 158 0000700
P211_TL00028 621 567
P211_ST00080 1736
P211_SP00050 667 1759
P211_ST00081 679 509 0.72 5002808070018007203070700
P211_TB00019 1274 1934 274
P211_TL00029 1277 1939 254 90
P211_ST00082 246 0.84 00541060100
P211_SP00051 1523 1970 -245
P211_ST00083 1278 1997 253 6002041021402
P211_CB2_SUB 426 1774 1468 744
P211_TB00020 1772 1592 368 658
P211_TL00030 1600 79
P211_ST00084 071
P211_TL00031 1787 1652 220 83
P211_ST00085 SsWestern 480431502
P211_SP00052 1990 -202
P211_ST00086 1703 219 Southern 4405576300
P211_TL00032 1754 184
P211_ST00087 7sNorand 07060000
P211_ST00088 1806 224 Baintown 0000400000
P211_ST00089 1857 182 SsCentral 0.66 683404030
P211_SP00053 1969 1889 -180
P211_ST00090 335 12slndependence 308114624220000
P211_ST00091 1959 242 13sFreetown 40860686701
P211_ST00092 2010 235 14sHlghland 00830053040
P211_ST00093 2061 ISsEastern 0385000200
P211_ST00094 2111 233 16sNorthern 00600031401
P211_ST00095 2163 17sBahama 058100000
P211_TL00033 2214 186
P211_ST00096 18sSands 00803000
P211_TB00021 2640 1442 166
P211_TL00034 798 2649 1304
P211_ST00097 2651
P211_SP00054 819 2682 232
P211_ST00098 1051 2650
P211_SP00055 1071 2681 230
P211_ST00099 1301
P211_SP00056 1323 216
P211_ST00100 1539 55
P211_SP00057 1594 199
P211_ST00101 1793
P211_SP00058 1850 196
P211_ST00102 2046
P211_TL00035 2710 1352
P211_ST00103 0.99
P211_SP00059 831 2756
P211_ST00104 849 0000020
P211_SP00060 1038 2757
P211_ST00105 1056 2711 66 000
P211_SP00061 1122 2748
P211_ST00106 010000
P211_SP00062
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P282_ST00149 782 n> 85
P282_SP00098 800
P282_ST00150
P282_TL00050 804
P282_ST00151 Urt 777
P282_TL00051 827
P282_ST00152
P282_SP00099 843
P282_ST00153 927
P282_SP00100 950 845
P282_ST00154 965 .
P282_TL00052
P282_ST00155 4JXrt
P282_SP00101 988 869 -100
P282_ST00156 63
P282_SP00102 951 892
P282_ST00157 872 <0
P282_TL00053 895
P282_ST00158
P282_SP00103 915 54
P282_ST00159 a. 0.69
P282_TL00054
P282_ST00160 918 lU-D 8878
P282_SP00104
P282_ST00161
P282_TL00055 941
P282_ST00162 942 Q. 75
P282_SP00105 961
P282_ST00163 go:
P282_TL00056 989
P282_ST00164
P282_SP00106 1007
P282_ST00165 0.58
P282_TL00057 176
P282_ST00166
P282_SP00107 1030
P282_ST00167
P282_SP00108
P282_ST00168
P282_SP00109 46
P282_ST00169
P282_TL00058 1031 183
P282_ST00170 106 (4>jK^a 88488108
P282_SP00110 1053
P282_ST00171 1042
P282_TL00059
P282_ST00172
P282_SP00111 1075
P282_ST00173
P282_SP00112 53
P282_ST00174
P282_TL00060
P282_ST00175
P282_SP00113 1098
P282_ST00176 0.24
P282_SP00114
P282_ST00177
P282_SP00115
P282_ST00178
P282_TL00061
P282_ST00179 -rt 577
P282_SP00116 913 1141
P282_ST00180 967
P282_SP00117 997 1143 38
P282_ST00181
P282_TL00062 154
P282_ST00182
P282_SP00118
P282_ST00183 929
P282_SP00119 952
P282_ST00184
P282_SP00120 1165
P282_ST00185 1005
P282_TL00063
P282_ST00186 677
P282_SP00121 1187
P282_ST00187
P282_SP00122 1189
P282_ST00188 959
P282_SP00123 1186
P282_ST00189
P282_SP00124 1028
P282_ST00190 ( 0.07 810
P282_TL00064
P282_ST00191 ¦rtU-^O-rt 07787108777
P282_SP00125 1027 1212
P282_ST00192 1043
P282_TL00065
P282_ST00193 ¦r* 1086
P282_SP00126 1232
P282_ST00194 69 'rt4* 77787
P282_SP00127 1234
P282_ST00195
P282_TL00066 890 1235
P282_ST00196
P282_SP00128
P282_ST00197 6677
P282_SP00129
P282_ST00198 OIX
P282_TL00067 891
P282_ST00199
P282_SP00130 1280
P282_ST00200
P282_SP00131
P282_ST00201
P282_SP00132
P282_ST00202 1006
P282_SP00133
P282_ST00203
P282_TL00068
P282_ST00204 UtH-CQE-J 888484848
P282_TB00007 822 128 188
P282_TL00069 1195
P282_ST00205 e.
P282_SP00134
P282_ST00206 1233 (- 0.43
P282_TL00070
P282_ST00207
P282_SP00135 1218
P282_ST00208 g
P282_TL00071
P282_ST00209
P282_SP00136
P282_ST00210 i
P282_TL00072 1156 914
P282_ST00211
P282_SP00137 1178 936
P282_ST00212
P282_SP00138 935
P282_ST00213
P282_TL00073 1157 937 98
P282_ST00214 E.
P282_SP00139 1179 957
P282_ST00215
P282_SP00140
P282_ST00216 e
P282_TL00074 960
P282_ST00217
P282_SP00141 983
P282_ST00218 OO
P282_TL00075
P282_ST00219 XXX
P282_TB00008 1000 94 56
P282_TL00076 1117
P282_ST00220 ¦n
P282_SP00142 1140 1029
P282_ST00221 (3. 0.59 083
P282_TL00077 1118 1023
P282_ST00222
P282_SP00143 1051
P282_ST00223
P282_SP00144 1052
P282_ST00224 '
P282_TB00009 1068 1024 204
P282_TL00078 1119
P282_ST00225 1048
P282_SP00145 1139
P282_ST00226 1161 .
P282_SP00146
P282_ST00227 4.o 7878
P282_TL00079
P282_ST00228
P282_SP00147
P282_ST00229 2
P282_SP00148 1180
P282_ST00230 04>
P282_TL00080
P282_ST00231 ifl
P282_SP00149
P282_ST00232
P282_SP00150 1097
P282_ST00233
P282_SP00151
P282_ST00234 0.50
P282_TL00081 1074 182
P282_ST00235
P282_SP00152
P282_ST00236 84
P282_SP00153
P282_ST00237
P282_SP00154
P282_ST00238 0 P282_TL00082 1120
P282_ST00239 (_ 73
P282_SP00155 1142
P282_ST00240 OKC
P282_SP00156
P282_ST00241
P282_SP00157
P282_ST00242
P282_TL00083
P282_ST00243
P282_SP00158
P282_ST00244 1112 q:
P282_SP00159 1166 55
P282_ST00245 E-rt 8677
P282_TL00084
P282_ST00246
P282_SP00160 1188
P282_ST00247 "rt 0.41 177
P282_SP00161 1182
P282_ST00248
P282_TL00085
P282_ST00249
P282_SP00162
P282_ST00250 i:. 484
P282_SP00163
P282_ST00251
P282_SP00164
P282_ST00252
P282_SP00165
P282_ST00253
P282_TL00086
P282_ST00254
P282_SP00166
P282_ST00255
P282_SP00167
P282_ST00256 1158
P282_SP00168
P282_ST00257
P282_SP00169 1227
P282_ST00258
P282_TL00087 1114 142
P282_ST00259 66 XX
P282_SP00170 1256
P282_ST00260
P282_TL00088 1248
P282_ST00261 Op
P282_SP00171 1279
P282_ST00262
P282_SP00172
P282_ST00263 t.4*
P282_TL00089 180
P282_ST00264 ZOtOU.<(I 788887888
P282_TB00010 1444 100 234
P282_TL00090 1466
P282_ST00265
P282_ST00266
P282_TL00091 1458
P282_ST00267
P282_SP00173 1488 958
P282_ST00268
P282_ST00269
P282_ST00270
P282_SP00174
P282_ST00271 1504
P282_TL00092
P282_ST00272
P282_SP00175 1489
P282_ST00273 1505
P282_TL00093 1482
P282_ST00274 i-o
P282_TB00011 1046
P282_TL00094 1459 1055
P282_ST00275 ^'
P282_TB00012 1370 166
P282_TL00095 1468
P282_ST00276
P282_SP00176 1490 1164
P282_ST00277
P282_TL00096
P282_ST00278 4*4*
P282_TL00097 1384 143
P282_ST00279 _l 0.49 36
P282_SP00177 1413
P282_ST00280 1467
P282_TL00098
P282_ST00281 UJ
P282_SP00178 1414
P282_ST00282 fllirt 778877
P282_TL00099 1385
P282_ST00283 Ca
P282_SP00179
P282_ST00284 C'rt
P282_TL00100
P282_ST00285 P282_SP00180
P282_ST00286 1469 1259 ¦BX 0.09
P282_TL00101
P282_ST00287 -i
P282_SP00181 1302
P282_ST00288 1460 Q. P282_TB00013 2368 50
P282_TL00102 2384
P282_ST00289
P282_TB00014 1632 720 168 374
P282_TL00103 1694 723
P282_ST00290
P282_SP00182 1717 744
P282_ST00291 1732
P282_TL00104 1695 748
P282_ST00292 (¦
P282_SP00183 766
P282_ST00293 1734 0.54
P282_TL00105 1648 147
P282_ST00294 <4-
P282_SP00184 1679 789
P282_ST00295 769
P282_SP00185 1718 790
P282_ST00296
P282_SP00186 1756
P282_ST00297 1765 773 J>: 857
P282_TL00106 792
P282_ST00298 'rtXX 77788
P282_SP00187
P282_ST00299 1772 794 80
P282_TL00107 1656
P282_ST00300 014*4* 888787
P282_SP00188 1755
P282_ST00301 1771
P282_TL00108 1647 148
P282_ST00302 837 32
P282_SP00189 859
P282_ST00303
P282_SP00190
P282_ST00304 1733 03 57
P282_TL00109 1660 83
P282_ST00305 860 0.42
P282_SP00191 1666
P282_ST00306 1699
P282_SP00192 1705
P282_ST00307 1737 0.40
P282_TL00110 139
P282_ST00308
P282_SP00193 1680 904
P282_ST00309 884 S
P282_SP00194
P282_ST00310 E^rt 81077
P282_TL00111 1655 140
P282_ST00311 oooo 8778
P282_TL00112
P282_ST00312 933 277
P282_SP00195 948
P282_ST00313 1687 932 -r*
P282_SP00196 947
P282_ST00314 1726 !.* 10876
P282_SP00197 1757
P282_ST00315
P282_TL00113 1650
P282_ST00316 4*+>4*X 8777878
P282_SP00198 1795 973 -138
P282_ST00317 1657 977
P282_SP00199
P282_ST00318 978
P282_SP00200 996
P282_ST00319
P282_SP00201
P282_ST00320
P282_TL00114 998
P282_ST00321 1002
P282_SP00202 1020
P282_ST00322 1001 IJ
P282_SP00203
P282_ST00323 UtO
P282_TL00115 1021
P282_ST00324
P282_SP00204
P282_ST00325 1696 1022
P282_SP00205
P282_ST00326
P282_TL00116
P282_ST00327 109 Ta^o-o 8810878
P282_SP00206 1066
P282_ST00328
P282_TL00117
P282_ST00329 UUUJ+* 887777
P282_TB00015 1838 1012 232
P282_TL00118 1966 1017
P282_ST00330 014- 8781
P282_SP00207 2026 1040
P282_ST00331 2042
P282_TL00119 1850
P282_ST00332
P282_SP00208 1872 1065
P282_ST00333 1888
P282_SP00209 1911 1064
P282_ST00334 1927 1041 (-¦'J'-* 0.39 861058046
P282_SP00210 1063
P282_ST00335 2043
P282_TL00120 215
P282_ST00336
P282_SP00211 1087
P282_ST00337
P282_SP00212
P282_ST00338
P282_SP00213 1950
P282_ST00339 1965
P282_SP00214 1988 1085
P282_ST00340 2004
P282_SP00215 1084
P282_ST00341
P282_TL00121 1842 223
P282_ST00342 1090 -rtXJ 67785
P282_SP00216 1110
P282_ST00343 U>rt 0.38 8077
P282_SP00217 1109
P282_ST00344 ai
P282_SP00218 1107
P282_ST00345
P282_TL00122 1843 222
P282_ST00346 1111
P282_SP00219 1848 41
P282_ST00347 1889 1113 fO
P282_SP00220 1912 1132
P282_ST00348 1928
P282_SP00221 1989
P282_ST00349 2009 0.60
P282_SP00222 2014
P282_ST00350 2036
P282_TL00123 1890
P282_ST00351 1136
P282_SP00223
P282_ST00352 TI4*
P282_SP00224
P282_ST00353 2005 1134
P282_TL00124
P282_ST00354 .
P282_SP00225 1873
P282_ST00355 oro
P282_SP00226
P282_ST00356
P282_SP00227
P282_ST00357 ro4*
P282_TL00125 1177
P282_ST00358
P282_SP00228 1201 125
P282_ST00359 1997 -<
P282_SP00229
P282_ST00360 1
P282_TL00126 1883 1199
P282_ST00361 1204
P282_SP00230 1206
P282_ST00362 1920 1202 -o-o 6878
P282_SP00231 1222
P282_ST00363 1200
P282_SP00232 2027
P282_ST00364 Oi
P282_TB00016 1634 664 190
P282_TL00127 146
P282_ST00365 ¦o-o-o 1087878
P282_SP00233 1758 1135
P282_ST00366 1773
P282_TL00128 1658
P282_ST00367
P282_SP00234 1681
P282_ST00368 1697
P282_SP00235
P282_ST00369 1735
P282_SP00236
P282_ST00370 1766 1137 ¦o
P282_TL00129
P282_ST00371 +*4J4* 678887
P282_SP00237
P282_ST00372
P282_TL00130
P282_ST00373 1183
P282_SP00238
P282_ST00374 1184
P282_SP00239
P282_ST00375 '^4^ 010810
P282_TL00131 1203
P282_ST00376
P282_SP00240 1225
P282_ST00377
P282_SP00241
P282_ST00378
P282_SP00242 1224
P282_ST00379
P282_TL00132 1226
P282_ST00380 1229 0.0. 8680
P282_SP00243 1249
P282_ST00381 CX4*
P282_TL00133 1649
P282_ST00382 1271 185 UJUJUI'O:* 666887188710
P282_SP00244 1834 1294
P282_ST00383 1270
P282_SP00245 1293
P282_ST00384 Ol&OlQ.'rt 8868886777
P282_SP00246 2065 1292
P282_ST00385 2081 iOlSlSlQ.'-i 885788886578
P282_TB00017 1846 224
P282_TL00134 1851
P282_ST00386
P282_SP00247 1247
P282_ST00387
P282_SP00248
P282_ST00388
P282_SP00249 1245
P282_ST00389 1967 1223
P282_SP00250
P282_ST00390 d.4* 8287
P282_TL00135
P282_ST00391
P282_SP00251 1269
P282_ST00392
P282_SP00252
P282_ST00393 1246 Q
P282_SP00253 1272
P282_ST00394
P282_SP00254 1267
P282_ST00395 1243 &
P282_SP00255 2033
P282_ST00396
P282_TB00018 2060 238 260
P282_TL00136 2080 970
P282_ST00397
P282_ST00398
P282_ST00399
P282_SP00256 2103
P282_ST00400 2195 1016 am. 6106
P282_SP00257 2255
P282_ST00401 2272
P282_TL00137 2073 1038
P282_ST00402
P282_SP00258 2102
P282_ST00403 2118 1039
P282_SP00259 2141
P282_ST00404 2157 t-4*'rt 8587777
P282_SP00260
P282_ST00405
P282_TL00138
P282_ST00406 1062
P282_SP00261
P282_ST00407 2119
P282_SP00262
P282_ST00408
P282_SP00263 2179
P282_ST00409
P282_SP00264 2218
P282_ST00410 2234
P282_SP00265
P282_ST00411
P282_TL00139
P282_ST00412 O-O
P282_SP00266
P282_ST00413 2156
P282_SP00267 2217 1106
P282_ST00414 2233
P282_SP00268 2256
P282_ST00415
P282_TL00140 2085 209
P282_ST00416
P282_SP00269 2090
P282_ST00417 2120
P282_SP00270 2142
P282_ST00418 2158
P282_SP00271
P282_ST00419 2238 1.00
P282_SP00272 2244
P282_ST00420 2265
P282_TL00141 1130
P282_ST00421 1133
P282_SP00273
P282_ST00422
P282_SP00274
P282_ST00423 TJ4*
P282_SP00275
P282_ST00424
P282_TL00142 2082
P282_ST00425
P282_SP00276
P282_ST00426
P282_SP00277 2180
P282_ST00427 2196 1155 1>
P282_SP00278
P282_ST00428 2235
P282_TL00143 2076 1176 218
P282_ST00429 Irt
P282_SP00279
P282_ST00430 2226
P282_SP00280
P282_ST00431
P282_TL00144 1198
P282_ST00432 3-0-0-0 8686868
P282_SP00281
P282_ST00433
P282_SP00282 1219
P282_ST00434
P282_TB00019
P282_TL00145
P282_ST00435 Q.O 828
P282_SP00283
P282_ST00436
P282_SP00284
P282_ST00437
P282_SP00285
P282_ST00438 Q.4* 8087
P282_TL00146
P282_ST00439
P282_SP00286
P282_ST00440
P282_SP00287
P282_ST00441
P282_SP00288
P282_ST00442
P282_SP00289
P282_ST00443
P282_SP00290
P282_ST00444 2273 13
P282_TB00020 2296 122
P282_TL00147 2339 716
P282_ST00445 717 t*.
P282_SP00291
P282_ST00446 2385
P282_TL00148 740
P282_ST00447 ¦rtX 0.36 1778
P282_TL00149 2347 762
P282_ST00448
P282_TL00150 2340 784
P282_ST00449 ino
P282_TL00151 2351
P282_ST00450
P282_SP00292 2356
P282_ST00451 2389
P282_TL00152 829
P282_ST00452 830
P282_SP00293 2369
P282_ST00453
P282_TL00153 853
P282_ST00454
P282_SP00294 874
P282_ST00455
P282_TL00154
P282_ST00456 ¦o^o 108108
P282_TL00155 901
P282_ST00457
P282_SP00295 920
P282_ST00458
P282_TL00156 925
P282_ST00459 C-
P282_SP00296
P282_ST00460
P282_TL00157 945
P282_ST00461
P282_TL00158 2310 969
P282_ST00462
P282_TL00159 2309 992 97
P282_ST00463 CH-**- 884775
P282_TL00160 1015
P282_ST00464
P282_SP00297 2331
P282_ST00465
P282_SP00298
P282_ST00466
P282_TL00161 2303
P282_ST00467 ¦in
P282_TL00162 2302 105
P282_ST00468
P282_SP00299
P282_ST00469
P282_SP00300
P282_ST00470 2386
P282_TL00163
P282_ST00471
P282_SP00301
P282_ST00472
P282_SP00302
P282_ST00473
P282_TL00164 2314
P282_ST00474
P282_SP00303 2319
P282_ST00475 2348
P282_SP00304 2370
P282_ST00476
P282_TL00165
P282_ST00477
P282_SP00305 2332
P282_ST00478 -TJ 786
P282_SP00306
P282_ST00479 Tl
P282_TL00166
P282_ST00480 ¦0 0.51
P282_SP00307
P282_ST00481 2341
P282_TL00167
P282_ST00482
P282_SP00308
P282_ST00483
P282_SP00309
P282_ST00484 787
P282_TL00168 2311
P282_ST00485
P282_SP00310
P282_ST00486
P282_SP00311
P282_ST00487
P282_TL00169 102
P282_ST00488 8-i-i 86778
P282_TL00170
P282_ST00489 CXIrtlrt 88877777
P282_TB00021 1366 968
P282_TL00171 313 1372 943
P282_ST00490 ^^TT^TT^'rTTT"T^"T^^Cn^"T^T^3"T 10108810881078888681048101088103810810838
P282_ST00491 1395 944 oicnmcnPTComcncncncocnoicnrocncncncncncncnmcntn 88888788888888887888888888888888888888888888878
P282_TB00022 1416
P282_TL00172 1386 1419
P282_ST00492
P282_ST00493 1446
P282_ST00494 _J 37
P282_TB00023 1368 52
P282_TL00173 1461 1371
P282_ST00495 CM
P282_SP00312 1393
P282_ST00496 1498
P282_TB00024 1354
P282_TL00174 1359
P282_ST00497 ¦rt-rtTrtCJCMCMOOOOOOOOOOOOjH;^ 107777787788888888888888888888810
P282_TB00025 418 1550 854
P282_TL00175 427 1556
P282_ST00498 L'Tr!;"!-O'<3^'0!n'<3ncni"Ttncncncncncn^*rT 8588771878688100787808888883888888888888810788
P282_TB00026 1552
P282_TL00176 1387
P282_ST00499 1557
P282_SP00313 1415 1578
P282_ST00500 1462 rcn 7888
P282_TL00177 1579
P282_ST00501 1580
P282_SP00314 1601
P282_ST00502 1501 P282_TL00178 1388 1602
P282_ST00503
P282_SP00315 1624
P282_ST00504 1605 Trt
P282_TL00179 1629 40
P282_ST00505 h^
P282_SP00316 1643 -28
P282_ST00506
P282_ST00507 1671 X
P282_ST00508 1693
P282_TB00027 1538
P282_TL00180 1543 758
P282_ST00509 TTTTTT^in^oinTin-csainin'O^^Jcncn 8888881088107888887888282878101078888
P282_TB00028 1802
P282_TL00181 318 1808
P282_ST00510 1815 vQ^--! 881076810
P282_SP00317 451 1836
P282_ST00511 809 (TrtTrtTrtirtTrtTrtTrtTrtCnTrtTrtOCMCMirtTrtOOOCnCM 887787787787787787787787788877877888888778778887888
P282_TB00029 1374 1806
P282_TL00182 1390 1809
P282_ST00512
P282_TL00183 1389 1832
P282_ST00513
P282_SP00318 1417 1854 -27
P282_ST00514 1855
P282_TB00030 1448 1804
P282_TL00184 1464
P282_ST00515 TrtK
P282_TB00031 1636 1790
P282_TL00185 1652
P282_ST00516 CMCMCM^rtTrtCnOOOOOOOOOOOOCnTrt 88788810778778888888888888888877
P282_TB00032 2056 972
P282_TL00186 317 2059
P282_ST00517 O'<0CM'<0C0CMm^N.->0CMOO-'rtCD 808888688888881087786888888775787710788878888777788
P282_ST00518 2084 621 or: P282_SP00319
P282_ST00519 "
P282_SP00320 976
P282_ST00520 1004
P282_SP00321
P282_ST00521 1044 2083
P282_SP00322
P282_ST00522
P282_SP00323 51
P282_ST00523 ¦"
P282_SP00324
P282_ST00524
P282_TB00033
P282_TL00187 349
P282_ST00525 )
P282_SP00325 2105
P282_ST00526 N.
P282_SP00326 956
P282_ST00527 964 fs
P282_SP00327 994 2106
P282_ST00528 1003 rs
P282_SP00328
P282_ST00529 P
P282_SP00329 1070
P282_ST00530 o
P282_SP00330
P282_ST00531
P282_SP00331 2104
P282_ST00532 ^
P282_SP00332 1185 2111
P282_ST00533
P282_SP00333
P282_ST00534 rx
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P358_ST00033 0.29 883
P358_TB00013 1262 100
P358_TL00017 1321 704
P358_ST00034 0.73
P358_TL00018 1277 729
P358_ST00035
P358_TB00014 1372 556 82
P358_TL00019 1388 610
P358_ST00036 c
P358_TB00015 1446 138 170
P358_TL00020 1460 329 137
P358_ST00037 48 {5S3 0.15 88888
P358_SP00017 1567 377 -106
P358_ST00038 1461 375 106 ^OIO 0.11 10888
P358_SP00018 -85
P358_ST00039 1482 430 9 12 ¦
P358_SP00019 1491 442
P358_ST00040 1545 444 0.44
P358_TL00021 1499
P358_ST00041 874
P358_TB00016 1450 578 136
P358_TB00017 1452 628
P358_TL00022 1465 631
P358_ST00042 s
P358_TB00018 1490 694 96
P358_TL00023 1549 698
P358_ST00043 0.77
P358_TL00024 1504 723
P358_ST00044 885
P358_TB00019 1600 368 58
P358_TL00025 1612 374 91
P358_ST00045
P358_SP00020 1643 419 -30
P358_ST00046 1613 420
P358_TB00020 1672 320 140
P358_TL00026 1688
P358_ST00047 N.OT 0.34 80878
P358_SP00021 1794 370 -105
P358_ST00048 1689 O-OJ03 868888
P358_TL00027 394
P358_ST00049 o
P358_SP00022 1718 416
P358_ST00050 1784 400 11
P358_TL00028 1710 424 77 37
P358_ST00051
P358_SP00023 1719 436
P358_ST00052 1773 439 0.47
P358_TL00029 1727 464
P358_ST00053 870
P358_TB00021
P358_TL00030 1691 599 184
P358_ST00054 601 0.000 0.19 87887
P358_SP00024 1798 625
P358_ST00055 UJ 0.18 87
P358_TL00031 1616 623 259
P358_ST00056 630 18 tfi
P358_SP00025 1647 648
P358_ST00057 1692 OCUT
P358_SP00026 1799 649
P358_ST00058 Q
P358_TL00032 1641 646 235
P358_ST00059 0.49 5
P358_SP00027 1648 666
P358_ST00060 O
P358_SP00028 1723 671 65
P358_ST00061 1788 655 0.24
P358_SP00029 667
P358_ST00062 1845
P358_TL00033 1617
P358_ST00063 672
P358_SP00030
P358_ST00064 1713 680
P358_SP00031 691 122
P358_ST00065 0£
P358_TL00034
P358_ST00066
P358_SP00032 719 129
P358_ST00067 1777 693 It 0.32
P358_SP00033 1791 715 55
P358_ST00068 1846 692 LS
P358_TL00035 1732 718
P358_ST00069
P358_TB00022 688 1120 174
P358_TL00036 821 1099
P358_ST00070 855
P358_SP00034 735 879
P358_ST00071 780 853 39 es8i
P358_SP00035 889 892
P358_ST00072 934 828
P358_SP00036 965
P358_ST00073 1010 847 as^ 0.09 8810
P358_SP00037 1118
P358_ST00074 1162 3
P358_SP00038 1194
P358_ST00075 1239 842 ss§
P358_SP00039 1348
P358_ST00076 1392
P358_SP00040 1423
P358_ST00077 1468 ssG 878
P358_SP00041 1575
P358_ST00078 1619 835 fe
P358_SP00042 1651 880
P358_ST00079 1696 830 62 gog
P358_TL00037 857
P358_ST00080 90 y
P358_SP00043 736 971
P358_ST00081 1^2
P358_SP00044 946
P358_ST00082 866 51
P358_SP00045 966 917
P358_ST00083 81 2^^ 0.04 81010
P358_SP00046 1119 938
P358_ST00084 1163 g
P358_SP00047 1195 937
P358_ST00085 864 gS8
P358_SP00048 935
P358_ST00086
P358_SP00049 1424 906
P358_ST00087 1469 859 §580
P358_SP00050 949
P358_ST00088 1620 72
P358_SP00051 1652 954
P358_ST00089 876 gcuc. 88887
P358_TB00023 806 964
P358_TL00038 967
P358_ST00090
P358_TL00039 993
P358_ST00091 wQ. 0.42
P358_TB00024 1034 958
P358_TL00040 1096 962
P358_ST00092 li 0.56 43
P358_TL00041 1050 987
P358_ST00093
P358_TB00025
P358_TL00042 1326
P358_ST00094 0.74
P358_TL00043 1279 983
P358_ST00095 0.33
P358_TB00026 1466 128
P358_TL00044 1481 950
P358_ST00096 953 0.54 4
P358_SP00052 1487 975
P358_ST00097 1553
P358_TL00045 1507 976
P358_ST00098
P358_TB00027 1900 310
P358_TL00046 1916 321
P358_ST00099 SoSo^ 888810
P358_SP00053 2023 366
P358_ST00100 1917 ¦rrtartart 0877877877
P358_ST00101 01
P358_SP00054 1949 413 -20
P358_ST00102 1929 38 1'
P358_SP00055 53
P358_ST00103 2002 57
P358_TL00047 1956 460
P358_ST00104
P358_TB00028 1706 942 116
P358_TL00048 1708
P358_ST00105 947 i
P358_SP00056 1715 970
P358_ST00106 1781 it
P358_TL00049 1735
P358_ST00107 0.43
P358_TB00029 1948 822
P358_TL00050 826 85
P358_ST00108 j^in 71068
P358_ST00109 840 84 33 5o(s
P358_ST00110 872 iOIOl
P358_TB00030 1950 98
P358_TL00051 2010 941
P358_ST00111 0.62
P358_TB00031 2054
P358_TL00052 2070 341
P358_ST00112
P358_ST00113 387 t- 0.37 83
P358_SP00057 2101 408
P358_ST00114 2071 409 <:
P358_ST00115 a. 0.65 60
P358_TB00032 1944 592 176 146
P358_TL00053 1959 596 145
P358_ST00116 597
P358_SP00058 1990 619
P358_ST00117 2073 N.
P358_TL00054 618 147
P358_ST00118 '^ 710
P358_SP00059 1991 643
P358_ST00119 2018 650 1.00
P358_SP00060 2029 662
P358_ST00120 2074 B
P358_TL00055
P358_ST00121 675
P358_SP00061 1953 687
P358_ST00122 2075
P358_TL00056 2006 689
P358_ST00123
P358_SP00062 2021 711
P358_ST00124 690 0.66
P358_TL00057 1961 714
P358_ST00125 \M*Q, 88584
P358_TB00033 2064
P358_TL00058 2080 919
P358_ST00126 oc
P358_ST00127 0.36
P358_TB00034 2130
P358_TL00059 2146 316
P358_ST00128 in->.f^ 68777710
P358_ST00129 338 29 opc3
P358_ST00130 oc5c3
P358_TB00035 2142 426 130
P358_TL00060 2158 429
P358_ST00131 431 t
P358_SP00063 2165
P358_ST00132 2232
P358_TL00061 2186
P358_ST00133
P358_TB00036 2134
P358_TL00062 2149 568
P358_ST00134 574 rt.~ 77777
P358_SP00064 2220 590
P358_ST00135 2227 06
P358_TL00063 2150
P358_ST00136 KO>0 8886
P358_ST00137 TOIOi
P358_TB00037 2148 682 52
P358_TL00064 2164 685
P358_ST00138 686
P358_SP00065 2170 708
P358_ST00139 2236 ti 76
P358_TL00065 2192 709
P358_ST00140 .a*CL 778078
P358_TB00038 2138 816 142
P358_TL00066 2154
P358_ST00141 T^O 681086
P358_ST00142 845 ojoin 88808
P358_SP00066 2262 -107
P358_ST00143 2155 869 P358_ST00144 04
P358_SP00067 2187 915
P358_ST00145 2252 898
P358_TL00067 2167 922
P358_ST00146 t'
P358_SP00068
P358_ST00147 2241 936
P358_TL00068 2195 963
P358_ST00148
P358_TB00039 540 1104
P358_TL00069 1180
P358_ST00149
P358_SP00069 587 1202
P358_ST00150
P358_TL00070 1210
P358_ST00151
P358_SP00070 588 1222
P358_ST00152 642 1225
P358_TL00071 1250
P358_ST00153
P358_TB00040 1100 214 148
P358_TL00072 1174 185
P358_ST00154
P358_SP00071 741 1206
P358_ST00155 786 1176 m
P358_SP00072 817 1199
P358_ST00156 1182
P358_TB00041 1072
P358_TL00073 1081
P358_ST00157
P358_TB00042 1002 1094
P358_TL00074 1126
P358_ST00158 loSco
P358_SP00073 1124 1170 -108
P358_ST00159 1016
P358_SP00074 1193
P358_ST00160 1113
P358_TL00075 1028 1201
P358_ST00161 1" 0.75
P358_SP00075 1047 1238
P358_ST00162 1101 1214
P358_TB00043 1152 1090 216
P358_TL00076 1167 1095
P358_ST00163 _j
P358_SP00076 1198 1121
P358_ST00164 1244 P358_TB00044 1154
P358_TL00077 1169 1190
P358_ST00165 li.
P358_TB00045 1228 144
P358_TL00078 1245 1141
P358_ST00166 owo
P358_ST00167 1165 in
P358_SP00077 1276 1188
P358_ST00168 1343 1171
P358_TL00079 1266 1196 79
P358_ST00169
P358_SP00078 1208
P358_ST00170 1331 1209
P358_TL00080 1285 1234
P358_ST00171
P358_TB00046 1384
P358_TL00081 1399 1185
P358_ST00172
P358_TB00047 1458 1084 356
P358_TL00082 1474 1107
P358_ST00173 1112 P358_SP00079 1580 1135
P358_ST00174 1625 1109 C
P358_SP00080 1656 1133
P358_ST00175 1701 tS.Ort 7878777
P358_TL00083 335
P358_ST00176 SfSo
P358_SP00081 1158
P358_ST00177
P358_SP00082 1153
P358_ST00178 1130 OOCMirt 8888877
P358_TB00048
P358_TL00084 1486
P358_ST00179
P358_SP00083 1505
P358_ST00180 1558 1203
P358_TL00085 1513 1229 68
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P358_TB00049 1610
P358_TL00086 1626
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P358_TB00050 1698
P358_TL00087 1702
P358_ST00183 Oi
P358_TB00051 126
P358_TL00088
P358_ST00184 1200
P358_SP00084 1720
P358_ST00185 1787
P358_TL00089 1740 1224
P358_ST00186 875
P358_TB00052 1836 1056
P358_TL00090 1852 1059
P358_ST00187 o
P358_TB00053 1838 1164
P358_TL00091 1854
P358_ST00188
P358_TB00054 1070
P358_TL00092 1930 1093
P358_ST00189 ^oin
P358_SP00085 2037 1125
P358_ST00190 1931 ooio 78878
P358_ST00191 1149 CO
P358_SP00086 1962 1172 -11
P358_ST00192 1951 1181
P358_SP00087 1192
P358_ST00193 2015 0.25
P358_TL00093 1970 1220
P358_ST00194
P358_TB00055 1098
P358_TL00094 2083 1102
P358_ST00195 "3
P358_ST00196
P358_SP00088 2115 -31
P358_ST00197 2084 1173
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P358_ST00198 2085 o. 0.57
P358_TB00056 2144
P358_TL00095 2160 1146
P358_ST00199
P358_SP00090 2190 1168 -18
P358_ST00200 2172 1177 r
P358_SP00091 2191 1215
P358_ST00201 2246 1191
P358_TL00096 2200 1216
P358_ST00202
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P358_TL00097 558 1362 110
P358_ST00203 %%t
P358_TB00058 1406
P358_TL00098 559
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P358_TB00059 1476
P358_TL00099 645 1478
P358_ST00205 M
P358_TB00060 546
P358_TL00100 563 1661
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P358_ST00207 1685
P358_SP00092 595 1707
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P358_ST00209 1729 0.63
P358_TL00101 602 1756
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P358_TB00061 1354
P358_TL00102 788 1381 115
P358_ST00211 .rtp'.rt 77781777
P358_SP00094 897 1408
P358_ST00212 789 1428
P358_SP00095 820
P358_ST00213 1473 0.50
P358_TL00103 829
P358_ST00214
P358_TB00062 776 1608
P358_TL00104 791 1611 111 93
P358_ST00215 co^m 88107
P358_SP00096 899 1642
P358_ST00216 793 1681
P358_SP00097 825 1704
P358_ST00217 891 1687
P358_TL00105 1726
P358_ST00218 0.55
P358_TL00106 832 1751
P358_ST00219 wQ,
P358_TB00063 1342
P358_TL00107 1018 1351 141
P358_ST00220 9oS
P358_SP00098 -95
P358_ST00221 1031 1454
P358_SP00099 1492
P358_ST00222 1105 1467
P358_TL00108 1058 1493
P358_ST00223 877
P358_TB00064 1596
P358_TL00109 1022 1606
P358_ST00224 |S3
P358_SP00100 -86
P358_ST00225 1044
P358_SP00101 1055
P358_ST00226 1108
P358_TL00110 1062 1746
P358_ST00227
P358_TB00065
P358_TL00111 1247 1346
P358_ST00228 C>c-OB 888688
P358_TB00066 1366 194
P358_TL00112 1370
P358_ST00229 1375
P358_SP00102 1426
P358_ST00230 2S
P358_TL00113 1411
P358_ST00231
P358_SP00103 1442
P358_ST00232 1248 1417
P358_TB00067 1160 1578
P358_TB00068 1694
P358_TL00114
P358_ST00233 rt 1077
P358_ST00234 c 08
P358_TB00069 1246
P358_TL00115 1261 1462
P358_ST00235
P358_SP00104 1268
P358_ST00236 1334 0.45
P358_TL00116 1288 1488
P358_ST00237
P358_TB00070 1712
P358_TL00117 1338 1714
P358_ST00238 ii
P358_TL00118 1292 1741
P358_ST00239
P358_TB00071 1336 172
P358_TL00119 1477
P358_ST00240 KOI
P358_SP00105 1547 1412
P358_ST00241
P358_TL00120
P358_ST00242
P358_SP00106 1508 1435
P358_ST00243 1573 13
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P358_ST00244
P358_TL00122 1489 1457
P358_ST00245 1459
P358_SP00107 1496
P358_ST00246 1561
P358_TL00123 1517
P358_ST00247
P358_TB00072 1690
P358_TL00124 1705
P358_ST00248 f**S:b- 8778486
P358_ST00249 1359 artON. 877882
P358_ST00250 1382 P3CUO
P358_SP00108 1812 1405
P358_ST00251 1437
P358_SP00109 1736 1449
P358_ST00252 1790 1451
P358_TL00125 1745
P358_ST00253
P358_TB00073 1546 190
P358_TL00126 1565 42
P358_ST00254 1709 73
P358_SP00110 1581
P358_ST00255 1635
P358_SP00111 1666 1730
P358_ST00256 1722
P358_TB00074
P358_TL00127 1520
P358_ST00257
P358_TB00075 1700
P358_TL00128 1795
P358_ST00258 0.52
P358_TL00129 1749
P358_ST00259 0.38
P358_TB00076
P358_TL00130 1861 1614
P358_ST00260
P358_SP00112 1892 1632
P358_ST00261 1862 1680 "it 767
P358_TB00077 1918
P358_TL00131 1933
P358_ST00262 OOOJ 8887
P358_SP00113 2042 1379
P358_ST00263 1934 1378 .rtOICO 7778788
P358_TB00078 1932 1444
P358_TL00132 1947 1447
P358_ST00264
P358_SP00114 1954 1471
P358_ST00265 2019
P358_TL00133 1974
P358_ST00266
P358_TB00079 1924
P358_TL00134 1938 1623 99
P358_ST00267 ^Oiirt 1088877
P358_SP00115 2045 1654
P358_ST00268 1939 1655
P358_SP00116 1678 -10
P358_ST00269 1960 1686
P358_SP00117 1971
P358_ST00270
P358_TL00135 1978
P358_ST00271
P358_TB00080 2072 1422
P358_TL00136 2087 1425
P358_ST00272 OC
P358_SP00118 2117 -29
P358_ST00273 2088 Q.
P358_TB00081 2076 1604
P358_TL00137 2090 1607
P358_ST00274
P358_TB00082 1628
P358_TL00138 2091 1631
P358_ST00275
P358_SP00119 2122 1675
P358_ST00276 ;::
P358_TB00083 1324
P358_TL00139 2162 1327
P358_ST00277 |s.^CO 78781088
P358_SP00120 2270
P358_ST00278 2163 1350 isoin 88848
P358_ST00279
P358_SP00121 2194 1398
P358_ST00280 2202 1374 OiOi
P358_TB00084 1440
P358_TL00140 2175 1443
P358_ST00281 1445
P358_SP00122 2182
P358_ST00282 2249
P358_TL00141 2203
P358_ST00283 %a*CL 88278
P358_TB00085 1572
P358_TL00142 2166
P358_ST00284 S*o3 8788
P358_TB00086 1602
P358_TL00143 1618
P358_ST00285 -i3c3 7768888
P358_TB00087 1676
P358_TL00144 2092 175
P358_ST00286 tt
P358_SP00123 1721
P358_ST00287 2180
P358_SP00124
P358_ST00288 0.67
P358_TB00088 474 1814 220 218
P358_TL00145 490 1868
P358_ST00289 1872
P358_SP00125 521 1890
P358_ST00290 ITla^CO 68481088
P358_TL00146 491
P358_ST00291 1940
P358_SP00126 522 1963
P358_ST00292
P358_SP00127
P358_ST00293 664 1945
P358_TL00147 1964
P358_ST00294 510
P358_SP00128 523 1984
P358_ST00295 1969
P358_TL00148 1983
P358_ST00296 P358_SP00129 2007
P358_ST00297 652
P358_TL00149 606 2008
P358_ST00298
P358_TB00089 1856
P358_TL00150 1864
P358_ST00299 Sgs8
P358_TB00090 1976
P358_TL00151 1979
P358_ST00300 0.71
P358_TL00152 2004
P358_ST00301
P358_TB00091 1858
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P358_ST00302 i^ 810
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P358_TL00154 1026 1881
P358_ST00303 P358_SP00130 1905
P358_ST00304 1027 1909 .-I 747
P358_SP00131 1057 1926
P358_ST00305 1064 1904 OiO
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P358_ST00306 T
P358_SP00132
P358_ST00307 1123 1935
P358_TL00156 1048
P358_ST00308
P358_SP00133 1972
P358_ST00309 0.68
P358_TL00157 1066 1998
P358_ST00310
P358_TB00093 1830
P358_TL00158 1178 1833
P358_ST00311
P358_TB00094 1240 1848
P358_TL00159 1254 1855
P358_ST00312 lis
P358_SP00134 1364 1923
P358_ST00313 1256
P358_SP00135 1287 1946
P358_ST00314 1353
P358_TB00095 1280
P358_TL00160 1295 1994
P358_ST00315 wtt
P358_TB00096 1842
P358_TL00161 1851
P358_ST00316
P358_TB00097 1470
P358_TL00162 1485
P358_ST00317 co^^c 8810108
P358_ST00318 61 S8l
P358_TB00098 1958
P358_TL00163 1569
P358_ST00319
P358_TL00164 1524 1988
P358_ST00320
P358_TB00099 1840
P358_TB00100 1910
P358_TL00165 1913
P358_ST00321
P358_TB00101 1886
P358_TL00166 1889
P358_ST00322
P358_SP00136 1743 1912
P358_ST00323
P358_TB00102 1738
P358_TL00167
P358_ST00324
P358_TL00168 1753
P358_ST00325
P358_TB00103 1884
P358_TB00104
P358_TL00169
P358_ST00326 >oc 787
P358_ST00327 OJ' 7867
P358_TB00105 1952
P358_TL00170
P358_ST00328 0.79
P358_SP00137
P358_ST00329 2027 0.51
P358_TL00171 1982 1980
P358_ST00330
P358_TB00106
P358_TL00172 2094 1860
P358_ST00331
P358_SP00138 2125 1883
P358_ST00332 2095 u
P358_ST00333 1907
P358_SP00139 2126
P358_ST00334 2096 0.64
P358_TB00107 1832
P358_TL00173 1857
P358_ST00335 .rtOO^ 7778810
P358_ST00336 1880 OitrtO 888778
P358_SP00140 2277
P358_ST00337 2171 T
P358_SP00141 2201 1927
P358_ST00338 2269 1911
P358_TL00174 1936
P358_ST00339
P358_SP00142
P358_ST00340 2257
P358_TL00175 2210
P358_ST00341 wo.
P358_TB00108 478 210
P358_TL00176 493 2098
P358_ST00342
P358_SP00143 525 2121
P358_ST00343 495 2124 ac
P358_SP00144 526
P358_ST00344 571 2119 oiaotn 888878
P358_TL00177
P358_ST00345 ol
P358_SP00145 527 2189
P358_ST00346 o)S8
P358_TL00178
P358_ST00347 X
P358_SP00146 2212
P358_ST00348 -rrt 7877
P358_SP00147 603 2209
P358_ST00349 669
P358_TL00179 496 2213 177
P358_ST00350 li!
P358_SP00148 2258
P358_ST00351 2219
P358_SP00149 604
P358_ST00352 657 2234
P358_TB00109 784
P358_TL00180 801 2185
P358_ST00353
P358_TB00110 808
P358_TB00111 2226
P358_TL00181 2229
P358_ST00354
P358_TL00182 841 2255
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P358_TB00112 2104
P358_TL00183 2110
P358_ST00356 0>.^N. 7871087
P358_ST00357
P358_SP00150 1063
P358_ST00358 1052 2211
P358_SP00151 2223
P358_ST00359 1117
P358_TL00184 1071
P358_ST00360
P358_TB00113 1166 2082
P358_TB00114
P358_TL00185 1259 2106
P358_ST00361 N.<~irt 8287877
P358_SP00152 1368 2128
P358_ST00362 1260 ;8fe 88877
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P358_TL00186 1414
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P358_SP00153 1595 2123
P358_ST00365 000^ 88810
P358_ST00366 2145 ffiOiO 777888
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P358_SP00155 1521
P358_ST00368 1574 0.46
P358_TL00188 1529 2239
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P358_TB00117 1624 2068
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P291_ST00227 1290 -T* 686
P291_TL00082 290
P291_ST00228 u^o-o-o-o 7108686868
P291_SP00143
P291_ST00229
P291_SP00144 1320
P291_ST00230 1335
P291_TL00083 1061 297
P291_ST00231
P291_SP00145
P291_ST00232 1108 212 EUUJUJ4*4* 8886868777
P291_SP00146
P291_ST00233
P291_TL00084 1100 258
P291_ST00234 1002 777
P291_SP00147 1129 1018
P291_ST00235 P291_TL00085 296
P291_ST00236 1023 -I
P291_SP00148
P291_ST00237 1138 -b-o-o 587878
P291_SP00149
P291_ST00238
P291_SP00150 1282
P291_ST00239 1327 ( 0.08 810
P291_TL00086 1045 250
P291_ST00240
P291_SP00151
P291_ST00241 3 P291_SP00152
P291_ST00242
P291_SP00153 1205
P291_ST00243 Ol-O
P291_SP00154 1281
P291_ST00244 1297
P291_TL00087 1060 298
P291_ST00245 4*4*4*4*4* 8787878787
P291_SP00155 1243
P291_ST00246 1259
P291_SP00156
P291_ST00247 014-
P291_TL00088 289
P291_ST00248 E-rtUUU4*XO 86778888788
P291_SP00157 1357 -288
P291_ST00249
P291_SP00158
P291_ST00250 >rt 477
P291_SP00159
P291_ST00251 1144
P291_SP00160 1166
P291_ST00252
P291_SP00161
P291_ST00253 1220
P291_SP00162
P291_ST00254 1251 1117
P291_SP00163 1133
P291_ST00255
P291_TL00089 288
P291_ST00256
P291_SP00164
P291_ST00257
P291_SP00165
P291_ST00258
P291_SP00166 1175
P291_ST00259
P291_SP00167 1213
P291_ST00260 tt4*
P291_SP00168
P291_ST00261 <0
P291_SP00169 1319
P291_ST00262
P291_TL00090
P291_ST00263 >oxxxx4*aiui 088888876888
P291_TL00091
P291_ST00264 tt P291_TB00007 1362 190 282
P291_TL00092 1449 931
P291_ST00265 8885
P291_SP00170 1510
P291_ST00266 1525 m
P291_TL00093 1373
P291_ST00267 ui
P291_SP00171 1396
P291_ST00268 1412 954 97 -4*'H 658778
P291_SP00172 1509 977
P291_ST00269
P291_TL00094 1374
P291_ST00270
P291_SP00173
P291_ST00271 1411
P291_SP00174 1434
P291_ST00272
P291_SP00175 1471
P291_ST00273 1487
P291_SP00176
P291_ST00274 980
P291_TL00095 1366 1000
P291_ST00275 ¦O
P291_SP00177
P291_ST00276 U'rt 6577
P291_SP00178
P291_ST00277 1486
P291_SP00179
P291_ST00278
P291_TL00096
P291_ST00279 'O 48
P291_SP00180
P291_ST00280 EX
P291_SP00181 1472
P291_ST00281 1491 0.51
P291_SP00182 1497
P291_ST00282 1518
P291_TL00097
P291_ST00283 fc54* 778887
P291_SP00183 1074
P291_ST00284 -
P291_TL00098
P291_ST00285 oro
P291_SP00184
P291_ST00286 "o
P291_SP00185
P291_ST00287 TJ4*
P291_TL00099 1479
P291_ST00288
P291_SP00186
P291_ST00289 1524
P291_TL00100
P291_ST00290 -0-0 6878
P291_SP00187
P291_ST00291 1442 g
P291_SP00188
P291_ST00292
P291_SP00189
P291_ST00293
P291_TL00101
P291_ST00294 000
P291_SP00190
P291_ST00295 tt4J 7788
P291_TL00102
P291_ST00296
P291_SP00191 1395
P291_ST00297
P291_SP00192 1433
P291_ST00298
P291_SP00193 1470
P291_ST00299
P291_SP00194
P291_ST00300 1163 ro
P291_TL00103 1182
P291_ST00301 OlOlOlQjrt 8886888877
P291_TB00008 1552 230 260
P291_TL00104 1564
P291_ST00302
P291_TL00105 1563 911
P291_ST00303 6.
P291_ST00304
P291_SP00195 1586
P291_ST00305 1678 8886
P291_SP00196 1740
P291_ST00306 1755
P291_TL00106 1556 222
P291_ST00307 957
P291_SP00197
P291_ST00308 1602
P291_SP00198 1623
P291_ST00309 1640 t-4*'rt 8687677
P291_SP00199 1739
P291_ST00310
P291_TL00107
P291_ST00311
P291_SP00200
P291_ST00312
P291_SP00201 1624
P291_ST00313
P291_SP00202 1663
P291_ST00314
P291_SP00203 1700
P291_ST00315 1717
P291_SP00204
P291_ST00316 981
P291_TL00108 214
P291_ST00317 O-O 878
P291_SP00205
P291_ST00318 1638 8677
P291_SP00206
P291_ST00319 1716
P291_SP00207
P291_ST00320
P291_TL00109 1567 211
P291_ST00321 t
P291_SP00208 1573
P291_ST00322 1026 P291_SP00209
P291_ST00323
P291_SP00210 1701
P291_ST00324 1720
P291_SP00211 1727
P291_ST00325 1748
P291_TL00110
P291_ST00326 1049
P291_SP00212
P291_ST00327 1050 b. 80
P291_SP00213
P291_ST00328 1639 >0 0.52
P291_SP00214
P291_ST00329 1671
P291_SP00215
P291_ST00330
P291_TL00111
P291_ST00331 1072 fo
P291_SP00216
P291_ST00332
P291_SP00217
P291_ST00333
P291_SP00218
P291_ST00334
P291_SP00219
P291_ST00335 1747
P291_TL00112 1555
P291_ST00336
P291_SP00220 1585 123
P291_ST00337 1708 1094
P291_SP00221 1110
P291_ST00338
P291_TL00113 205
P291_ST00339 100 3-0-0 87858
P291_SP00222
P291_ST00340 "
P291_SP00223 1734 1118 26
P291_ST00341 1760 2
P291_TB00009 1558 52
P291_TL00114
P291_ST00342 8-§5 8568
P291_TB00010 1666 116
P291_TL00115 1670
P291_ST00343 "S
P291_SP00224
P291_ST00344 ^,p 1078
P291_TL00116 1677
P291_ST00345
P291_SP00225 1699
P291_ST00346 1164
P291_SP00226 1738
P291_ST00347
P291_TB00011 224
P291_TL00117 1562
P291_ST00348 ttOlOlOlOjrt 778888888877
P291_TB00012 1780 156
P291_TL00118 1872 590
P291_ST00349 UI
P291_SP00227 1895
P291_ST00350 1873 615
P291_TL00119 1827 635
P291_ST00351 636 4.
P291_SP00228 1856
P291_ST00352
P291_TL00120 1826 658
P291_ST00353
P291_SP00229 1896 -62
P291_ST00354 1834
P291_TL00121 703
P291_ST00355
P291_SP00230 -57
P291_ST00356 1838 0.44
P291_SP00231 1843
P291_ST00357 1876
P291_TL00122 1833
P291_ST00358
P291_SP00232
P291_ST00359 1871
P291_TL00123 771
P291_ST00360
P291_SP00233 1855
P291_ST00361
P291_TL00124 796
P291_ST00362 -o-o 7878
P291_SP00234 1894
P291_ST00363 1832 819
P291_SP00235
P291_ST00364
P291_TL00125 1825 862
P291_ST00365
P291_SP00236
P291_ST00366 1909 865
P291_TL00126 1794 885
P291_ST00367
P291_SP00237 1817 91
P291_ST00368 1908
P291_TL00127 1793
P291_ST00369 t-4.4.3 8087878
P291_SP00238 1931 -137
P291_ST00370
P291_SP00239 1816
P291_ST00371
P291_SP00240 1854
P291_ST00372 1870 0.36
P291_TL00128 1786
P291_ST00373 958
P291_SP00241
P291_ST00374
P291_TL00129
P291_ST00375
P291_SP00242
P291_ST00376
P291_SP00243
P291_ST00377
P291_TL00130
P291_ST00378
P291_SP00244
P291_ST00379 1831 1004
P291_SP00245
P291_ST00380 1869 1003
P291_TL00131 1797
P291_ST00381
P291_SP00246 1803
P291_ST00382
P291_SP00247
P291_ST00383
P291_SP00248 1893
P291_ST00384
P291_TL00132
P291_ST00385
P291_SP00249
P291_ST00386
P291_SP00250
P291_ST00387 TI^O 87108
P291_TL00133
P291_ST00388 1073
P291_SP00251
P291_ST00389 1824 4*4*
P291_SP00252
P291_ST00390
P291_TL00134 1785
P291_ST00391
P291_SP00253
P291_ST00392 1096
P291_SP00254
P291_ST00393 b4J
P291_TL00135
P291_ST00394
P291_SP00255 1815
P291_ST00395
P291_SP00256 1853
P291_ST00396 O'rt 8077
P291_TL00136
P291_ST00397 1187 Q>-l 7858
P291_SP00257
P291_ST00398 1862 (rt'C 87728
P291_TB00013 1934
P291_TL00137 1950
P291_ST00399
P291_ST00400
P291_TL00138 1946 544 34
P291_ST00401 --
P291_SP00258 1970 551
P291_ST00402 545 >
P291_TL00139 1942 568
P291_ST00403
P291_SP00259 1971
P291_ST00404 1949 589
P291_TL00140
P291_ST00405
P291_TL00141 1941
P291_ST00406 ¦rt 077
P291_SP00260 673
P291_ST00407 1987
P291_TL00142 1948 683
P291_ST00408
P291_SP00261
P291_ST00409 1986
P291_TB00014 1933 232
P291_TL00143 728
P291_ST00410 0.37
P291_SP00262
P291_ST00411 1985
P291_SP00263 2007
P291_ST00412 2024
P291_TL00144 1940
P291_ST00413 878677
P291_TL00145
P291_ST00414
P291_SP00264
P291_ST00415 773
P291_TL00146
P291_ST00416 0
P291_SP00265
P291_ST00417
P291_TL00147 1947
P291_ST00418 b-O
P291_SP00266
P291_ST00419 2023
P291_TL00148
P291_ST00420
P291_SP00267
P291_ST00421 eoc
P291_TL00149 1984
P291_ST00422 "0
P291_TL00150
P291_ST00423
P291_SP00268 1969
P291_ST00424
P291_TL00151
P291_ST00425
P291_SP00269
P291_ST00426
P291_SP00270
P291_ST00427
P291_TL00152 2092
P291_ST00428
P291_TL00153 1939
P291_ST00429 4.je^a 8788108
P291_TL00154 2100
P291_ST00430
P291_TL00155
P291_ST00431
P291_SP00271
P291_ST00432 956 ff
P291_TL00156 2099
P291_ST00433 Ojrrt 88877
P291_TL00157
P291_ST00434
P291_SP00272
P291_ST00435 Qj
P291_SP00273 2006
P291_ST00436
P291_TL00158
P291_ST00437
P291_SP00274 2121
P291_ST00438 2137
P291_TL00159
P291_ST00439 OiO
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P291_ST00440 £* 8101107
P291_ST00441
P291_SP00275
P291_ST00442 1027
P291_TL00161 1938
P291_ST00443
P291_SP00276
P291_ST00444
P291_TL00162 220
P291_ST00445
P291_SP00277
P291_ST00446
P291_SP00278
P291_ST00447
P291_SP00279 2046
P291_ST00448 2061
P291_SP00280
P291_ST00449
P291_TL00163
P291_ST00450
P291_SP00281
P291_ST00451 1983
P291_SP00282
P291_ST00452 2015
P291_SP00283 2045
P291_ST00453
P291_SP00284 2083
P291_ST00454
P291_SP00285
P291_ST00455 2129 4J
P291_TL00164
P291_ST00456 rtU.-0^rt 107786681077
P291_TL00165
P291_ST00457 §£
P291_TL00166
P291_ST00458 ft 0.10
P291_SP00286
P291_ST00459
P291_SP00287 2044 1132
P291_ST00460 2054
P291_TL00167
P291_ST00461 1141
P291_SP00288 1968
P291_ST00462 g^rt
P291_SP00289
P291_ST00463 gj
P291_TL00168 1154
P291_ST00464
P291_SP00290
P291_ST00465
P291_SP00291 2005
P291_ST00466 2022
P291_SP00292
P291_ST00467
P291_TL00169 2091 1142
P291_ST00468
P291_TL00170
P291_ST00469
P291_SP00293 2120
P291_ST00470 2136 Q
P291_TL00171
P291_ST00471 L.HCDE_JZ 878888388
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P291_TB00015 1268
P291_TL00172 333 1272 527
P291_ST00472 1273 N.
P291_SP00294 363 1293
P291_ST00473 -n
P291_SP00295 401
P291_ST00474 411 N
P291_SP00296 439
P291_ST00475 450 ^,
P291_SP00297 478
P291_ST00476 489 ^ 0.00
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P291_ST00477 !N
P291_SP00299 554
P291_ST00478 564 N,
P291_SP00300 593
P291_ST00479 602
P291_SP00301 631
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P291_SP00302
P291_ST00481
P291_SP00303 707
P291_ST00482 716 K
P291_SP00304
P291_ST00483 754
P291_SP00305 783
P291_ST00484
P291_SP00306 822 1294
P291_ST00485 832 S,
P291_TL00173 1296
P291_ST00486 p:i
P291_SP00307 364 1317
P291_ST00487 373
P291_SP00308 1316
P291_ST00488 412
P291_SP00309 440
P291_ST00489 449
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P291_ST00490 oi
P291_SP00311 518
P291_ST00491 pi
P291_SP00312 555
P291_ST00492 P3
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P291_ST00495 678
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P291_SP00318 784
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P291_SP00319 823
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P291_TL00174 1059 1249
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P291_TB00017 330 1454 546
P291_TL00175 332 1456
P291_ST00502 ^cnmTTcncncnp3Cocn^TT 10788888888888888881088
P291_TB00018 966 1386 64 236
P291_TL00176 983 1389
P291_ST00503 P291_TL00177 982
P291_ST00504 :>
P291_ST00505 1458
P291_SP00320 1012 1480 -29
P291_ST00506 1481
P291_ST00507 1504
P291_ST00508 1530
P291_TL00178 1550
P291_ST00509
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P291_ST00511 1595
P291_TB00019 1452
P291_TL00179 1058 1457
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P291_SP00321 2307 1485 -1209
P291_ST00513 1098
P291_TB00020 1706
P291_TL00180 331 1709
P291_ST00514 179 ^rMr-iT-i 108887881810
P291_SP00322 510 1729
P291_ST00515 349 iCMCM-^CMCMTrtTrtpsJCM 88888710888887787788888
P291_TB00021 968 122
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P291_ST00516
P291_SP00323 1731
P291_ST00517 1756
P291_ST00518 1802 z
P291_TB00022 1704
P291_TL00182 1250
P291_ST00519 TrtTrtCMCMCMCMT-i-r^mTrt.rHcn'HTrtTHTrtTrtTrtTrtTrtCMCMCMTrtcncncMcnojCMT-icncM 87787788888888807781088777888878877888778778778778778888888778888888888888488888
P291_TB00023 1958
P291_TL00183 1960 525
P291_ST00520 vco>o'ro^cscnTrt P291_ST00521 ¦T'-!inn"TC-4OC0 1087688883887888878888887778888
P291_TL00184 2000
P291_ST00522 T
P291_SP00324 362 2026
P291_ST00523 371 -.TT
P291_SP00325 438
P291_ST00524 448 .1
P291_SP00326 476 2027
P291_ST00525 487
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P291_ST00526 Ci
P291_SP00328 552
P291_ST00527 563 ~ 0.78
P291_SP00329 2012
P291_ST00528 600 un
P291_SP00330 2028
P291_ST00529 639 2013 12 T-1 837
P291_SP00331 667 2025
P291_ST00530 676
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P291_TB00024 1954 1353
P291_TL00185 1962 1325
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P291_SP00336 1010 1995
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P291_TL00186 1981
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P291_SP00338 1926 2009
P291_ST00539 1936 143 oooo 8888
P291_SP00339 2079
P291_ST00540 2089 1988 ooTrtO-i 88877878
P291_SP00340 2268 2011
P291_ST00541 2278 1993 Trt
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P291_TL00188 2076
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P291_TB00026 2226 128
P291_TL00189 2232
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P291_TL00191 2234 1326
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P291_SP00351 471 125
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P291_ST00568 900 2509 trt
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P291_SP00359 2552
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P291_SP00360 853 2581
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P291_SP00361 2573
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P291_SP00362 1005 2575
P291_ST00580 872 a-ouaS5 8667888777777777777788777
P291_SP00363 1922
P291_ST00581 37 jLjLj 88884
P291_SP00364 2037 2579
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P291_TL00201 323 2606 1864
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P291_SP00365 851 2667
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P291_CB2_SUB 2196 2538
P291_TB00031 2192 2646 124
P291_TL00202 2195 2650
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P100_ST00016 677 383 239 credentials 00010720075
P100_SP00014 916
P100_ST00017 936 142 exceed 000006
P100_SP00015 1078 418
P100_ST00018 1095 66 the 0.56 760
P100_SP00016 1161 417
P100_ST00019 1181 393 111 norm 6300
P100_SP00017 1292
P100_ST00020 1311 67 0.92
P100_SP00018 1378 21
P100_ST00021 1399 155 private 0530130
P100_SP00019 1554 425
P100_ST00022 1573 80 and 303
P100_SP00020 1653
P100_ST00023 1671 157 include 0300300
P100_SP00021 1828
P100_ST00024 1846 394 73 23 one 0.57 570
P100_SP00022 1919
P100_ST00025 1939 266 mainstream 1042032020
P100_TL00004 479 1768 45
P100_ST00026 481 003
P100_SP00023 462 517 16
P100_ST00027 478 493 74 110
P100_SP00024 552
P100_ST00028 571 482 363 non-mainstream 30400010161003
P100_SP00025 934 516
P100_ST00029 954 483 226 41 protestant 0.63 6423554041
P100_SP00026 1180 524
P100_ST00030 1200 140 school. 3070000
P100_SP00027 1340 514
P100_ST00031 1377 0002010
P100_SP00028 1538
P100_ST00032 1557 129 00200
P100_SP00029 515
P100_ST00033 103 staff 03060
P100_SP00030 1808 12
P100_ST00034 1820 241 00000010225
P100_SP00031 2061
P100_ST00035 2081 491 68 0.70 440
P100_TL00005 380 577 741
P100_ST00036 579 123 below 1.00 00000
P100_SP00032 503 614
P100_ST00037 521 578 520
P100_SP00033 588
P100_ST00038 607 589 0.52 7056
P100_SP00034 719 613
P100_ST00039 738 25 0.69 260
P100_SP00035 806
P100_ST00040 825 rural 42725
P100_SP00036 937
P100_ST00041 956 165 schools. 0.73 50045050
P100_TL00006 531 674 1561 47
P100_ST00042 676 233 44 Experience 0.93 1000003100
P100_SP00037 764 720 31
P100_ST00043 795 54 As 0.99 00
P100_SP00038 849 712
P100_ST00044 868 687 a
P100_SP00039 891
P100_ST00045 911 124 group 00451
P100_SP00040 1035 721
P100_ST00046 1055 675 670
P100_SP00041 1123 711
P100_ST00047 1140 180 teachers 00006400
P100_SP00042 1320
P100_ST00048 1339 sampled 0.81 0461010
P100_SP00043 1519
P100_ST00049 686 across 202100
P100_SP00044 1668
P100_ST00050 1689 all 0.65 333
P100_SP00045 1743 710
P100_ST00051 1762 2000020
P100_SP00046 1914
P100_ST00052 1934 0.62 460
P100_SP00047 2003
P100_ST00053 2021 679 71 not 0.58 705
P100_TL00007 773 1778
P100_ST00054 776 169 novices. 50000000
P100_SP00048 550 812
P100_ST00055 585 775 220 Relatively 4002400004
P100_SP00049 805 819
P100_ST00056 821 72 few 0.97
P100_SP00050 893 811
P100_ST00057 913 183 0.76 20102076
P100_SP00051 1096
P100_ST00058 1113 774 102 have 0010
P100_SP00052 1215 810
P100_ST00059 1233 76 less 1000
P100_SP00053 1309
P100_ST00060 1329 than 0026
P100_SP00054 1432
P100_ST00061 1450 77 five 5503
P100_SP00055 1527
P100_ST00062 1545 786 114 years 60021
P100_SP00056 1659 818
P100_ST00063 1676 243 experience. 00200004000
P100_SP00057 38
P100_ST00064 1957 Yet 002
P100_SP00058 2031
P100_ST00065 2048 of 0.75
P100_SP00059 2091 14
P100_ST00066 2105 0.67 404
P100_TL00008 871 1740
P100_ST00067 000
P100_SP00060 449 910
P100_ST00068 468 873 199 variables 0.87 101000501
P100_SP00061 667 909
P100_ST00069 210 examined 00010121
P100_SP00062 896
P100_ST00070 915 127 under 07003
P100_SP00063 1042
P100_ST00071 1061 0.86 0500
P100_SP00064 1141 908
P100_ST00072 1160 125 factor 210230
P100_SP00065 1285
P100_ST00073 1302 872 231 experience 0000000400
P100_SP00066 1533
P100_ST00074 1551 33 is 01
P100_SP00067 1584
P100_ST00075 1602 600
P100_SP00068 1669
P100_ST00076 877 most 0006
P100_SP00069 1792
P100_ST00077 1811 192 variable. 004010000
P100_SP00070
P100_ST00078 2038 83 The
P100_TL00009 969 1764
P100_ST00079 976 104 0036
P100_SP00071 485 1007
P100_ST00080 501 971 experienced 00010005000
P100_SP00072 758 1015
P100_ST00081 196 teachers, 100000615
P100_SP00073 1012
P100_ST00082 991 982 020
P100_SP00074 1059 1006
P100_ST00083 1080 120 found 0.68 75020
P100_SP00075
P100_ST00084 1217 970 in 15
P100_SP00076 1258 1004
P100_ST00085 1277 164 urban 0000110
P100_SP00077 1441 4
P100_ST00086 1445 three 0.98
P100_SP00078 1556
P100_ST00087 0.71 7002540
P100_SP00079 1014
P100_ST00088 1749 0.82 050
P100_SP00080 1830
P100_ST00089 1849 03310
P100_SP00081 1961
P100_ST00090 1981 public- 5200007
P100_TL00010 1067 1750
P100_ST00091 1069 10000140
P100_SP00082 546 1105
P100_ST00092 580 1068 Teachers 00004070
P100_SP00083 1104
P100_ST00093 794 99 with 0030
P100_SP00084
P100_ST00094 912 122 lesser 713301
P100_SP00085 1034
P100_ST00095 1051 0.89 0200000251
P100_SP00086 1112
P100_ST00096 1297
P100_SP00087 1365 1103
P100_ST00097 1384 00044
P100_SP00088 1506
P100_ST00098 1524 slightly 00000504
P100_SP00089 1688 1111
P100_ST00099 1079 106 more 4000
P100_SP00090
P100_ST00100 1829 109 often 00005
P100_SP00091 1938
P100_ST00101 1958
P100_SP00092 1999
P100_ST00102 2018 113 67010
P100_TL00011 1167
P100_ST00103 1168 0521
P100_SP00093 484 1203
P100_ST00104
P100_SP00094 545
P100_ST00105 562 156 1300310
P100_SP00095 718 1211
P100_ST00106 737 00000500
P100_TL00012 533 1264 1638
P100_ST00107 1265 186 Stability 024003000
P100_SP00096 1310 30
P100_ST00108 749 158 Almost 044002
P100_SP00097 907
P100_ST00109 923 as
P100_SP00098 968 1301
P100_ST00110 987 178 variable 02302060
P100_SP00099 1165
P100_ST00111 1184 1276
P100_SP00100 1228
P100_ST00112 1248 242 experience, 0.72 34202145006
P100_SP00101 1490 1308
P100_ST00113 1510
P100_SP00102 1576
P100_ST00114 1595 203 variation 010002007
P100_SP00103 1798
P100_ST00115 1817 0.41 56
P100_SP00104 1858
P100_ST00116 1877 stability 002006034
P100_SP00105 2060
P100_ST00117 2078 93 (like 04400
P100_TL00013 1362 1651
P100_ST00118 1364 94 that 3504
P100_SP00106 475
P100_ST00119 492
P100_SP00107 535 1398
P100_ST00120 551 1363 245 experience) 04300006030
P100_SP00108 796 1407
P100_ST00121 816 1375 may
P100_SP00109 1406
P100_ST00122 924 176 possibly 53100107
P100_SP00110 1100
P100_ST00123 1114 be
P100_SP00111
P100_ST00124 1179 1374
P100_SP00112 1397
P100_ST00125 1221 1366 197 comment 0000043
P100_SP00113 1418
P100_ST00126 1435 13
P100_SP00114 1486
P100_ST00127 1504 500
P100_SP00115 1571
P100_ST00128 1590 teacher 3000001
P100_SP00116 1751
P100_ST00129 1769 263 recruitment 40057162041
P100_TL00014 1459 1763
P100_ST00130 1461 situation 011003100
P100_SP00117 1496
P100_ST00131 597
P100_SP00118 638 1495
P100_ST00132 656 1460
P100_SP00119 724
P100_ST00133 742 1464 179 country. 00130030
P100_SP00120 921
P100_ST00134 959 For
P100_SP00121 1031
P100_ST00135 1048 07
P100_SP00122 1090
P100_ST00136 1108 1471 0.54
P100_SP00123 1132
P100_ST00137 1151 167 number 500004
P100_SP00124 1318
P100_ST00138 1334
P100_SP00125
P100_ST00139 1390 cases 00002
P100_SP00126 1501
P100_ST00140 1521 191 teachers' 110000010
P100_SP00127 1712
P100_ST00141 1731 lengthy 0.61 4061716
P100_SP00128 1896
P100_ST00142 1912 232 0040010000
P100_TL00015
P100_ST00143 1558 209 according 000010050
P100_SP00129 591 1603
P100_ST00144 608 1562 39 to
P100_SP00130 647
P100_ST00145 665 Table 02560
P100_SP00131 787
P100_ST00146 807 1560 5-6, 0000
P100_SP00132 887 1601
P100_ST00147 1570 was 014
P100_SP00133 988 1594
P100_ST00148 1008
P100_SP00134
P100_ST00149 143 gained 100326
P100_SP00135 1239
P100_ST00150 1255 02
P100_SP00136 1593
P100_ST00151 1315 their 56100
P100_SP00137 1421
P100_ST00152 1438 1563 163 current 0340252
P100_SP00138
P100_ST00153 1000080
P100_SP00139 1761
P100_ST00154 1796 1559 030
P100_SP00140 1879
P100_ST00155 1898 105 1013
P100_SP00141
P100_ST00156 2020 stable 020000
P100_TL00016 1656 1713
P100_ST00157 1657 119 staffs 412000
P100_SP00142 1694
P100_ST00158
P100_SP00143 587
P100_ST00159 605 0.60 00765
P100_SP00144 728
P100_ST00160 745 1658 26
P100_SP00145 1693
P100_ST00161 urban 0.51 54707
P100_SP00146 938
P100_ST00162 3053230
P100_SP00147
P100_ST00163 1127 0.38 65
P100_SP00148 1169
P100_ST00164 1186 both 2034
P100_SP00149 1280
P100_ST00165 1299 1660 160 sectors. 10038630
P100_SP00150
P100_ST00166 153 Among 06000
P100_SP00151 1648 1702
P100_ST00167 1666 060
P100_SP00152 1733
P100_ST00168 1752 0300030
P100_SP00153 1909
P100_ST00169 1928 schools, 00000442
P100_TL00017 1755 1722
P100_ST00170 1757 264 2304453003
P100_SP00154 645
P100_ST00171 664 1759 229 3634000260
P100_SP00155 1799
P100_ST00172 1756 5070014
P100_SP00156 1063
P100_ST00173 1083 1766 seem 5000
P100_SP00157 1791
P100_ST00174 1206
P100_SP00158 1244
P100_ST00175 0.91 3000
P100_SP00159
P100_ST00176 1382
P100_SP00160 1451
P100_ST00177 1470 least 80010
P100_SP00161 1572
P100_ST00178 128 450260
P100_SP00162 1718
P100_ST00179 1738 faculties. 0003350000
P100_SP00163 1935
P100_ST00180 1972 In
P100_SP00164 2016
P100_ST00181 230
P100_TL00018 1853
P100_ST00182 133 public 500000
P100_SP00165
P100_ST00183 1857 138 sector, 1003040
P100_SP00166 671 1895
P100_ST00184 691 10154
P100_SP00167 803 1889
P100_ST00185 154 0004053
P100_SP00168 975
P100_ST00186 992 1864 0004
P100_SP00169 1099
P100_ST00187 1116 50
P100_SP00170 1154
P100_ST00188 1173 101 2000
P100_SP00171 1274
P100_ST00189 1294
P100_SP00172 1361
P100_ST00190 1380 00033
P100_SP00173 1484
P100_ST00191 330000
P100_SP00174 1629
P100_ST00192 1647 staffs. 2100010
P100_TL00019 1627
P100_ST00193 Subject 0602007
P100_SP00175 690 1994
P100_ST00194 Qualification 1220254020060
P100_SP00176 989
P100_ST00195 1020 06300
P100_SP00177 1142 1986
P100_ST00196 1952 5-5
P100_SP00178 1226
P100_ST00197 1247 shows 52001
P100_SP00179
P100_ST00198 1394 0604
P100_SP00180 1488
P100_ST00199 151 0024004
P100_SP00181 1655 1987
P100_ST00200 1674 1951
P100_SP00182 1804
P100_ST00201 1822 1963
P100_SP00183 1890 1988
P100_ST00202 251 exceptional 00004100300
P100_TL00020 2047 1781
P100_ST00203 because 0000300
P100_SP00184 549 2085
P100_ST00204 569
P100_SP00185 673 2084
P100_ST00205 692 181 00007032
P100_SP00186
P100_ST00206 892 spend 05050
P100_SP00187 1016 2093
P100_ST00207 1036 2052 0.39 5665
P100_SP00188 1138
P100_ST00208
P100_SP00189 1198
P100_ST00209 03043
P100_SP00190 1314
P100_ST00210 1332 95 time 2700
P100_SP00191 1427
P100_ST00211 1447 187 teaching 00000060
P100_SP00192 1634 2092
P100_ST00212 173 subjects 00420005
P100_SP00193
P100_ST00213 1842 for 006
P100_SP00194 1902
P100_ST00214 1920 2049 04203
P100_SP00195 2050
P100_ST00215 2068 they 0.64 4207
P100_TL00021 2145 1744
P100_ST00216 2158 were
P100_SP00196 2182
P100_ST00217 502 2146 prepared 00010100
P100_SP00197 694 2190
P100_ST00218 070
P100_SP00198 780
P100_ST00219 797 usually 5060675
P100_SP00199 960
P100_ST00220 977 35042
P100_SP00200 2183
P100_ST00221 1126 410
P100_SP00201
P100_ST00222 6400
P100_SP00202 1328
P100_ST00223 1347 06702
P100_SP00203 1456
P100_ST00224 1474 004550
P100_SP00204 1605 2191
P100_ST00225 1623 2147 00300030
P100_SP00205 1788
P100_ST00226 1823 00004030
P100_SP00206
P100_ST00227 2040 2148 87 who
P100_TL00022 2243 1703
P100_ST00228 00030
P100_SP00207 508 2287
P100_ST00229 526 2255 1
P100_SP00208 2280
P100_ST00230 566 364 disproportionate 1442005001005030
P100_SP00209 930
P100_ST00231 947 2247 170 amount 220083
P100_SP00210 1117
P100_ST00232 1131
P100_SP00211 1175 2279
P100_ST00233 1188 70002
P100_SP00212
P100_ST00234 190 60402050
P100_SP00213 1499 2288
P100_ST00235 1516 2244 2030
P100_SP00214 1610
P100_ST00236 1628 189 76502000
P100_SP00215
P100_ST00237 1834 2245 175 05000020
P100_SP00216 2009
P100_ST00238 2028 58
P100_TL00023 2340 1802
P100_ST00239 02000
P100_SP00217 513 2376
P100_ST00240 92 0606
P100_SP00218 623 2384
P100_ST00241 641 2351 0330
P100_SP00219 740 2377
P100_ST00242 759 2345 700
P100_SP00220 829
P100_ST00243 845 trained, 51548000
P100_SP00221 1018 2383
P100_ST00244 1039
P100_SP00222 1107
P100_ST00245 1124 00075
P100_SP00223
P100_ST00246 1263 00404234
P100_SP00224
P100_ST00247 2352 7020
P100_SP00225 1549
P100_ST00248 1567 108 30006
P100_SP00226 1675
P100_ST00249 2342 03
P100_SP00227 1736
P100_ST00250 1754 5000010
P100_SP00228 1911 2385
P100_ST00251 1931 2341 3456
P100_SP00229
P100_ST00252 2053 040630
P100_TL00024 2438
P100_ST00253 4030073
P100_SP00230 536 2474
P100_ST00254 554 137 (Table 004070
P100_SP00231 2478
P100_ST00255 5-6). 02600
P100_SP00232
P100_ST00256 841 268 Mainstream 0682330004
P100_SP00233 1109
P100_ST00257 2441 protestant, 25331320220
P100_SP00234 2482
P100_ST00258 1386 2449 145 among
P100_SP00235 1531
P100_ST00259 2439 2000000
P100_SP00236 2483
P100_ST00260 166 40022640
P100_SP00237 1888 2480 22
P100_ST00261 1910 2450 350
P100_SP00238 1978 2475
P100_ST00262 1996 2451 0020
P100_SP00239 2103
P100_ST00263 2122 2444 apt 011
P100_TL00025 2536
P100_ST00264 2539 0.55 62
P100_SP00240 423 2572
P100_ST00265 441 display 0104104
P100_SP00241 596 2580
P100_ST00266 615 0613
P100_SP00242 695
P100_ST00267 714 315 characteristic. 063200103025000
P100_TL00026 537 2655 1544
P100_ST00268 2657 52
P100_SP00243 2691
P100_ST00269 2656 suggested 050000010
P100_SP00244
P100_ST00270 836 earlier, 00270051
P100_SP00245 2698
P100_ST00271 these 00040
P100_SP00246 2692
P100_ST00272 174 findings 33350434
P100_SP00247 1316
P100_ST00273 1333 2668
P100_SP00248 1385
P100_ST00274 1403 162 6000501
P100_SP00249 1565
P100_ST00275 1581 323 characteristics 000300704004000
P100_SP00250 1904 2693
P100_ST00276 1923 2669 300
P100_SP00251 1991
P100_ST00277 2011 2662
P100_TL00027 385 2753 1794
P100_ST00278 inconsistent 050064120071
P100_SP00252 648 2789
P100_ST00279 98 0022
P100_SP00253 765
P100_ST00280 783
P100_SP00254 851
P100_ST00281 870 0010002
P100_SP00255
P100_ST00282 259 01005020067
P100_SP00256 1307
P100_ST00283 1325 198 002603005
P100_SP00257 1523
P100_ST00284 1542 2754
P100_SP00258 1582
P100_ST00285 1600 400
P100_SP00259 1667 2790
P100_ST00286 2758 168 country 0050442
P100_SP00260 1854 2798
P100_ST00287 1870 where 35060
P100_SP00261 2001
P100_ST00288 2019 2756 0200040
P100_TL00028 2850
P100_ST00289 0000000
P100_SP00262 2886
P100_ST00290 555 2862
P100_SP00263 622
P100_ST00291 2851 susceptible 01000420200
P100_SP00264 880 2894
P100_ST00292 900 2854
P100_SP00265 939 2887
P100_ST00293 957 188 constant 00237070
P100_SP00266 1145
P100_ST00294 1163 turnover 53560000
P100_SP00267 1352
P100_ST00295 1370 1000520
P100_SP00268
P100_ST00296 1555 10
P100_SP00269 1597
P100_ST00297 274 immigration 20101003004
P100_SP00270 1884 2896
P100_ST00298 2852 249 regulations 00080050070
P100_TL00029 386 2948 1758
P100_ST00299 2949 045
P100_SP00271 467 2984
P100_ST00300 46000
P100_SP00272
P100_ST00301 0000510
P100_SP00273
P100_ST00302 785 2961
P100_SP00274 852
P100_ST00303 2960 prone 70072
P100_SP00275 2993
P100_ST00304 1011 2953
P100_SP00276 1050 2985
P100_ST00305 2952 40200207
P100_SP00277 1256
P100_ST00306 1275 4003100
P100_SP00278 1443
P100_ST00307
P100_SP00279
P100_ST00308 1517 150
P100_SP00280 1583
P100_ST00309 2950 227 reluctance 3006050200
P100_SP00281 2986
P100_ST00310 1845
P100_SP00282
P100_ST00311 51500002
P100_SP00283 2987
P100_ST00312 2106 2955


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